understanding international students' experiences of learning with technology
TRANSCRIPT
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8.03 Understanding International Students’
Experience of Learning with Technology
Jim Turner & Amanda Mason, Liverpool John Moores University
Tünde Varga-Atkins, University of Liverpool
Funded by ELESIG Small-grants
Session number: 8.03 (ID: 1662)Session date and time: Thursday, 15 Sep 14:00 - 14:30Room name: Hall 2F1, Level -1
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• Overview of the project• Reflections on the literature• Present two key papers
Transnational students
StudentexperienceTechnology
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Why Learning with Technology?
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Project Rationale: “Read, read, read”
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Member Institution Role
Jim Turner Liverpool John Moores University (LJMU)
Learning Technologist
Tünde Varga-Atkins
The University of Liverpool
Learning Technology Developer
Fabrizio Triffiro QAA External Advisor (TNE Expertise)
Roger Harrison The University of Manchester
Academic (Distance Learning)
Amanda Mason LJMU Academic (International)
Damian Maher LJMU Skills Support (International)
Rachel Forsyth Manchester Metropolitan University
Associate Head of CELT, Curriculum development and enhancement, assessment in HE
Natasa Lackovic Lancaster University Lecturer in the Department of Educational Research
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Three articles for pre-reading:
1. O’ Mahony, Joan (2014) Enhancing Student Learning and Teacher Development in Transnational Education
2. Jung, Insung (2014) Cultural Influences on Online Learning3. Singh, Michael (2005) Transnational Learning communities
DefinitionsTransnational (TNE) <> International <> Distance Learners
Realising the scope of the problem
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Western/UK Border International (Non-EU)
Branch Campus
Partnership
Flying Faculty
Distance Learning: :: :
Trans-National Education (TNE) ?Inter-National Education
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The recent HEA report on TNE defined it as . . .“Award- or credit- bearing learning undertaken by students who are based in a different country from that of the awarding institution” (p.8)
• Does this description capture the diversity within this emerging area?
• Read 3-6 articles to critically explore the current definitions of notions of transnational education
Attempts at definitions and delineation
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International Student
3159 Articles (Scopus)
Different Worlds
Distance Learning4794 Articles
(Scopus)47
TNE42 Articles
(Scopus)
1 27
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Technology and the International Student
19901992
19941996
19982000
20022004
20062008
20102012
20142016
0%2%4%6%8%
10%12%14%16%18%20%
Percentage of Articles Referencing Technology in the top 2000 International Student Articles (scopus)
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Distance Learning and the Concept of Culture
19901992
19941996
19982000
20022004
20062008
20102012
20142016
0%
2%
4%
6%
8%
10%
12%
14%
16%
Percentage of Articles Referencing Culture in the top 2000 Distance Learning Articles (scopus)
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Concept of Culture in Literature
Cultural Adaption (1%)
Cultural Adjustment (3%)
Acculturation (7%)
Cultural difference (4%)
Culture shock (0.2%)
Cultural diversity (2%)
Cross cultural (0.2%)
Intercultural (8%)
Multicultural (5%)
CULTURAL EXCHANGE
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• Is it possible to identify approaches that utilise social aspects of technology in the design and delivery of courses that involve international students, and which attempt an enhancement of cultural exchange?
Cultural Exchange
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StudentExperienceTechnology
TransnationalInternational
Distance students
Cultural Exchange
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Complex and vast area; difficulty of definitions, different paradigms; backgrounds, roles and perspectives of researchers;
TNE and the student experience (with or without technology) ANDCultural exchange using technology (beyond language learning)
Gap in the literature:
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Çiftçi (2016): intercultural learning through computer-based digital technologies• 26 papers identified: 23 involved online
exchanges only.• Included 46 countries: US (18), UK (1)• Majority of studies:– adopted Byram’s (1997) model of Intercultural
Communicative Competence (ICC)– involved language learners or teachers, – thus little or superficial focus on ICC: Gap identified
in this area
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Two case studies of cultural exchange using technology in the classroom
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Li and Zhang (2015)Educational Context
Undergraduate students from a range of disciplines registered on a course in Education Faculties, linguistically and ethnically diverse
Geographical Context
Canada (n35) and Hong Kong (n47)
Platform WebKF
Task Asynchronous discussions on multicultural issues, the use of digital technologies to enhance cultural understanding and over a period of 3 months
Outcomes Enhanced students’ cultural sensitivity and critical cultural competence
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Lam (2012): What immigrant students can teach us about new media literacy
Lam, W. S. E. (2012). What immigrant students can teach us about new media literacy. Phi Delta Kappan, 94(4), 62–65. http://pdk.sagepub.com/content/94/4/62.abstract
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Twitter <>Weibo
Adjustment vs digitally connected pedagogies
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Thank you
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References • Çiftçi, E. Y. (2016). A Review of Research on Intercultural Learning through Computer-
Based Digital Technologies. EducationalTechnology & Society, 19 (2), 313–327.• Jung, Insung (2014) Cultural Influences on Online Learning • Lam, W. S. E. (2012). What immigrant students can teach us about new media
literacy. Phi Delta Kappan, 94(4), 62–65.• Li, Jia & Zheng Zhang, Zheng (2015) An intercontinental inquiry on multicultural
education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment, Intercultural Education, 26:6, 562-583
• O’ Mahony, Joan (2014) Enhancing Student Learning and Teacher Development in Transnational Education
• Singh, Michael (2005) Transnational Learning communities
Full bibliography works available on request
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May 1, 2023 Slide 25
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