Connecting Best Practices for Teaching Linguistically and Culturally Diverse International Students with International Student Satisfaction and Student Perceptions of Student Learning

Authors

Clayton A. Smith, University of WindsorFollow
George Zhou, University of WindsorFollow
Michael Potter, University of WindsorFollow
Deena Wang, University of WindsorFollow

Author ORCID Identifier

https://orcid.org/0000-0002-7611-9193: Clayton Smith

Document Type

Contribution to Book

Publication Date

5-2019

Publication Title

Advances in Global Education and Research

Volume

3

First Page

252

Keywords

teaching, satisfaction, learning

Last Page

265

Abstract

This paper explores promising teaching practices for teaching linguistically and culturally-diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. This study is based on the belief that the most effective teaching practices are where promising teaching practices, student satisfaction, and student perceptions of learning meet. Researchers used a mixed-methods research design that included an online-survey questionnaire, focus-group discussions, and individual interviews. All of the promising teaching practices identified as having high levels of student satisfaction have medium/high perceptions of student learning. Some of the promising teaching practices with high levels of student perceptions of learning have moderate levels of student satisfaction. Recommendations for professional practice are presented along with potential areas for further research.

Recommended Citation

Smith, Clayton A.; Zhou, George; Potter, Michael; and Wang, Deena. (2019). Connecting Best Practices for Teaching Linguistically and Culturally Diverse International Students with International Student Satisfaction and Student Perceptions of Student Learning. Advances in Global Education and Research, 3, 252-265.
https://scholar.uwindsor.ca/educationpub/24