2016 Annual Conference

This session examines instructional facilitation of international Chinese adult learners’ transformation to learner-centered teaching through online courses, from students’ perspectives. Results illuminate particular areas of adult development and suggestions to facilitate international students’ academic success and personal growth.

Because this research looks into the facilitation of international Chinese adult learners’ transformation from teacher-centered teaching to learner-centered teaching through taking online courses, anyone who is interested in transformative learning theories and applications might be interested in this session. Adult educators who desire to understand international student population will find the session appealing. Because this research also deals with the concept of conflicting cultures in the context of globalization, researchers who are interested in culturally responsive teaching will benefit as well.

Transformation has been regarded as an important lens for examining the development of adults (Merriam, Caffarella, & Baumgartner, 2007; Mezirow, 1978; Mezirow, 1991). Under globalization, more and more international students pursue study in the US, including Chinese students (Yan & Berliner, 2013). The Chinese student population faces tremendous challenges in switching from teacher-centered to learner-centered education, especially in online settings where learner-centeredness is featured (Edwards, 2013). Although the literature offers research suggesting cultural differences affect student learning (Gay, 2000; Hofstede, 2001), and there is much difference between teacher-centered and learner-centered teaching (Frambach, Driessen, Beh, &Van Der Vleuten, 2014; Piccone, 2013; Smith & Ayers, 2006; Zhang & Flora, 2012), little research exists on international students’ transformative perspective in this respect. Research on the facilitation of students’ transformation from teacher-centered to learner-centered teaching through online courses is even sparser. This research investigates the instructional facilitation of international Chinese adult learners’ transformation to learner-centered teaching in online courses from students’ perspectives. This session first introduces the background, purpose and significance of the study, and research questions. Next, the presenters will discuss the research methodology, results, conclusions, implications and limitations of the study. After the presentation, audience participation will be encouraged with discussion questions.