International students’ perspectives and experiences of a technology-enhanced learner-centered pedagogy

• In Event: International Students in Different Disciplines

Proposal

BACKGROUND

Internationalization efforts in higher education (HE) have given rise to a steep increase in international students. Confronting new academic expectations, international students have been found to struggle with issues such as unfamiliar sociocultural references in the curriculum, classroom participation, group work with domestic peers, and academic writing (Heng, 2018; Song & McCarthy, 2018; Wu, 2015), amongst others. Yet, research reveals a significant gap in academic support for them: only 6.6% of 151 articles on internationalization address pedagogies beneficial to international students (Mittelmeier & Yang, 2022), with even fewer investigating the pedagogies in detail (Lomer & Mittelmeier, 2023). This spells an urgent need to develop more evidence-based pedagogies that support international students’ learning.

This study explores how a learner-centered pedagogy, differentiated instruction (DI)—when enhanced with technology—can address the learning needs of international students. By investigating international students’ experiences of technology-enhanced DI, this research aims to illuminate the positives, pitfalls, and propositions of this pedagogical approach in engaging them. Three research questions guided the study: (1) What technology-enhanced DI practices did international students appreciate? (2) What challenges did they face? (3) What suggestions did they have for improvement?

The conceptual framework of this study integrates Tomlinson’s (2014) DI framework with the affordances of technology. DI is a learner-centered pedagogical approach that acknowledges and attends to learner diversity to maximize their potential (Bondie et al., 2019; Tomlinson, 2014). This study employs Tomlinson's DI principles, which emphasize creating a supportive learning environment, delivering quality curriculum, using assessments to inform teaching, responding to student diversity, and managing classrooms flexibly (Tomlinson, 2014). In practice, teachers can adapt classroom elements—content, process, product, and learning environment—based on students' readiness, interests, and learning profiles (Tomlinson, 2014).

Despite the benefits of DI, such as promoting engagement, collaboration, and improved outcomes (Chen & Chen, 2018; Danley & Williams, 2020), its implementation in HE faces challenges, including large class sizes, limited resources, and insufficient faculty training (Joseph et al., 2013; Melese, 2019; Turner et al., 2017). Technology has emerged as a valuable tool for enhancing DI, particularly in HE, where students and instructors have greater access to technological resources and digital technology is omnipresent (Chamberlin & Powers, 2010). Strategies such as blended learning, the use of learning management systems, and the integration of various online tools have proven effective in accommodating diverse learning modalities and improving student engagement (Boelens et al., 2018; Joseph et al., 2013; McCarty et al., 2016). However, there is limited research on the intersection of DI and technology, and how international students experience this pedagogical hybridization, to which our research responds.

METHODOLOGY

Given the open-ended nature of the research questions, a qualitative research approach was adopted, grounded in an interpretivist paradigm (Schwandt, 1998). This paradigm emphasizes understanding participants' lived experiences and valuing their perspectives, thus enabling a deeper exploration of how international students engaged with technology-enhanced DI in HE (Hatch, 2002).

This study was conducted over three academic semesters at a Singapore university in a 13-week, graduate-level module. A total of thirteen international students—11 from China, and 2 from Korea and India—were voluntarily recruited. During the module, the instructor utilized technology-enhanced DI in various ways, to name a few: scaffolding and extending students’ learning through academic writing and topical Padlets, fostering community through e-introductions on Padlets and online discussion forums, practicing formative assessment using online tools like Formative and Plickers, and supporting multi-modal learning by recording assignment instruction videos, creating music videos of lesson content, and leveraging Google Sheets to document classroom discussions.

Data collection involved pre- and post-course closed- and open-ended surveys, two reflection assignments during the course, classroom observations, and a post-course semi-structured interview. Data analysis employed both deductive and inductive coding approaches. Deductively, the data were organized around the research questions, focusing on students' appreciation of practices, challenges, and suggestions. Inductively, recurring themes were identified, allowing new insights to emerge from participants' narratives (Hatch, 2002). To ensure trustworthiness in our interpretations, multiple data sources were triangulated, and member checking was used (Shenton, 2004).

PRELIMINARY FINDINGS

Positives of Technology-Enhanced DI
Participants appreciated using Padlets for class introductions and resource sharing, which fostered a supportive environment and bridged the “gap between international and local students.” Assignment instruction recordings were seen as “more efficient,” reducing the need for repetitive questions. The class E-board (Google Sheets) was valued for providing a “convenient” space for pre-, in-, and post-class learning. Additionally, Formative was praised for “effectively” collecting and analyzing student responses, and the Blackboard Discussion Board was commended for facilitating “open communication” beyond the classroom confines.

Pitfalls of Technology-Enhanced DI
Some participants struggled with unfamiliar or inaccessible technological platforms, particularly those from China who had difficulty using Google-based tools, which required a “VPN” back home. Despite the instructor’s introduction to certain platforms, participants felt they “only got a general sense and didn’t know the exact steps.” Additionally, some participants found the music video—featuring an American nursery tune—to be like “a tongue twister” because “I [they] don't have that [sociocultural] background.”

Propositions for Improvement
Participants suggested the instructor explain the reasoning behind her pedagogical decisions. For instance, they felt “confused” about the grouping arrangement and wondered why Plickers was used. They also recommended balancing autonomy with structured guidance to help them navigate the learning process more effectively. While they appreciated the resources shared on Padlets, some wished that the instructor could “assign some tasks to guide us [them] on how to make better use of these resources.”

SIGNIFICANCE

Preliminary findings highlight the potential of technology-enhanced DI to create more learner-centered, inclusive and supportive learning experiences for international students in HE, filling the gap in evidence-based and technologically-enhanced pedagogies appropriate for international students. However, the challenges identified also underscore the importance of considering the diverse cultural backgrounds and technological readiness of international students. As HE institutions continue to envision education in a digital society, it is crucial to ensure that these innovations are implemented equitably and with cultural sensitivity, thereby promoting the academic success and transitional experiences of international students.

Authors

• Tang T Heng, Nanyang Technological University-National Institute of Education

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