Reconceptualizing pedagogy within the context of an Internationalized Problem-Based Learning Approach
Keywords:
culturally responsive pedagogy, higher education, internationalization, problem-based learningAbstract
In every university’s endeavor to promote internationalization, pedagogy is vital and there is a need to research internationalization at different pedagogical levels within different learning approaches (Katsara & De Witte, 2020). This paper discusses the value of implementing culturally responsive pedagogy (CRP) within the teaching context of Problem-Based Learning (PBL). By means of a critical review, it is revealed that little is known on specific classroom internationalized pedagogies, for example PBL appears difficult to be implemented in a uniform way across the globe while becoming culturally responsive during teaching seems quite personal. Some future lines of research on students’ support to PBL learning within teaching are offered providing the rationale for the development of possible departmental CRP training sessions for teachers. The evaluation of such training is suggested to determine the extent to which such an initiative could be part of a departmental pedagogy of internationalization policy development at micro level.
Key words: culturally responsive pedagogy, problem-based learning, internationalization, higher education
References
REFERENCES
Acton, R. (2019). Mapping the evaluation of problem-oriented pedagogies in higher education: A systematic literature review. Education Sciences, 9(4), 269-284
Altbach, P. G. (2015). AHELO: The myth of measurement and comparability, International Higher Education, 82, 2–3.
Barker, M. (2011). GIHE Good Practice Guide to Internationalizing the Curriculum. Griffith Institute for Higher Education. Retrieved from: http://www.griffin.edu.au_data/assets/pdf_file/0006/345 291/Internationalising-the-Curriculum.pdf
Barrows. H. S. (1996). Problem-based learning in medicine and beyond. In L. Wilkerson and W.H. Gijselaers (Eds.), New directions for teaching and learning: Bringing problem-based learning to higher education: Theory and Practice, (pp. 3-11). San Francisco: Jossey-Bass
Bouhuijs, P. (2011). Implementing Problem Based Learning: Why is it so hard? Revista de Docencia Universitaria, 9(1), 17–24.
Brown, M.R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic, 43(1), 57-62.
Byram, M. (2018). Internationalization in higher education – an internationalist perspective. On the Horizon, 26(2), 148–156.
Codd, J. (1988). The Construction and Deconstruction of educational policy documents. Journal of Educational Policy, 3 (5), 235-48.
Coelen, R.J., and Geitz, G. (2016). Problem Based Learning and Internationalization are Tricky Bedfellows. In K.W. Van der Hoek, H. Blom and R. Flohr. (Eds.), Learning inquisitiveness-About Education and Problem Based learning, (pp. 69-84). Leeuwarden- Stenden University
Crăciun D. (2019). Systematizing national higher education internationalization strategies: Reconceptualizing a process (Doctoral thesis, Central European University). Wien, Austria: Yehuda Elcana Center.
De Wit, H., and Altbach, P. G (2021) Internationalization in higher education: global trends and recommendations for its future, Policy Reviews in Higher Education, 5(1), 28-46
Dixon-Woods M, Bonas S, Booth A, Jones DR, Miller T, Shaw RL, Smith JA, Young B. (2006). How can systematic reviews incorporate qualitative research? A critical perspective. Qual Res, 6 (1), 27 – 44.
Frambach, J.M., Talaat, W., Wasenitz, S., Martimianakis, M.A. (2019). The case for plural PBL: An analysis of dominant and marginalized perspectives in the globalization of problem-based learning. Adv. Health Sci. Educ, 24, 931–942.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice, New Internationalizing higher education framework. York, NY: Teachers' College Press.
Gay G. (2002). Preparing for culturally responsive teaching. Teach Educ. 53(2), 106-116.
Grant M.J, Booth A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. Dispositions, skills, structure training, and metacognitive monitoring. The American psychologist, 53(4), 449-455.
Hallinger, P., & Lu, J. 2011. “Implementing problem-based learning in higher education in Asia: challenges, strategies and effect”. Journal of Higher Education Policy and Management, 33(3), 267–285.
Hammerstrøm, K., Wade, A., Jørgensen, A.M.K. (2010). Searching for studies: A guide to information retrieval for Campbell. Campbell Systematic Reviews 2010: Supplement I. Oslo: The Campbell Collaboration.
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10, 290–312.
Han, S & Zhong, Z. (2015). Transforming into global universities: An analysis of research universities’ international strategies. International Journal of Chinese Education, 4(1), 28-47.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320.
Hofstede, G. (1996). ‘Differences and danger: Cultural profiles at nations and limits to tolerance’. Higher Education in Europe, 21(1), 73-94.
Jiang, D., Dahl, B., Bøgelund, P. (2021) Adaptability to Problem-based Learning at Aalborg University: Experience from four first-year Chinese engineering graduate students. In A. Guerra, J. Chen, M. Winther, A. Kolmos, A. & S.R. Nielsen (Eds.). Educate for the future: PBL, Sustainability and Digitalization 2021. (pp 131-140). 8th International Research Symposium on PBL (IRSPBL), Aalborg University: Aalborg.
Jin, L. & Cortazzi, M. (2017). Practicing cultures of learning in internationalizing universities. Journal of Multilingual and Multicultural Development, 38(3), 237-250
Ju, H., Choi, I., Rhee, B., & Tae-Lee, J. (2016) Challenges Experienced by Korean Medical Students and Tutors During Problem-Based Learning: A Cultural Perspective. Interdisciplinary Journal of Problem-Based Learning, 10(1), Article 8
Katsara, O. (2014). The need to investigate the Greek cultural perspective within the teaching practice of an ESAP class. Asian ESP Journal,10(2), Article 5, 88-113.
Katsara, O. and De Witte, K. (2019). How to use Socratic questioning in order to promote adults’ self-directed learning, Studies in the Education of Adults, 51(1), 109-129
Katsara, O and De Witte, K. (2020). The need to investigate the pedagogical dimension of specific learning settings within the context of internationalization: A literature review. In EEPEK (Eds.) Proceedings for the 5th International Conference for the Promotion of Educational Innovation. (632-641). Larissa, Greece: EEPEK editions
Kerr, C. (1994). Higher Education Cannot Escape History: Issues for the Twenty-First Century. SUNY Series Frontiers in Education. Albany: State University of New York Press.
Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202–1216.
Knight, J. and de Wit, H. (1995), Strategies for internationalization of higher education: historical and conceptual perspectives. In de Wit, H. (Ed.), Strategies for Internationalization of Higher Education: A Comparative Study of Australia, Canada, Europe and the United States of America (99-120). Amsterdam: European Association for International Education (EAIE).
Knight, J. (2015). Meaning, rationales and tensions in the internationalization of higher education. In S. McGrath & Q. Gu (Eds.), Routledge handbook of international education and development (pp. 345–359). Abingdon: Routledge
Leask, B. (2015). Internationalizing the Curriculum. Abingdon: Routledge.
Ledger, S., and Kawalilak, C. (2020). Conscientious internationalization in higher education: contextual complexities and comparative tensions. Asia Pacific Education Review, 21(4), 653-665
Lomer, S. and Mittelmeier, J. (2021). Mapping the research on pedagogies with international students in the UK: a systematic literature review, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1872532
Marantz‐Gal, A., & Leask, B. (2021). Internationalizing the curriculum: The power of agency and authenticity. New Directions for Higher Education, 2020(192), 39-50.
Maurer, H., and Neuhold, C. (2012). Problems everywhere? Strengths and challenges of a problem-based learning approach in European studies. In APSA Teaching & Learning Conference, Washington, 17-19 February, (pp. 1-22). Retrieved from: SSRN://https://ssrm/com/abstract= 1997614.
Milner, H. R. (2019). Culturally Responsive Classroom Management. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.782
Miner-Romanoff, K., Rae, A., & Zakrzewski, C.E. (2019). A Holistic and Multifaceted Model for Ill-Structured Experiential Problem-Based Learning: Enhancing Student Critical Thinking and Communication Skills. Journal of Problem Based Learning in Higher Education, 7(1), 70–96
Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methodology, 5(4), 56–69.
Muller, T., & Thomas Henning, T. (2017). Getting Started with PBL A Reflection. Interdisciplinary Journal of Problem based Learning. 11(2), Article 8.
Rychly, L. & Graves, E. (2012) Teacher Characteristics for Culturally Responsive Pedagogy. Multicultural Perspectives, 14(1), 44-49
Scholkmann, A. (2020). Why don’t we all just do the same? Understanding variation in PBL implementation from the perspective of Translation Theory. Interdisciplinary Journal of Problem-Based Learning, 14(2), 1-16
Skinner, V.J., Braunack-Mayer, A., and Winning, T.A. (2016). Another Piece of the Silence in PBL Puzzle: Students’ Explanations of Dominance and Quietness as Complementary Group Roles. Interdisciplinary Journal of Problem-Based Learning, 10(2), Article 8.
Sleeter, CE (2012) Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584.
Soliman, S., Anchor, J., & Taylor, D. (2019) The international strategies of universities: deliberate or emergent? Studies in Higher Education, 44(8), 1413-1424
Tannock, S. (2018). Constructing the international-home student attainment gap. In S. Tannock (Ed.), Educational equality and international students: Justice across borders? (pp. 185–214). Cham: Palgrave Macmillan
Tannock, S. (2018). The Fragmentation of Equality in the Internationalized University. In S. Tannock (Ed.), Educational equality and international students: Justice across borders? (pp. 69-92). Cham: Palgrave Macmillan
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resources Development Review, 4, 356–367.
Wihlborg, M. (2009) The Pedagogical Dimension of Internationalization? A Challenging Quality in Higher Education for the Twenty-First Century. European Educational Research Journal, 8(1), 117-132.
Wimpenny, K., Beelen. J. & King, V. (2020) Academic development to support the internationalization of the curriculum (IoC): a qualitative research synthesis. International Journal for Academic Development, 25(3), 218-231.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.
