The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
39. Inquiry-based Learning with International Students: An Exploration in Pedagogic Values
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Inquiry-based Learning with International Students
An Exploration in Pedagogic Values
Tim Corcoran & Jason Sparks
Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other (Freire 1970, 53).
In countries such as the United Kingdom, Australia and the United States, higher education (HE) has witnessed significant increases in the participation of international students and developed into what Marginson (2006, 16) describes as a ‘global market in higher education.’ Altbach, Reisberg and Rumbley (2009, viii) state that there is presently more than 2.7 million international students worldwide and they predict that by 2020, that number will increase to 7 million. Across the globe reasons for such significant increases in international student participation, particularly in postgraduate education, can be understood in the context of a range of debates and discussions on issues of globalisation and HE policy (Knight 2004; Altbach and Knight 2007; Marginson 2006; Rizvi and Lingard 2010; Robertson, Bonal and Dale 2002). This international dimension places significant focus on developing an approach to student learning that might account for difference across multiple planes including culture, language, educational traditions and experiences, facility with ICT and information resources and learning styles. Within these considerations we set about redeveloping a yearlong academic support programme which would promote student learning by attending to individual student needs and...
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