Digital Experiences of International Students: Challenging Assumptions and Rethinking Engagement

Description

Exploring the impact of the digital environment on international students, carefully selected global contributors examine how digital experiences have been used to internationalize higher education. Using fascinating case studies and current research, this book considers the digital experiences of students as a result of their engagement with international education providers and stakeholders from a transnational and trans-disciplinary perspective. Looking specifically at the digital transitions and networks that international students experience during their time studying overseas, this book examines the ways in which the curriculum and higher education institutions’ engagement strategies have been shaped by the digital environment. Split into three sections, this book: looks at the broad experiences of international students, covering the digital transitions and networks that students experience during their time studying overseas explores the ways in which the curriculum has been shaped by the digital environment considers the ways in which higher education institutions and other service providers implement digital engagement strategies to communicate more effectively with international students. Digital Experiences of International Students is essential reading for practitioners, academics, researchers, administrators, policy-makers, and anyone with an interest in learning and teaching in a digital age. Cover Half Title Series Page Title Page Copyright Page Table of Contents List of figures List of tables About the editors About the authors Foreword to the series, Internationalization in Higher Education Acknowledgements Introduction Section 1: The international student experience Chapter 1: The digital information ecology of international students: Understanding the complexity of communication Introduction Information and international students Provision of information to international students Components of the digital information ecology of international students Detailing the digital ecologies of international students Motivations driving information needs: what is driving international students to seek out information? State of information needs: do international students always recognize their information needs? Information topics of interest to international students: what topics are international students seeking? Information channels and formats that international students use: what channels and formats do international students prefer? International students’ information behaviours: how do international students seek out, encounter, or use information? Information sources (online): where and who do international students get their information from? Temporal aspects of the digital environment: when do international students need information? When preparing for particular contexts Just in time Incident response timeliness Recurring temporal rhythm Implications and conclusion References Chapter 2: Digital environments and the aspirations of international students Introduction Aspirations for a better life and a better self Digital media and aspirations in educational contexts Digital media as a tool for familial education strategies Digital media as a tool for developing global networks and experiences Digital media and aspirations in migration contexts Digital media and sports as an aspirational migration narrative Digital media and the envisioning of a different life Digital media and aspirations in maturation contexts Digital communities as a hindrance to self-maturation Digital media as a tool to build capabilities for independent living Discussion and conclusion References Chapter 3: Social media and social adjustment: An international student perspective Introduction Social support and adjustment for international students Social media for social support and adjustment Effects of social psychology on social media use and social adjustment Empirical study on international students in the United States Study design Key findings Future research Conclusion and implications References Chapter 4: Information behaviours of returned international students: Case study of Saudi Arabian female students Introduction Literature review Research question and objectives Method Participants Data collection Findings Information seeking before departure Cultural - based ISB changes Australia’s mixed-gender culture and Saudi female international students’ experience of working with and seeking information with males Australia’s individualistic environment and SFIS’ increased self-dependent ISB Digital - based changes Increased access to international sources More reliance on online technology Applying advanced online search skills and strategies Changes in social media use Social media have changed Saudi society Saudi female international students’ ISB changes within cultural and religious boundaries Graduates’ ISB challenges on return to Saudi Arabia Cultural-based post-study ISB challenges Gender-related challenges Career challenges Freedom of movement challenges Academic and research challenges Digital-based post-study ISB challenges Limited credible and up-to-date Arabic online sources Inefficient use of digital communication tools Poor internet speed and quality Limited advanced research labs Discussion Pre-departure information needs and sources Cultural- and digital-based ISB changes and challenges Conclusion References Section 2: International students and the digitalized curriculum Chapter 5: Engaging students through virtual mobility: A systematic mapping review Introduction Background Virtual mobility Student engagement Methods Results Student engagement Cognitive engagement Behavioural engagement Affective engagement Learning scenarios and educational technology Discussion Recommendations and concluding remarks Limitations Acknowledgements References Chapter 6: Cultural learning preferences, blended learning, and the internationalization of curriculum Framing blended learning and internationalization of curriculum Context of Vantage One programme Framing: cultural learning preferences within active learning and blended practice Media and technology as ‘cultured’ Design of geography courses Assessing impact: methodology Did I achieve a more active learning environment through my blended practice? Students’ understanding of active learning Interaction and ownership The use of technology in teaching and learning The functional role of technology The instrumental role of technology The challenges of a blended approach Engagement as a battle Discussion and conclusions References Chapter 7: Utilizing LINE as a tool for a U.S.-Japan transnational education course Introduction Transnational education and English Social networking service Popular SNS platforms Seminal studies on SNS for educational purposes Background information of the LINE app and its existing research The use of SNS in transnational education contexts Development of this study Introducing the transnational education course Timeline of international exchanges between the COE and its Japanese partner universities Three phases of the transnational education course Multiple course instructors Class sessions Using LINE during class sessions Rationales behind the use of LINE for the course LINE-based activities and projects Before the first class session During the first class session Utilizing LINE for transnational education purposes Opportunities and challenges of using LINE for educational purposes Opportunities Challenges Pedagogical and methodological implications The peer-to-peer support approach The use of auto-translator on LINE Setting basic rules regarding LINE use Cross-cultural etiquette Help of technology specialists and digital competence of the instructors Summary and conclusion References Section 3: Strategies higher education institutions use in their digital engagements with international students Chapter 8: Connected transitioning communities for international students via social media Introduction Literature review: international students, transition, social media, and connected learning International students in transition Transition experience Transition support Inclusive transition support Social media and transitioning international students Social media and transition International students and social media Connected learning Framework for connected transitioning communities Definition and components of CTCs Connections for transition Social media affordances Connected learning Practical guidelines for CTCs Discussion: benefits of connected transitioning communities Conclusion Acknowledgement References Chapter 9: Creating an online orientation course: The journey to internationalizing the campus Introduction Importance of orientations in general UMN model Underlying principles for developing online orientation TPACK: Technical, pedagogical, and content knowledge Learning from Massive Open Online Courses (MOOC) Continuing connections Actively engaging international students in the programme evaluation loop Introducing the Online iPrep Challenges of designing and developing online content Timing challenges Subject matter expert challenges Technical challenges Suggestions for building online orientations Impact on the students: results/outcomes of iPrep implementation Impact on the campus community: from ‘your’ students to ‘our’ students Conclusion: an internationalization Odyssey References Conclusion Index