Teaching and learning in the intercultural context : case study of Erasmus Mundus program

Abstract

The focus of this study is to reflect how students experienced the Erasmus Mundus program. Taking two specific EM course as case study aims to understand how EM course was organized, how teaching and learning was taking placed, how student life and learning experience reflected within this program. The study found that students learning experience were not always positive and rewarding, especially for non-European students. From academic perspective, the uniformity of teaching method, curriculum, material and assessment for diversified student body is lacking effectiveness; the inadequate of teacher-student interaction and insufficient learning support seriously affect the quality of education. From the social life perspective, culture differences, language competence and personality differences are the main factors affect student life and learning experience. With regard to the mobility scheme, the challenges are the difficulty in adjusting new academic environment and integrating into local community. To meet these challenges, it is important to improving teacher-student relationship, providing effective learning support, strengthen peer relationship, and improving student service.