This week we will explore one of the most frequently reported experiences that unexpectantly, perhaps even surprisingly, can trigger a serious sense of disorientation for many overseas students called timetable shock. The primary reason for this is that at international educational institutions, particularly those of the English-speaking nations, only around 30% of the learning schedule is based on direct instructional contact time with teachers. This contrasts significantly with the domestic context in which teachers seem to be almost constantly present in the learning process.
Therefore, during the initial period of adjusting to the new student-led learning approach, many students express the view of becoming lost in what are perceived as inexplicable gaps in the timetable leading to a sense of disorientation, frustration, and even a reduction of motivation to study.
Moreover, some overseas students also report that, having become lost in what appears to be regular pointless empty spaces, they fill time either socialising with fellow students from their home nation or by playing various games online. Consequently, they fall further and further behind with course work assignments such as extended essays and group projects that are meant to be managed during the times between direct teacher contact periods.
The additional challenge of Time Blindness
The challenge of establishing some balance between study requirements, numerous attractive social opportunities, and extracurricular activities is further complicated by the challenge of what is called time blindness. Time blindness, though still controversial, is the tendency to fail to monitor the passing of time and effectively manage the allocation of attention to key assigned tasks.
Put simply, we all constantly shift between two types of attention focus depending on the situation. These two types are called automatic and directed attention. Automatic attention relates to periods when engaged in experiences that are interesting and enjoyable, while directed attention refers to times when something must be completed but would otherwise rather be avoided or at least delayed.
The main threat posed by extended periods of automatic attention is not just the inclination to lose track of time. More importantly, it is then to experience significant emotional challenges when finally attempting to switch back to directed attention to focus on less attractive tasks that demand high levels of concentration. Consequently, this constant emotional tug of war adds to the challenge of establishing a workable time allocation balance.
The need to prioritise and manage time allocation
An initial positive practical step in timetable management is to gradually learn how to prioritise and allocate time more efficiently, especially in relation to the completion of essential extended assigned tasks. One comfortable approach is to focus on formulating a simple time allocation schedule.
Firefighting
Important and urgent
For example, coursework assignments that must be addressed and managed immediately especially when deadlines are fast approaching. Completing such tasks on time is not optional, so it is essential to resist any emotional temptation to adopt a ‘tomorrow, tomorrow’ casual attitude that will quickly lead to unpleasant personal and study consequences. Therefore, constantly remind yourself that you are not on a vacation, but here to work for your future.
Quality Time
Important but not urgent
For example, some assignments such as preparing for a team presentation or writing an essay require longer-term research and planning. Investing time occasionally in addressing these challenges helps to prevent them suddenly becoming urgent issues with a consequential rise in stress.
Distractions
Not important but urgent
For example, when attempting to focus on key graded coursework assignments, it is important to aid concentration by studying in a quiet space that limits possible distractions. This includes cutting phones and resisting the urge to constantly check messages. Then, fellow students, especially close friends, should be provided with your intended revision time allocation schedule and politely asked not to disturb you during these periods. No true friend will be offended.
Time-wasting
Not important nor urgent
For example, during periods in which important and urgent tasks need to be completed under time pressure, activities such as window shopping, long walks, meeting friends for drinks, entertaining at home, or sightseeing should be placed temporarily on hold, as they have no immediate value. Once again, constantly remind yourself that you are not a tourist on vacation.
Of course, learning to allocate time more effectively is challenging in the early stages of the development of this critical study skill. However, even elementary attempts at time allocation scheduling will provide some early warning signalling of the approach of important and urgent tasks that ultimately cannot be avoided without rather serious consequences.
Question 1
What factors might encourage students to delay work on essential study tasks?
Question 2
To what extent is it possible to shift study and assignment management from directed to attention focused time experiences?
Question 3
How might contrasting cross-cultural communication styles introduce an additional level of learning shock for overseas students?
We will explore this issue of communication shock in the next blog post.
References
Covey, S. (2004). The 7 habits of highly effective people: powerful lessons in personal change. Free Press.
Shepherd, J. (2012, May 17). University students spend no more time with lecturers than six years ago. The Guardian. https://www.theguardian.com/education/2012/may/17/students-time-lecturers
What is time blindness? (2023, May 2). Cleveland Clinic. https://health.clevelandclinic.org/time-blindness/
Visit our page on Academic Expectations to learn how to adapt to contrasting cross-cultural learning expectations.
Comments