In the previous post, we explored the more general issue of culture shock that, at least to some extent, can be experienced by students during the initial stage when studying overseas.
This week we will investigate the challenge of learning shock. This arises from a sudden encounter with the contrasting educational expectations between the domestic model based on teacher-centred learning and the student-centred approach at international universities, especially those of the English-speaking nations. The background to the contrast between teacher- and student-centred learning styles was introduced in an earlier blog in relation to the issue of critical thinking.
Cross-cultural influences on teaching and learning styles
The primary teaching and learning expectations in any society are determined by the underlying set of national cultural values that then shape attitudes, beliefs, and behaviour.
Hofstede (1996) argues that culture is 'the collective programming of the mind that distinguishes the members of one group or category of people from others'. He depicts culture as an onion which can be peeled, layer by layer, to reveal the content. The whole onion should be regarded as 'culture' that has different levels.
At the very core are the deeply embedded values, which reflect how members of a particular culture believe things ought to be in terms of issues such as right and wrong, or good and bad. While the outer layers are more open to change, the inner core values can remain largely unchanged across hundreds of years.
In relation to primary expectations in the context of education, the cultural value of the extent of power distance relationships represents a critical influential factor. Power distance is the extent to which members of societies accept, respect, or even expect differences in power relationships between members. These deeply rooted values in terms of student and teacher expectation are illustrated below.
Large Power Distance Teacher-centred learning | Small Power Distance Student-centred learning |
Students expect teachers to constantly guide the learning process | From the outset, students are expected to take initiative in the learning process |
Students expect teachers to constantly direct their learning experience | Students are required to work ever more independently in the learning experience |
Students expect teachers to outline the correct path in relation to the value of learning outcomes | Students are expected to show initiative and devise their own path in relation to learning priorities and values |
Teachers and peers must never be contradicted in public | Students are allowed to contradict teachers and fellow students |
Teachers manage the learning experience | Students are expected to demonstrate self-management ability |
Students expect teachers to direct learning and be present in the process | Students are expected to learn individually and in groups without constant supervision from teacher |
Students can speak typically only when called on by teachers | Students can speak and comment without the consent of teachers |
Harmony must be retained, and all confrontation should be avoided | Confrontation and challenges between peers and teachers are considered a positive sign of intellectual development |
Some examples of nations that are defined as being either large or small power distance in terms of their core cultural dimensions are shown below.
Note. Hofstede Insights
Therefore, it is essential that students from large power distance cultures with consequential teacher-led educational systems prepare themselves in advance for the contrasting educational expectations in a small power distance and student-led host context. Some of the main new learning aims that need to be anticipated are shown below.
The promotion of active learning in contrast to passive learning
The prioritisation of greater student responsibility and accountability for learning
The development of increased learner autonomy
The awareness of variations in effective teaching methods and learning styles
The establishment of mutual respect between educators and learners
The transference of focus from outcomes and grades to the learning process
The movement away from what to learn to how to learn
The emphasis on critical reading in contrast to passive comprehension
The focus on more self-managed and life-long learning strategies
Consequently, as illustrated above, the primary reason for learning shock experienced by many overseas students arises from the requirement to actively participate and take significantly increased responsibility for the learning experience. More specifically, this places immediate demands on many overseas students to acquire unfamiliar study skills that are not typically prioritised in the domestic context. Some of the new skills that can heighten the learning shock challenge are shown below.
Finally, for further information concerning how other cultural dimensions identified by Hofstede shape educational expectations, read the brief but informative article by Wursten and Jacobs. This article also illustrates an impact of other cultural dimensions such as individualism vs. collectivism, and levels of uncertainty avoidance.
Question 1
To what extent is it possible for prospective students to acquire some of the more independent learning abilities prior to leaving their home cultural context?
Question 2
How might overseas students benefit from the experience of studying in a different learning culture in relation to their personal development and future careers once returning home?
Question 3
Why should a more limited direct timetabled interaction with educators in student-led cultures represent a challenge to overseas students on arrival in the host learning context?
References
Hofstede, G. (1996). Cultures and organizations, software of the mind: intercultural cooperation and its importance for survival. McGraw-Hill.
Hofstede Insights (2023, October 16). Country comparison tool. https://www.hofstede-insights.com/country-comparison-tool
Wursten, H. & Jacobs, C. (2013). The impact of culture on education: can we introduce best practices in education across countries? https://www.academia.edu/22731263/The_impact_of_culture_on_education_Can_we_introduce_best_practices_in_education_across_countries
Visit our page on Academic Expectations to learn how to adapt to contrasting cross-cultural learning expectations.
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