Abstract
A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are “forced” to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students.
Similar content being viewed by others
References
Biggs, J., & Tang, C. (2007). Teaching for quality learning at University (3rd ed.). Maidenhead: Open University Press.
Borgatti, S. P., & Cross, R. (2003). A relational view of information seeking and learning in social networks. Management Science, 49(4), 432–445. doi:10.1287/mnsc.49.4.432.14428.
Curşeu, P., Janssen, S., & Raab, J. (2012). Connecting the dots: Social network structure, conflict, and group cognitive complexity. Higher Education, 63(5), 621–629. doi:10.1007/s10734-011-9462-7.
De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education and Teaching International, 38(2), 165–174. doi:10.1080/14703290110035437.
Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133.
Eringa, K., & Huei-Ling, Y. (2009). Chinese students’ perceptions of the intercultural competence of their tutors in PBL. In D. Gijbels & P. Daly (Eds.), Real learning opportunities at business school and beyond (Vol. 2, pp. 17–37). Netherlands: Springer.
Furnham, A., & Alibhai, N. (1985). The friendship networks of foreign students: A replication and extension of the functional model. International Journal of Psychology, 20(6), 709.
Gallego, Á., & Casanueva, C. (2009). Business learning in large groups: Experimental results of problem-based learning. In P. Daly & D. Gijbels (Eds.), Real learning opportunities at business school and beyond (Vol. 2, pp. 39–51). Netherlands: Springer.
Hernandez Nanclares, N., Rienties, B., & Van den Bossche, P. (2012). Longitudinal analysis of knowledge spillovers in the classroom. In P. Van den Bossche, W. H. Gijselaers & R. G. Milter (Eds.), Learning at the crossroads of theory and practice (Vol. 4, pp. 157–175). Dordrecht: Springer.
Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California.
Hendrickson, B., Rosen, D., & Aune, R. K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281–295. doi:10.1016/j.ijintrel.2010.08.001.
Higher Education Statistics Agency. (2012). Statistics—Students and qualifiers at UK HE institutions. Retrieved January 22, 2013, from http://www.hesa.ac.uk/content/view/1897/239/.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. doi:10.1016/0147-1767(86)90015-5.
Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., & Scherpbier, A. (2012). Visualising the invisible: A network approach to reveal the informal social side of student learning. Advances in Health Sciences Education, 17(5), 743–757. doi:10.1007/s10459-012-9349-0.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership and organizations: The GLOBE study of 62 Societies. Thousand Oaks, CA: Sage Publications Inc.
Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style? International Journal of Intercultural Relations, 33(1), 69–85. doi:10.1016/j.ijintrel.2008.11.002.
Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). Network theory and small groups. Small Group Research, 35(3), 307–332. doi:10.1177/1046496404264941.
Kim, Y. Y. (2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaption. Thousand Oaks, CA: Sage.
Krackhardt, D. (1988). Predicting with networks: Nonparametric multiple regression analysis of dyadic data. Social Networks, 10(4), 359–381. doi:10.1016/0378-8733(88)90004-4.
Krackhardt, D., & Stern, R. N. (1988). Informal networks and organizational crises: An experimental simulation. Social Psychology Quarterly, 51(2), 123–140.
Montgomery, C. (2009). A decade of internationalisation. Journal of Studies in International Education, 13(2), 256–270. doi:10.1177/1028315308329790.
Montgomery, C., & McDowell, L. (2009). Social networks and the international student experience. Journal of Studies in International Education, 13(4), 455–466. doi:10.1177/1028315308321994.
Neri, F., & Ville, S. (2008). Social capital renewal and the academic performance of international students in Australia. Journal of Socio-Economics, 37(4), 1515–1538. doi:10.1016/j.socec.2007.03.010.
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education, 63(6), 685-700. doi:10.1007/s10734-011-9468-1.
Rienties, B., Grohnert, T., Kommers, P., Niemantsverdriet, S., & Nijhuis, J. (2011). Academic and social integration of international and local students at five business schools, a cross-institutional comparison. In P. Van den Bossche, W. H. Gijselaers & R. G. Milter (Eds.), Building learning experiences in a changing world (Vol. 3, pp. 121–137). Netherlands: Springer.
Rienties, B., Hernandez Nanclares, N., Jindal-Snape, D., & Alcott, P. (2013). The role of cultural background and team divisions in developing social learning relations in the classroom. Journal of Studies in International Education. doi:10.1177/1028315312463826.
Rienties, B., & Tempelaar, D. T. (2013). The role of cultural differences of international students on academic and social integration and academic performance in the Netherlands. International Journal of Intercultural Relations. doi:10.1016/j.ijintrel.2012.11.004.
Russell, J., Rosenthal, D., & Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60(2), 235–249. doi:10.1007/s10734-009-9297-7.
Russo, T. C., & Koesten, J. (2005). Prestige, centrality, and learning: A social network analysis of an online class. Communication Education, 54(3), 254–261.
Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379–392. doi:10.1080/01434632.1986.9994254.
Sherry, M., Thomas, P., & Chui, W. (2010). International students: A vulnerable student population. Higher Education, 60(1), 33–46. doi:10.1007/s10734-009-9284-z.
Struyven, K., Dochy, F., & Janssens, S. (2011). Explaining students’ appraisal of lectures and student-activating teaching: Perceived context and student characteristics. Interactive Learning Environments, 20(5), 391–422.
Tempelaar, D. T., Rienties, B., Giesbers, B., & Schim van der Loeff, S. (2012). How cultural and learning style differences impact students’ learning preferences in blended learning. In E. J. Francois (Ed.), Transcultural blended learning and teaching in postsecondary education (pp. 30–51). Hershey, PA: IGI-Global.
Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167–177.
Volet, S. E., & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning. Higher Education Research & Development, 17(1), 5–23. doi:10.1080/0729436980170101.
Volet, S. E., & Jones, C. (2012). Cultural transitions in higher education: Individual adaptation, transformation and engagement. In S. A. Karabenick & T. C. Urdan (Eds.), Transitions across schools and cultures (Vol. 17, pp. 241–284). UK: Emerald Group Publishing Limited.
Ward, C., Masgoret, A.-M., Newton, J., & Crabbe, D. (2005). Interactions with international students: Report prepared for education New Zealand. Wellington, New Zealand: Center for Applied Cross-cultural Research, Victoria University of Wellington.
Ward, C., Okura, Y., Kennedy, A., & Kojima, T. (1998). The U-Curve on trial: A longitudinal study of psychological and sociocultural adjustment during cross-cultural transition. International Journal of Intercultural Relations, 22(3), 277–291. doi:10.1016/s0147-1767(98)00008-x.
Wassermann, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge: Cambridge University Press.
Zepke, N., & Leach, L. (2005). Integration and adaptation. Active Learning in Higher Education, 6(1), 46–59. doi:10.1177/1469787405049946.
Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33(1), 63–75. doi:10.1080/03075070701794833.
Zhou, Y., Topping, K. J., & Jindal-Snape, D. (2011). Intercultural adaptation of Chinese postgraduate students and their UK tutors. In L. Jin & M. Cortazzi (Eds.), Researching Chinese learners: Skills, perceptions and intercultural adaptations. Basingstoke, New York: Palgrave Macmillan.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Rienties, B., Héliot, Y. & Jindal-Snape, D. Understanding social learning relations of international students in a large classroom using social network analysis. High Educ 66, 489–504 (2013). https://doi.org/10.1007/s10734-013-9617-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10734-013-9617-9