Yutong Wang
ABSTRACT
For Chinese universities, American education patterns have been models to learn from. This research conducted a comparison of five Chinese undergraduates’ experiences in two different universities, University of California at Berkeley (UCB) in U.S. and Beijing International Studies University (BISU) in China. By using the qualitative method, semi-interviews, the research made efforts to find the differences of classroom models between UCB and BISU based on participants’ narrations about their feelings, opinions and reflections. The differences include five aspects: learning resources, classroom atmosphere, teaching methods, learning strategies and following up after class. Most participants prefer teaching patterns in UCB because they feel more independent, free and lively in UCB. This research can provide a micro view of comparison and reference for the reform of undergraduate education in Chinese universities.
- Sargent, Tanja and Yang Xiao, Teaching Reform in Chinese Undergraduate Education, Chinese Education & Society: Teaching Reform in Chinese Undergraduate Education, Vol. 51, No. 4, 2018, pp. 245–247.Google Scholar
- Astin, Alexander W, Jennifer R Keup, and Jennifer A Lindholm, A Decade of Changes in Undergraduate Education: A National Study of System "Transformation, The Review of Higher Education, Vol 25,No. 2, 2002, pp. 141-162.Google ScholarCross Ref
- Ani Yazedjian and Brittany Boyle Kolkhorst, Implementing Small-group Activities in Large Lecture Class, College Teaching, Vol.55, No.4(Fall,2007),pp.164-169Google Scholar
- Michael.A.Christiansen,Inverted Teaching: Applying a New Pedagogy to a University Organic Chemistry Class,Google Scholar
- Nianlin ZHOU, Gengyin LI, Xiaoxing CHENG, Challenges of Quality Management: A Survey of Management Model Reform of Teaching Evaluation at Universities of North America and China, Management&EngineeringGoogle Scholar
- Jerry Herman, Thwarting Expectations: Assignments from a critical thinking class, New Directions for Community Colleges, 2005 Vol. 2005; Iss. 130Google Scholar
- Review by: Tracy Ore, Teaching the Large College Class: A Guidebook for Instructors with Multitudesby Frank Heppner, Teaching Sociology, 2009 / 04 Vol. 37; Iss. 2Google Scholar
- Álvarez, Guadalupe, Bassa, Lorena, ICTs and Collaborative Learning: a Case Study of a Class Blog for Improving the Writing Skills ofPre-university Students, International Journal of Educational Technology in Higher Education, 2013 / 7 Vol. 10; Iss. 2Google Scholar
- Chawinga, Winner Dominic, Taking Social Media to a University Classroom: Teaching and Learning Using Twitter and Blogs, International Journal of Educational Technology in Higher Education, 2017 / 12 Vol. 14; Iss. 1Google Scholar
- Varshney, Rachel, Rolin-Ianziti, Jeanne, Student Perceptions of L1 Use in the Foreign Language Classroom: Help or Hindrance? Journal of the Australasian Universities Language and Literature Association, 2006 / 05 Vol. 2006; Iss. 105Google Scholar
- Jing, Huang, Metacognition Training in the Chinese University Classroom: an action research study, Educational Action Research, 2005 / 09 Vol. 13; Iss. 3Google ScholarCross Ref
- van der Walt, Christa, University Students’ Attitudes Towards and Experiences of Bilingual Classrooms , Current Issues in Language Planning, 2006 / 05 Vol. 7; Iss. 2-3Google Scholar
Index Terms
- A comparison of Undergraduates’ experiences in Chinese and American Classes: A case study of teaching patterns in UCB and BISU
Recommendations
Research experiences for undergraduates: autonomic computing research at FIU
TAPIA '09: The Fifth Richard Tapia Celebration of Diversity in Computing Conference: Intellect, Initiatives, Insight, and InnovationsAccording to Computing Research Association, during each year between 2003 and 2007, fewer than 3% of the US's Ph.D.s graduates in computer science and computer engineering were Hispanic or African American and fewer than 20% were women. Such an under-...
A case study of the development of CS teaching assistants and their experiences with team teaching
Koli Calling '13: Proceedings of the 13th Koli Calling International Conference on Computing Education ResearchTeaching assistants play a vital role in lab-based teaching at large institutions, with a large impact on students' success in CS1. How do TAs develop as teachers? We extended existing models of teacher development for our context of teaching CS labs in ...
Teaching a fundamental programming course via a Chinese/American faculty exchange agreement
SIGITE '10: Proceedings of the 2010 ACM conference on Information technology educationFaculty exchange programs between American universities and Chinese universities are popular. In the recent years these programs aimed at promoting the academic communication between two countries. A faculty exchange program was introduced by Purdue ...
Comments