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Epistemic Dissonance Encountered: Academic Adaptation Experiences of Chinese Students in a Canadian University

Epistemic Dissonance Encountered: Academic Adaptation Experiences of Chinese Students in a Canadian University

Xihui Wang, Alenoush Saroyan, Mark Aulls
Copyright: © 2016 |Pages: 19
ISBN13: 9781466697461|ISBN10: 1466697466|EISBN13: 9781466697478
DOI: 10.4018/978-1-4666-9746-1.ch013
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MLA

Wang, Xihui, et al. "Epistemic Dissonance Encountered: Academic Adaptation Experiences of Chinese Students in a Canadian University." Global Perspectives and Local Challenges Surrounding International Student Mobility, edited by Krishna Bista and Charlotte Foster, IGI Global, 2016, pp. 243-261. https://doi.org/10.4018/978-1-4666-9746-1.ch013

APA

Wang, X., Saroyan, A., & Aulls, M. (2016). Epistemic Dissonance Encountered: Academic Adaptation Experiences of Chinese Students in a Canadian University. In K. Bista & C. Foster (Eds.), Global Perspectives and Local Challenges Surrounding International Student Mobility (pp. 243-261). IGI Global. https://doi.org/10.4018/978-1-4666-9746-1.ch013

Chicago

Wang, Xihui, Alenoush Saroyan, and Mark Aulls. "Epistemic Dissonance Encountered: Academic Adaptation Experiences of Chinese Students in a Canadian University." In Global Perspectives and Local Challenges Surrounding International Student Mobility, edited by Krishna Bista and Charlotte Foster, 243-261. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9746-1.ch013

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Abstract

This chapter is based on a qualitative inquiry looking into the epistemic acculturation experiences of the Chinese students in Canadian graduate programs. Guided think-aloud activities were conducted for participants to compare their learning experiences at home and in Canada through an epistemic lens, and to examine whether their preferences have changed after one semester studying in a Canadian University. Results showed that participants aligned their learning experiences in China predominantly with the description of the Realist epistemic views, whereas they associated their learning experiences in Canada with the Contextualist and the Relativist epistemic views. In addition, all the participants reported that they value the learning experiences in Canada more. Altogether 90 per cent of participants claimed that they have experienced some degree of epistemic change. Findings are useful for facilitating international students' adaptation to new learning environments.

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