Reflections of Learning Experiences of International Students in Sweden

Authors

DOI:

https://doi.org/10.32674/jis.v10iS2.2757

Keywords:

course structure, cultural and contextual differences, international students, learning, reflection, Sweden

Abstract

The purpose of this article is to present a qualitative study exploring a small cohort of nine international students’ in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored teaching and learning experiences of international students studying in Sweden. Using Carol Rodgers (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students’ experiences allows us as university lecturers to enhance our understanding how to better support international students’ in their learning away from their home universities. 

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Author Biographies

Liisa Uusimaki, University of Gothenburg, Sweden

LIISA UUSIMAKI is an Associate Professor in Pedagogy at the Department of Education and Special Needs Education at the University of Gothenburg, Sweden. Based on her interest and expertise in teaching and learning in higher education she received an Excellent Teacher award in 2018. Her teaching and research areas include; internationalisation, pedagogical and educational leadership, inclusion, identity, mentoring, professional development and developmental psychology. Email: liisa.uusimaki@gu.se

Susanne Garvis, Swinburne University of Technology, Australia

SUSANNE GARVIS is a Professor of Education and the Chair of Department of Education at Swinburne University of Technology. She has extensive experience working within early childhood education around the areas of policy, quality and learning. Her work has also focused on teacher education and the importance of inclusive and democratic ways of working. Email: sgarvis@swin.edu.au

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Uusimäki, L., Garvis, S., & Sharma, U. (2018). Swedish final year early childhood preservice teachers’ attitudes, concerns and intentions towards inclusion. International Journal of Special Needs Education. DOI: https://doi.org/10.9782/17-00034

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Published

2020-11-10

How to Cite

Uusimaki, L., & Garvis, S. (2020). Reflections of Learning Experiences of International Students in Sweden . Journal of International Students, 10(S2), 36–50. https://doi.org/10.32674/jis.v10iS2.2757