Exploring How Highly Interactive Learning Supports Chinese Graduate Students’ Early Adaptation in U.S. Education Programs

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT030 (Thursday)

Abstract

This study explores how highly interactive pedagogy influences Chinese graduate students’ early academic and social adaptation in U.S. Education programs. Limited research has examined how these students adapt to interactive classrooms. Grounded in Interactive Learning Theory and Sociocultural Adaptation Theory, the study adopts mixed-methods combining quantitative surveys and qualitative interviews, addressing (1) What types of challenges have highly interactive learning environments helped address, and new challenges simultaneously exposed or triggered? (2) How do students perceive and interpret the role and influence of interactive pedagogy in shaping their academic and social-emotional adaptation? Preliminary findings indicate that interactive learning fosters engagement, confidence, and belonging while also generating tensions around cultural and linguistic norms. The study contributes to culturally responsive pedagogy in higher education.

Author

• Zichen Wang, University of Pennsylvania, Graduate School of Education