Supporting International Students Through a Differentiated Classroom in Higher Education

• In Event: Faculty-Student Interactions in the Classroom

Abstract

Higher education institutions (HEIs) have been hosting international students in pursuit of internationalization. However, scholars have observed the inequitable relationship between international students and HEIs, particularly the dearth in specific classroom pedagogies to support international students. This qualitative study examines how seven international students experienced a technology-enhanced differentiated classroom in Singapore. Data collection involved students’ pre- and post-course surveys, semi-structured interviews, assignment reflections, and class observations. Findings show that international students appreciated the use of differentiated instruction to engage them. By foregrounding their voices—regarding the promises, pitfalls, and potentials—of this pedagogical approach, this study aims to foreground international students’ version of “truth” and contribute to evidence-based pedagogies that can reduce the inequitable relationship between international students and HEIs.

Authors

• Tang T. Heng, Nanyang Technological University
  Presenting Author

• Nannan Lu, Nanyang Technological University - National Institute of Education
  Presenting Author