Presentation on theme: "Lisha Liu Institute of Education, University of London."— Presentation transcript:
Lisha Liu Institute of Education, University of London
51full-time international taught master’s students (7 for pilot study; 44 for main study;18 countries;12 subject areas) from 3 English universities voluntarily participated in this study. Qualitative research design ◦ Unstructured interviews ◦ Inductive thematic analysis (constant comparison, data saturation)
Most participants were aware of heavy time pressure from their intensive programme structure. However, their concerns about English competency further increased such time pressure. Even though participants were under time pressure, they still tried to make full use of their time to improve their learning efficiency and quality. To some extent, time pressure stimulated their autonomy and independence in learning.
Overtime is the most mentioned approach of time adjustment by participants. It normally happened in after-class learning. This aims to complete academic reading, guarantee assignment quality and keep up with their peers. Last-minuting is the second approach of participants’ time adjustment. 18 participants acknowledged that they preferred to postpone their written assignments until the deadlines were looming. Although this brought them pressure, it stimulated them to complete their learning tasks more efficiently. Cramming is the third approach of time adjustment. According to the participants, it was either considered as an effective personal learning habit or driven by assignment deadlines.
Prearranging is the fourth approach of time adjustment which is contrasted with cramming. It includes prioritising learning and reducing ineffective time. Only 1/4 of the participants adopted this strategy. Multi-tasking is the fifth approach of time adjustment. It could enhance international students’ learning efficiency and reflect their activeness and autonomy in bounded time management. Completing in advance is the last approach of international students’ time adjustment. Not so many participants mentioned it. Unlike the previous approaches, it aims to vacate students’ time for other activities except learning. This could assist reduce students’ learning pressure.
The importance of ‘time’ is highly valued and even magnified by full-time international taught master’s students. It seems that this has been fused in their learning engagement.
Curriculum: increase the proportion of international and context-free elements. Teaching: think as a ‘student’ - provide more ‘academic care’ from international students’ perspective.