|dc.description.abstract||There are a number of issues around this approach. Firstly there is the issue of content. What content should be taught to these students? There are a range of topics that could be covered, but these may be constrained by time pressures. Secondly, there is the way in which the students are taught. In the UK, there are a range of innovative methods to teach students, including flipped classrooms and co-creative learning. The problem is the vast majority of Chinese students have only experience of a lecturer standing at the front of the class, with no interaction between lecturer and students beyond a monologue. Noting that a number of these students will come to the UK to study, there is an issue over the way in which they are taught. The innovations in the UK (and elsewhere) leave many overseas students like a fish out of water. There is a clear concern over inclusivity. This is before the third issue is even encountered: language skills. In the case study, there is the situation of a European lecturer conducting classes in English, on the subject of British Culture. There is a language in which there is varied proficiency in class on a subject about which the vast majority of students know absolutely nothing. To be able to study in the UK, there are minimum standards of English proficiency. There may be a question as to whether these standards are sufficient for students to be able to study effectively in the UK.
To make things more complicated, the whole teaching structure in the case study is devised in the standard Chinese format. It is very intensive. There are three one-hour lectures every morning (Monday to Friday). Each student will have two one-hour seminars during the week. On top of this there is also assessment. There are very obvious time pressures.
This paper will explore the different pressures placed on both staff and students in such a scenario. Underpinning the whole paper is the question of: what could be done better? To what extent, if at all, are we doing these students a dis-service? Or, alternatively, what needs to be done better to enable these students to study more effectively?||en