tices of TAMK. Some theory of culture shock and learning was conveyed and the students were asked to discuss these and share experiences.
The actual data was produced after two months in TAMK by asking 27 students to write on the topic Learning. They were instructed to choose an aspect of learning that most interested them, to find out about the theoretical background of the topic and to analyze how they were taught earlier in their home country and now in TAMK and what was/is expected of them as a learner The students came from nine countries, a considerable number from Asia.
The students returned their essays in early December 2016. The material was analysed to find out how they viewed their previous experiences, the experience of learning in TAMK and the reactions they have to studying in TAMK: The results are presented below. They are illustrated with short narratives. Each narrative is a compilation of several students’ writings.
A) Studying prior to TAMK
The experiences of learning prior to TAMK varied considerably. Both positive and negative experiences were described. To some the difference with TAMK was not great.
The academic environment of my country and Finland are fairly similar and what is expected of me is essentially the same. Because I know what works for me I am able to pass most courses with ease.
Those coming from Asian countries seemed to notice the greatest differences concerning the roles of a teacher and a student. At its best, learning vast amounts of information by heart and working in a disciplined manner helped them to bear with stress and gave a good basis for studying in another country.
These circumstances really made students study hard in order not to be left behind. This way of education results in hard-working and brilliant students in international environment. I can work under pressure and learn everything the lecturer gives to me.
Aspects that were mostly seen as negative in the previous schools were the competition causing stress and the external motivation that did not support building a healthy self-confidence.
Students have to undergo strict and fixed curricula long hours a day, being taught only academic knowledge without a chance of practicing and applying it in real life. The pressure often made my study attitude worse. I study for examination just to get high grade, I did not have any intention to understand the subject and I forgot everything I learnt after the exam is done.
Learning material in order to be able just to repeat it was seen as a hindrance to actually understanding subject matter and being able to apply it in practice. Many students also criticised their previous schools for not helping them to develop their own thinking and questioning.
B) Studying in TAMK
Based on the essays, the study environment in TAMK was mostly perceived as student centred, taking into account the needs of the students and giving opportunities to develop confidence and thinking skills. TAMK was seen as a place where there is room for the student’s own choices. The teaching is practically based and the students are encouraged to ask questions and to discuss issues. The students commented on the how this would develop work life skills in addition to helping to understand the substance matter. The integration of theory and practice was seen as particularly valuable for the future.
Here in TAMK I’m not only studying to get a degree but studying to understand. TAMK set student as the center in their learning process. I tend to gain more practical skills and learn to be more active in searching for new information. In class, students can express their confusion and make questions for their teacher. We are given chances to speak out loud and every assumption is taken into account. We learn collaboration, social skills, communication, group work and being self-confident.
Figure 2 Experiences of 16IDEE students on learning in TAMK.
For those used to a teacher centred learning environment the experiences in TAMK were not always positive. The student centred approach could make the class situations