Enhancing Student Learning Through International Academic Collaboration: Evidence from A Cross-Border Teaching Programme
Abstract
This study looks at how international academic collaboration affects students' experiences as they learn in a brief (short-term) cross-border teaching program. The methodology was a convergent mixed-methods approach that used both quantitative surveys and qualitative open-ended comments from 47 Indonesian students who had attended a collaborative teaching session led by Malaysian instructors. Student participants responded positively to the program, giving it high marks for clarity of instruction, increased knowledge acquisition, instructor engagement, relevant content, and overall satisfaction. A regression model found that two variables, specifically, the educational materials used and the rate of delivery of those materials, accounted for all the variation in students' satisfaction levels. This indicates that the use of well-organised, clearly defined educational resources, as well as an instructional pace that is reasonable for learners to follow, will be most beneficial for enhancing student satisfaction in cross-border teaching situations. The qualitative data also indicated that students value having their questions answered through clear explanations, engaging in interactive dialogue in class, and exposure to international academia. Challenges associated with this experience included language differences, a rapid instructional pace, and insufficient time to present the material. This research adds to the existing body of literature on experiential learning, quality of instruction and "internationalisation at home" by demonstrating that, when properly adapted, short-term cross-border teaching programs can lead to meaningful experiences for students.