Learning challenges and preferred pedagogies of international students: A perspective from the USA

Abstract

Purpose

The purpose of this paper is to understand the challenges international students face during their higher education in the USA. This research study was conducted at a private university in the Eastern region of the USA from October 2012 through May 2013 (Fall and Spring semesters) with undergraduate and graduate international students. International students for this study are defined as those students who are on an international student visa status (F1).

Design/methodology/approach

This research adopts an online survey method to understand the challenges international students encounter in a single university. A total of 111 students responded providing a response rate of 33 percent. The results were analyzed using frequencies and percentages.

Findings

The findings of this study suggest that the primary learning challenges of international students are inadequate writing skills, non-participation, and comprehension abilities. The predominant learning needs are writing academic papers, enhancing class participation, and having local mentors. The students recommend that professors offer detailed feedback, encourage nurturing environments, and provide informal feedback for assignments. The preferred pedagogies are class lectures, class discussions, and individual assignments.

Practical implications

This study provides implications for both faculty and administrative staff in managing international students better.

Originality/value

This paper provides a holistic picture of the challenges international students face during their higher education in the USA. Most of the research on this population focuses only on one of the elements addressed in this research. The results of this empirical study will help guide both local faculty and global academic institutions in understanding this student population better.

Citation

Rao, P. (2017), "Learning challenges and preferred pedagogies of international students: A perspective from the USA", International Journal of Educational Management, Vol. 31 No. 7, pp. 1000-1016. https://doi.org/10.1108/IJEM-01-2016-0001