Students Input in Designing Classroom Experience

Iqtidar ul Hassan
LEAD 7500
Dr. Mary Keller Boudreaux
University of Memphis
10/8/16

Introduction
Adults are intrinsically motivated (Knowles & Associates, 1984, pp. 9-12) and
they are self-directed in the process of learning (Merriam & Caffarella, 1999, pp. 272). In
Self-directed Learning, the content and the process both are determined by the learner
(Merriam & Cafferella, 1999, pp. 288-301). In other words the learner designs the
classroom experience. The designed classroom experience is a product of the needs of the
learner. There are two kinds of learners needs: academic needs and cognitive needs.
Academic needs of the learner are determined by his/her professional and career needs.
Cognitive needs are determined by learners cumulative learning experiences and the
content of the discipline. A classroom experience is fulfilling academically if it is
cognizant of both academic and cognitive needs of the students.
An academically fulfilling experience is one where the content and the process
both meet the academic and cognitive needs of the learner. According to the Self-directed
Learning approach learners themselves are responsible for identifying the content and the
process. In other words the whole classroom experience is designed by learners
themselves. In a higher education classroom situation, where students are adult, if the
Self-directed Learning approach is applied, the syllabi and the pedagogy both will be
determined by students. If both are determined by the learner, the classroom experience
would be align with the needs of the learner. Such an alignment is the essence of a
fulfilling academic experience.

Problem Statement
International students in higher education do not have a fulfilling academic
experience, due to an atonality that exists between classroom experience (the content
taught and the pedagogy) and students needs. Since the academic needs and cognitive
needs of the international students are different than domestic students they expect a
different classroom experience, one that fulfills their needs. This difference is due to their
different career needs and cumulative learning experiences.
Purpose of the Study
The purpose of this study is to find the role of the international students in a
higher education in determining the classroom experience, that is the syllabi and the
pedagogy.
Conceptual Framework

My study is also guided by Self-directed Learning theory. Themes have been

identified through the postulates of the Self-directed Learning theory. The themes are:
identifying the content, pedagogy, and the students satisfaction with the classroom
experience.

Literature Review
Adults are intrinsically motivated (Knowles & Associates, 1984, pp. 9-12) and
they are self-directed in the process of learning (Merriam & Caffarella, 1999, pp. 272). In
Self-directed Learning, the content and the process both are determined by the learner
(Merriam & Cafferella, 1999, pp. 288-301). Instructional strategies used by many faculty
tend to assume all students are alike (Bond, 2003). The literature on internationalizing
instructional strategies and the overall classroom experience is nearly non-existent.
Students trained in other cultures bring their own culture to classroom (Vertesi, 1999).
The conventional teacher-centered strategies discount students learning from their lived
experience (Mestenhauser, 2002; Vertesi, 1999). Whereas learning should be learning
centered (McKellin, 1996). But there is no study to document how faculty members get
to know their students, their experience, their home communities and their learning styles
(Bond, 2003).
Methodology
I used ethnographic case study with qualitative approach. I interviewed an
international student who studies at the University of Memphis. Themes have been
identified through the self-directed learning theory. The data collected from the
interviewee was analyzed around those themes.
Findings
Identifying Content
I choose the course when I see the name and description, and when I see that it
will fulfill my needs, but when take a class or two I see that it is not what I expected.
The interviewee sees the content to be not in tone with her needs. She was not satisfied

because she has no input in deciding what should be taught to her. There is no
mechanism of inquiring into students needs. Students find that syllabi is very much
faculty centered.
The content of the course is not relevant to students context. It is not even
general. The interviewee says, Most of the content is about the USA and it is further
narrowed down to Tennessee or even Memphis. According to her she cannot relate it to
her own context.
Pedagogy
Most of the time I do not understand what is discussed in the class. Teacher does
not teach basic concepts, may be I am not use to this methodology. Students are already
used to certain teaching styles. Being said this, these students need to be taught through
the same methodology. Discussion is sometime incomprehensible to me. The student
admitted that she can learn the course material when she goes from general to particular.
According to her she could only learn when teacher teaches certain theories and concepts
and then relate them to certain contexts. The interviewee admitted that she in not use to
critical thinking in the start, that she is used to regurgitate the facts taught to her through
lecture and after that she is able to relate the material to her own context. According to
the interviewee the discussion inside the class further narrows down the material to
Memphis.
Student Satisfaction
I feel that I am not learning at all. Sometime the whole classroom experience,
the teaching by teacher and discussion is incomprehensible to the student. That is why
students academic experience is unsatisfactory to her.

Conclusions
Curricular Atonality
A disassociation between the curriculum and the needs of the international
students does exist at the higher educational level.
Faculty Oriented Education System
The faculty determines the syllabi and the pedagogy, there is no mechanism
getting students input.
No Mechanism of Inquiring into Students Need
There is no formal and proper mechanism of finding out students needs. Students
needs are assumed to be known to the faculty.
Study Limitations and Further Research
The data was collected only from single interviewee.
Further research can be conducted on the same topic with broader number
subjects. Research is needed on inquiring the students needs.
Reference:
Bond, S. (2003). Untapped Resources: Internationalization of the Curriculum and
Classroom Experience: A Selected Literature Review. CBIE Research Millennium
Series No. 7. Canadian Bureau for International Education (CBIE)/Bureau
canadien de lducation internationale (BCEI). 220 Laurier Avenue West, Suite
1550, Ottawa, Ontario K1P 5Z9.
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult
education. San Francisco, Jossy-Bass

McKellin, K. (1996). Anticipating the future, Workshops and resources for

internationalizing the post secondary Campus.
Merriam, S. B. & Caffarella, R. S.(1999). Learning in adulthood: A comprehensive guide.
John Wiley & Sons.
Mestenhauser, J. A. (2002). In search of a comprehensive approach to international
education: A systems perspective. Rockinin red square: Critical approaches to
international education in the age of cyberculture, 165-213.
Vertesi, C. (1999). . Students as Agents of Change in Bond, S., & Lemasson, J. P. (1999).
A new world of knowledge: Canadian universities and globalization. IDRC.