首页 > 最新文献

British Journal of Educational Technology最新文献

英文 中文
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad 留学生生态的变迁：远程国际化与国外国际化之比较
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-12-03 DOI: 10.1111/bjet.13549
Daian Huang, Jenna Mittelmeier
<div> <section> <p>This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a conceptual framework, which integrates the physical/virtual and home/host dimensions into Bronfenbrenner's traditional Ecological Systems Theory. Our findings identified the co-existence and fluid nature of the physical/virtual and home/host ecologies for both IaD and IA students. We argue that learning ecologies and their changes throughout the academic year were not fully distinct for IaD and IA students, but their experiences within them vary between these two groups. Compared with IA students, IaD students stayed in relatively stable physical environments, but they experienced challenges with developing interpersonal connections with peers and had more limited intercultural encounters with the institution's host culture. Our findings suggest the importance of considering the physical/virtual and home/host dimensions of students' learning ecologies, and we provide suggestions for both practice and future research.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is currently known about this topic </p><ul> <li>Supported by technologies, internationalisation at a distance (IaD) is an emerging category of internationalisation of higher education, broadening students' access to higher education across borders.</li> <li>Existing research has focused on students' experiences in short-term online collaborative projects, virtual exchanges and the use of technologies, and evidence shows certain benefits of internationalisation, such as developing intercultural competence, can be achieved online.</li> <li>Universities are developing and providing more programmes for international students, both online and in-person.</li> </ul> <p>What this paper adds </p><ul> <li>A comparison of the perceived learning ecologies of online and in-person students taking degree programmes at a UK university.</li> <li>Empirical evidence of the co-existence of physical/virtual and home/host learning ecologies for both online and in-person international students.</li> <li>Addressing the impo
本研究通过调查国际学生在英国一所大学硕士学习第一年的经历，探讨并比较了远程国际化（IaD）和海外国际化（IA）国际学生的学习生态。我们使用之前提出的修正生态系统理论作为概念框架，将物理/虚拟和家庭/主机维度整合到布朗芬布伦纳的传统生态系统理论中。我们的研究结果确定了物理/虚拟和家庭/主机生态共存的流动性。我们认为，学习生态及其在整个学年中的变化对IaD和IA学生来说并不是完全不同的，但他们在其中的经历在这两个群体之间是不同的。与IA学生相比，IA学生生活在相对稳定的物理环境中，但他们在发展与同龄人的人际关系方面遇到了挑战，与机构的东道国文化的跨文化接触也更有限。我们的研究结果表明，考虑学生学习生态的物理/虚拟和家庭/主机维度的重要性，我们为实践和未来的研究提供了建议。就目前所知，在技术的支持下，远程国际化（IaD）是高等教育国际化的一个新兴类别，拓宽了学生接受跨境高等教育的机会。现有的研究集中在学生在短期在线合作项目、虚拟交流和技术使用方面的经验，有证据表明，国际化的某些好处，如培养跨文化能力，可以在网上实现。大学正在为国际学生开发和提供更多的在线和面对面的课程。对一所英国大学攻读学位课程的在线学生和面对面学生的感知学习生态进行了比较。在线和面对面国际学生的物理/虚拟和家庭/主机学习生态共存的经验证据。探讨修改传统生态系统理论框架以更好地适应数字时代的重要性和可能性。对实践和/或政策的影响在线学生和面对面学生之间的比较可以更全面地了解国际学生的经历，确定影响每个群体学生经历的具体因素，并进一步发展对高等教育整体国际化的更好理解。大学在设计网络教育课程和支持在线学生时，应该考虑虚拟世界之外的东西，有目的地在课程设计中融入更多实用、协作和文化相关的元素。
{"title":"The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad","authors":"Daian Huang,&nbsp;Jenna Mittelmeier","doi":"10.1111/bjet.13549","DOIUrl":"10.1111/bjet.13549","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a conceptual framework, which integrates the physical/virtual and home/host dimensions into Bronfenbrenner's traditional Ecological Systems Theory. Our findings identified the co-existence and fluid nature of the physical/virtual and home/host ecologies for both IaD and IA students. We argue that learning ecologies and their changes throughout the academic year were not fully distinct for IaD and IA students, but their experiences within them vary between these two groups. Compared with IA students, IaD students stayed in relatively stable physical environments, but they experienced challenges with developing interpersonal connections with peers and had more limited intercultural encounters with the institution's host culture. Our findings suggest the importance of considering the physical/virtual and home/host dimensions of students' learning ecologies, and we provide suggestions for both practice and future research.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is currently known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Supported by technologies, internationalisation at a distance (IaD) is an emerging category of internationalisation of higher education, broadening students' access to higher education across borders.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Existing research has focused on students' experiences in short-term online collaborative projects, virtual exchanges and the use of technologies, and evidence shows certain benefits of internationalisation, such as developing intercultural competence, can be achieved online.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Universities are developing and providing more programmes for international students, both online and in-person.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;A comparison of the perceived learning ecologies of online and in-person students taking degree programmes at a UK university.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Empirical evidence of the co-existence of physical/virtual and home/host learning ecologies for both online and in-person international students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Addressing the impo","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"779-798"},"PeriodicalIF":8.1,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rethinking internationalisation at a distance from the perspectives of international students: Critical reflection towards epistemic justice 国际学生视角下的国际化反思：对认识正义的批判性反思
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-12-03 DOI: 10.1111/bjet.13550
Kyungmee Lee, Yiyi Mao
<div> <section> <p>This qualitative case study examines the concept of ‘internationalisation at a distance (IaD)’ by investigating the learning and academic socialising experiences of international students in online higher education (HE). Amid the evolving landscape of global HE, the COVID-19 pandemic has accelerated the adoption of distance education, creating a unique context for internationalising HE at a distance. The number of international students joining foreign universities from their home countries through the medium of online learning has continued to grow. To better understand IaD from the vantage point of international students, not of universities or domestic students, the present authors listen to online international students, shedding light on the complex nature of being international students in such social and cultural contexts. Qualitative data were collected through in-depth interviews with 19 international students of Chinese ethnicity residing in China while studying and pursuing undergraduate and postgraduate degrees offered by universities in English-speaking countries. Our findings reveal that despite the institutional rhetoric which promotes diversity and inclusivity, especially during student recruitment and induction, online international students experience that their unique cultural perspectives and pedagogical knowledge are usually not accepted, accommodated and welcomed by their programmes, tutors and peers. Nevertheless, like their domestic counterparts, international students are proactive in navigating and shaping their online learning environments and relationships to effectively serve their own learning needs and interests. The outcomes challenge stereotypical narratives of international students prevailing in HE literature and create much more realistic discourses of the democratising potential of international online HE beyond the diversity rhetoric. The findings have been analysed using the theoretical framework of epistemic injustice, hoping to contribute to the IaD research and practices by challenging and reshaping the often uncritical and colonial perspectives on international online students.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Internationalisation in higher education is typically categorised into internationalisation abroad (IA), internationalisation at home (IaH) and internationalisation at a distance (IaD). These concepts have been widely used and interpreted from the perspective of universities as the main actors in internationalisation efforts.</li> <li>IaD is defined as internationalisation that occurs within a technology-medi
本定性案例研究通过调查在线高等教育（HE）中国际学生的学习和学术社交经历，检验了“远程国际化（IaD）”的概念。在全球高等教育不断变化的背景下，2019冠状病毒病大流行加速了远程教育的采用，为远程高等教育的国际化创造了独特的环境。通过在线学习进入外国大学的国际学生人数持续增长。为了更好地从国际学生而不是大学或国内学生的角度来理解互联网，本文作者听取了在线国际学生的意见，揭示了在这种社会和文化背景下作为国际学生的复杂性。本研究通过对19名在中国学习和攻读英语国家大学本科和研究生学位的华裔国际学生进行深度访谈，收集了定性数据。我们的研究结果表明，尽管学校的说辞促进了多样性和包容性，特别是在招生和入学期间，在线国际学生的经历是，他们独特的文化视角和教学知识通常不被他们的项目、导师和同龄人接受、容纳和欢迎。然而，与国内学生一样，国际学生积极主动地引导和塑造他们的在线学习环境和关系，以有效地满足自己的学习需求和兴趣。研究结果挑战了高等教育文献中普遍存在的关于国际学生的刻板叙述，并创造了超越多样性修辞的关于国际在线高等教育民主化潜力的更现实的论述。研究结果使用认知不公正的理论框架进行了分析，希望通过挑战和重塑对国际在线学生通常不加批判和殖民主义的观点，为IaD的研究和实践做出贡献。关于这个话题，我们已经知道，高等教育的国际化通常分为国外国际化（IA）、国内国际化（IaH）和远程国际化（IaD）。这些概念已经被广泛使用，并从大学作为国际化努力的主要行动者的角度进行解释。国际化被定义为在以技术为媒介的环境中发生的国际化，在这种环境中，学生、教师和机构位于不同的地点。它超越了IA和IA之间的地理区别，强调知识的虚拟流动性。IaD提出了一系列关于国际学生身份识别的讨论，特别是由于“国际”和“本国”分类之间的模糊界限。本文从国际学生的角度对国际留学生进行重新定义，使用“家”、“主人”和“客人”作为隐喻，调查学生在国际留学生中的生活经历。本文揭示了国际学生网络体验中存在的不平等权力关系和认知不公。本文展示了国际学生群体的多样性，展示了他们作为积极的代理人，采用不同的策略来应对IaD背景下的认知不公正和挑战。各院校应重新审视其国际化战略（国外、国内或国外），以实现超越表面和数字衡量的多样性和包容性原则，避免将国际学生仅仅视为国际化的工具或资源。迫切需要从学生的角度重新思考国际学生的概念，并在国际学生的研究和实践中更好地概念化国际学生的概念。在教育实践中应更加重视国际学生的多样性，进一步消除对特定国际学生群体的陈规定型观念和偏见。
{"title":"Rethinking internationalisation at a distance from the perspectives of international students: Critical reflection towards epistemic justice","authors":"Kyungmee Lee,&nbsp;Yiyi Mao","doi":"10.1111/bjet.13550","DOIUrl":"10.1111/bjet.13550","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This qualitative case study examines the concept of ‘internationalisation at a distance (IaD)’ by investigating the learning and academic socialising experiences of international students in online higher education (HE). Amid the evolving landscape of global HE, the COVID-19 pandemic has accelerated the adoption of distance education, creating a unique context for internationalising HE at a distance. The number of international students joining foreign universities from their home countries through the medium of online learning has continued to grow. To better understand IaD from the vantage point of international students, not of universities or domestic students, the present authors listen to online international students, shedding light on the complex nature of being international students in such social and cultural contexts. Qualitative data were collected through in-depth interviews with 19 international students of Chinese ethnicity residing in China while studying and pursuing undergraduate and postgraduate degrees offered by universities in English-speaking countries. Our findings reveal that despite the institutional rhetoric which promotes diversity and inclusivity, especially during student recruitment and induction, online international students experience that their unique cultural perspectives and pedagogical knowledge are usually not accepted, accommodated and welcomed by their programmes, tutors and peers. Nevertheless, like their domestic counterparts, international students are proactive in navigating and shaping their online learning environments and relationships to effectively serve their own learning needs and interests. The outcomes challenge stereotypical narratives of international students prevailing in HE literature and create much more realistic discourses of the democratising potential of international online HE beyond the diversity rhetoric. The findings have been analysed using the theoretical framework of epistemic injustice, hoping to contribute to the IaD research and practices by challenging and reshaping the often uncritical and colonial perspectives on international online students.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Internationalisation in higher education is typically categorised into internationalisation abroad (IA), internationalisation at home (IaH) and internationalisation at a distance (IaD). These concepts have been widely used and interpreted from the perspective of universities as the main actors in internationalisation efforts.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD is defined as internationalisation that occurs within a technology-medi","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"815-833"},"PeriodicalIF":8.1,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana—sub-Saharan Africa 解决技术在远程国际化中的作用：加纳-撒哈拉以南非洲国际远程教育学生的声音
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-12-03 DOI: 10.1111/bjet.13552
Alex Kumi-Yeboah, YangHyun Kim, Zacharia Mohammed, Samuel Amponsah
<div> <section> <p>The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub-Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub-Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub-Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID-19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in-depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub-Saharan Africa.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic? </p><ul> <li>The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure.</li> <li>Increasing demands for higher education in sub-Saharan Africa have led to an increase in the number of students from Ghana in IaD.</li> </ul> <p>What this paper adds? </p><ul> <li>Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills.</li>
在过去的二十年里，远程教育在世界各地的高等教育中兴起。学者们认为，这是由于人们越来越多地使用和认识到技术作为知识国际化的手段、渠道和来源。此外，由于数字技术的使用增加和对外国教育的高需求，撒哈拉以南非洲加纳的大学远程国际化（IaD）迅速增加。然而，关于技术在撒哈拉以南非洲国家促进和调解IaD方面的作用的研究仍然有限。此外，很少有研究探讨学生在撒哈拉以南非洲加纳的前景和挑战方面的经验。因此，本研究的目的是探讨学生对技术在促进和调解远程学习中的作用的经验和声音，包括学生对加纳高等教育（包括2019冠状病毒病大流行期间）远程学习的技术转变的批判性反思。数据的收集遵循定性研究设计，通过深度半结构化访谈28名学生（16名女性和12名男性）注册在三所国外大学（两所在英国和一所在美国）的IaD学习计划。数据分析是通过不断比较的方法进行的。研究结果显示，学生通过Zoom、Team和谷歌Hangouts等各种技术的使用，体验到了学习质量的提高。然而，学生们面临着诸如技术获取不平等、间歇性互联网连接/中断、高昂的学费以及缺乏社交和教学参与等挑战。这些发现在许多方面有助于对撒哈拉以南非洲学生的经历和挑战进行新的理解和知识构建。关于这个主题我们已经知道了什么？随着数字技术的发展和数字基础设施的扩大，远程国际化（IaD）教育项目的学生数量正在增加。撒哈拉以南非洲地区对高等教育的需求不断增加，导致来自加纳的学生人数增加。这篇文章补充了什么？IaD的加纳学生受益于各种数字技术的使用，提高了他们的参与度，并促进了数字技能的获取。他们在获取数字技术和互联网连接方面面临障碍。在开始远程教育之前提高学生数字技能的预培训计划和讲习班可能对发展中国家的学生有益。教育提供者应支持发展中国家学生获得数字技术和互联网连接。
{"title":"Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana—sub-Saharan Africa","authors":"Alex Kumi-Yeboah,&nbsp;YangHyun Kim,&nbsp;Zacharia Mohammed,&nbsp;Samuel Amponsah","doi":"10.1111/bjet.13552","DOIUrl":"10.1111/bjet.13552","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub-Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub-Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub-Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID-19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in-depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub-Saharan Africa.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Increasing demands for higher education in sub-Saharan Africa have led to an increase in the number of students from Ghana in IaD.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills.&lt;/li&gt;\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"890-908"},"PeriodicalIF":8.1,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Providing tailored reflection instructions in collaborative learning using large language models 在使用大型语言模型的协作学习中提供量身定制的反思指导
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-12-02 DOI: 10.1111/bjet.13548
Atharva Naik, Jessica Ruhan Yin, Anusha Kamath, Qianou Ma, Sherry Tongshuang Wu, R. Charles Murray, Christopher Bogart, Majd Sakr, Carolyn P. Rose

The relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well-established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty-four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade-offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade-offs in light of a principle, and [NSI] a control condition with a non-specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low-pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high-pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two.

Practitioner notes

What is already known about this topic

  • Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students.
  • Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners.
  • Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs).

What

无论是通过学生生成对比案例还是通过提供对比案例进行反思的相对有效性，对于成人学习者来说都还没有建立起来。本文提出了一项课堂研究，在大学水平的计算机科学（CS）课程中调查这种比较，在该课程中，学生小组协作设计数据库访问策略。44个团队被随机分配到三种反思条件下（[GEN]指令生成一个与学生解决方案对比的案例，并根据原则评估他们的权衡；[CONT]指令将学生解决方案与提供的对比案例进行比较，并根据原则评估他们的权衡；[NSI]是一个控制条件，带有一个非特定指令，用于根据原则评估学生解决方案的反思）。在CONT条件下，作为使用法学硕士来举例说明在协作学习讨论中生成自动贡献的知识构建之外的知识转换的例子，法学硕士生成了一个与小组解决方案对比的案例，以举例说明另一种问题解决策略的应用，这种方法通过保持许多具体细节与小组最近合作构建的细节相同来突出对比。虽然条件对基于内容测试的学习没有主要影响，但低预试的学生从CONT中学到了比GEN更多的东西，而NSI与其他两种情况没有区别，而高预试的学生从GEN条件中学到了比CONT条件更多的东西，NSI与其他两种情况没有区别。实践者注意到关于这个主题已经知道的是，在计算机编程过程中甚至代替计算机编程的反思对学习高级计算机科学的原理是有益的，当这些原理对学生来说是新的。产生对比案例和比较对比案例都被证明是在某些情况下从反思中学习的有效机会，尽管成人学习者的理想适用条件仍然存在问题。智能会话代理可以有效地用于在协作学习期间提供反思刺激，尽管仍有改进的空间，这为展示大型语言模型（llm）的潜在积极贡献提供了机会。本研究为成人学习提供了关于生成对比案例和跨提供对比案例的适用性条件差异的新知识。本文介绍了法学硕士作为一种工具的应用，以提供针对实际学生解决方案细节的对比案例。本研究提供了一项课堂干预研究的证据，证明llm支持的干预对学生学习的积极影响。对实践和/或政策的启示高级计算机科学课程应该在解决问题的同时，为反思提供大量的空间。教师应该根据学生的先验知识水平为他们提供反思的机会。教师将受益于培训，使用法学硕士作为工具，提供有效的对比案例，特别是对低先验知识的学生。
{"title":"Providing tailored reflection instructions in collaborative learning using large language models","authors":"Atharva Naik,&nbsp;Jessica Ruhan Yin,&nbsp;Anusha Kamath,&nbsp;Qianou Ma,&nbsp;Sherry Tongshuang Wu,&nbsp;R. Charles Murray,&nbsp;Christopher Bogart,&nbsp;Majd Sakr,&nbsp;Carolyn P. Rose","doi":"10.1111/bjet.13548","DOIUrl":"10.1111/bjet.13548","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well-established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty-four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade-offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade-offs in light of a principle, and [NSI] a control condition with a non-specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low-pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high-pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students.</li>\u0000 \u0000 <li>Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners.</li>\u0000 \u0000 <li>Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs).</li>\u0000 </ul>\u0000 <p>What ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"531-550"},"PeriodicalIF":8.1,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reimagining place in internationalization at a distance: An exploration of students' experiences in virtual exchange 在远方重新构想国际化中的位置：学生在虚拟交换中的经验探索
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-11-29 DOI: 10.1111/bjet.13545
Catherine Esposito
<div> <section> <p>Internationalization at a Distance (IaD) challenges the place-based nature of traditional mobility-centered internationalization initiatives. As technology increasingly drives forth new possibilities for internationalization, there is a growing need to reconceptualize place within digital programs. By reconsidering place through a poststructuralist lens that breaks from binary oppositions like online/in-person and at home/abroad, this paper aims to explore how students experience place within one category of IaD, virtual exchange (VE). In this study, a total of 43 virtual exchange students from 21 countries were interviewed in focus groups. A combination of deductive and inductive coding methods was employed to identify key themes across the groups. Findings underline the complexity of digital place as a hybrid environment with fluid boundaries that allows students to navigate and engage in multiple places simultaneously while also negotiating identities within these interconnected contexts. This study also highlights the role of technology, including internet access and the availability and quality of information and technology infrastructure, in shaping students' online experience and their ability to engage in the digital environment while also revealing the potential inequities that may arise at both the regional and individual levels. By challenging traditional understandings of place as fixed, geographic locations, this research contributes to a deeper understanding of the complexities surrounding IaD and offers new possibilities for understanding place as fluid and hybrid within online programs.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Place is inherently connected to internationalization, although little research has explored how place is perceived and experienced within IaD programs such as VE.</li> <li>In internationalization discourse, place is often understood in binary terms, drawing a distinction between home and abroad and emphasizing the significance of geographical location.</li> <li>IaD challenges this binary and presents new ways of understanding place.</li> </ul> <p>What this paper adds </p><ul> <li>This paper employs a poststructuralist lens to challenge and deconstruct the binary conceptions of place in internationalization.</li> <li>This paper focuses on VE as
远程国际化（IaD）挑战了传统的以移动为中心的国际化倡议的地点性。随着技术日益推动国际化的新可能性，越来越需要在数字程序中重新定义位置。通过打破在线/面对面、国内/国外等二元对立的后结构主义视角重新思考场所，本文旨在探讨学生如何在虚拟交换（VE）这一虚拟交换类别中体验场所。在本研究中，共有43名来自21个国家的虚拟交换生以焦点小组的形式进行访谈。采用演绎和归纳编码相结合的方法来确定各组的关键主题。研究结果强调了数字场所作为一个具有流动边界的混合环境的复杂性，它允许学生同时在多个场所进行导航和参与，同时在这些相互关联的环境中协商身份。本研究还强调了技术的作用，包括互联网接入以及信息和技术基础设施的可用性和质量，在塑造学生的在线体验和参与数字环境的能力方面，同时也揭示了可能在区域和个人层面出现的潜在不平等。通过挑战将地点视为固定的地理位置的传统理解，本研究有助于更深入地理解网络环境的复杂性，并为理解在线课程中流动和混合的地点提供了新的可能性。实践者注意到，关于这个话题，我们已经知道，地方与国际化有着内在的联系，尽管很少有研究探讨在像VE这样的IaD项目中，地方是如何被感知和体验的。在国际化话语中，对地点的理解往往是二元的，将国内与国外区分开来，强调地理位置的重要性。IaD挑战了这种二元对立，并提出了理解地点的新方法。本文运用后结构主义的视角，对国际化中二元的地域概念进行了挑战和解构。本文将VE作为IaD的一种形式，并探讨了学生在此类项目中的位置感知。研究结果表明，学生在VE中体验到的位置是混合的，这为身份协商提供了机会。然而，挑战，包括获得稳定的互联网连接，可能会限制学生如何体验这些混合的地方。对实践和/或政策的影响设计人员和教师应注意到技术在高等教育项目中塑造基于场所体验的潜力，并应积极利用这一潜力，创造公平、包容和变革性的混合学习环境，承认学生场所的多维性和多样性。有必要认识到并解决数字环境中可能出现的潜在地位等级，以及它们加剧现有不平等或创造新不平等的能力。在设计VE项目时，利益相关者应优先考虑公平性和可及性，以确保所有学生都能够体验和参与数字环境。这可能包括设计同步和异步场所的组合，并提供低带宽的粘性和交互性选择。
{"title":"Reimagining place in internationalization at a distance: An exploration of students' experiences in virtual exchange","authors":"Catherine Esposito","doi":"10.1111/bjet.13545","DOIUrl":"10.1111/bjet.13545","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;Internationalization at a Distance (IaD) challenges the place-based nature of traditional mobility-centered internationalization initiatives. As technology increasingly drives forth new possibilities for internationalization, there is a growing need to reconceptualize place within digital programs. By reconsidering place through a poststructuralist lens that breaks from binary oppositions like online/in-person and at home/abroad, this paper aims to explore how students experience place within one category of IaD, virtual exchange (VE). In this study, a total of 43 virtual exchange students from 21 countries were interviewed in focus groups. A combination of deductive and inductive coding methods was employed to identify key themes across the groups. Findings underline the complexity of digital place as a hybrid environment with fluid boundaries that allows students to navigate and engage in multiple places simultaneously while also negotiating identities within these interconnected contexts. This study also highlights the role of technology, including internet access and the availability and quality of information and technology infrastructure, in shaping students' online experience and their ability to engage in the digital environment while also revealing the potential inequities that may arise at both the regional and individual levels. By challenging traditional understandings of place as fixed, geographic locations, this research contributes to a deeper understanding of the complexities surrounding IaD and offers new possibilities for understanding place as fluid and hybrid within online programs.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Place is inherently connected to internationalization, although little research has explored how place is perceived and experienced within IaD programs such as VE.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;In internationalization discourse, place is often understood in binary terms, drawing a distinction between home and abroad and emphasizing the significance of geographical location.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD challenges this binary and presents new ways of understanding place.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This paper employs a poststructuralist lens to challenge and deconstruct the binary conceptions of place in internationalization.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;This paper focuses on VE as ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"762-778"},"PeriodicalIF":8.1,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13545","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Contributions of self-efficacy, L2 grit and digital literacy to informal digital learning of English: A structural equation modelling approach 自我效能感、第二语言砂砾和数字素养对非正式数字英语学习的贡献：结构方程建模方法
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-11-29 DOI: 10.1111/bjet.13547
Maryam Barkati, Zhila Kiyanfar, Mostafa Azari Noughabi, Fatemeh Ershadi

Despite the proliferation of studies on computer-assisted language learning, scant research attention has been paid to informal digital learning of English (IDLE) and its antecedents. Therefore, the current study aimed to investigate whether Iranian EFL learners' L2 grit, digital literacy and self-efficacy contributed to their IDLE. A total of 313 EFL learners (96 males, 217 females), selected through snowball sampling, completed an electronic survey. Structural equation modelling (SEM) was employed to analyse the relationships between the main variables. The results of SEM analysis revealed that EFL learners' digital literacy, L2 grit and self-efficacy significantly influenced their engagement with IDLE activities. In addition, the findings revealed that digital literacy was the strongest predictor of EFL learners' IDLE. These findings highlight the significance of digital literacy skills coupled with positive personality-based and cognitive variables in forming learners' tendency to learning English in informal digital settings. The study implied that positive characteristics could enhance cognitive and psychological resources, leading to positive outcomes (ie, IDLE). Finally, implications were offered.

Practitioner notes

What is already known about this topic

  • Gritty language learners with high self-efficacy are more likely to master language skills inside and outside the classroom.
  • Digital literacy can increase learners' tendency to learn English through digital platforms.

What this paper adds

  • Digitally literate EFL learners with high levels of grit and self-efficacy practise IDLE activities.
  • Digital literacy plays a more important role in IDLE compared to personality-related and cognitive factors.

Implications for practice

  • EFL teachers are recommended to model using digital platforms for language learning in out-of-class digital settings.
  • EFL teachers can increase EFL learners' grit and self-efficacy through interventions to enhance their engagement in IDLE-embedded activities.
尽管计算机辅助语言学习的研究越来越多，但对英语非正式数字学习（IDLE）及其前身的研究却很少。因此，本研究旨在探讨伊朗英语学习者的第二语言砂砾、数字素养和自我效能感是否有助于他们的IDLE。通过滚雪球抽样的方法，选取了313名英语学习者（96名男性，217名女性）完成了一项电子调查。采用结构方程模型（SEM）分析了各主要变量之间的关系。扫描电镜分析结果显示，英语学习者的数字素养、二语砂砾和自我效能感显著影响他们对IDLE活动的参与。此外，研究结果还显示，数字素养是英语学习者IDLE的最强预测因子。这些发现强调了数字素养技能与积极的基于个性和认知的变量在形成学习者在非正式数字环境中学习英语的倾向方面的重要性。研究表明，积极特质可以增强认知和心理资源，从而产生积极的结果（即IDLE）。最后，提出了几点启示。自我效能感高的有毅力的语言学习者更有可能在课堂内外掌握语言技能。数字素养可以增加学习者通过数字平台学习英语的倾向。具有高水平毅力和自我效能感的数字英语学习者练习IDLE活动。与人格相关因素和认知因素相比，数字素养在IDLE中起着更重要的作用。建议英语教师在课外数字环境中使用数字平台进行语言学习建模。英语教师可以通过干预来提高学习者的毅力和自我效能感，以提高他们对嵌入式英语学习活动的参与度。
{"title":"Contributions of self-efficacy, L2 grit and digital literacy to informal digital learning of English: A structural equation modelling approach","authors":"Maryam Barkati,&nbsp;Zhila Kiyanfar,&nbsp;Mostafa Azari Noughabi,&nbsp;Fatemeh Ershadi","doi":"10.1111/bjet.13547","DOIUrl":"10.1111/bjet.13547","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Despite the proliferation of studies on computer-assisted language learning, scant research attention has been paid to informal digital learning of English (IDLE) and its antecedents. Therefore, the current study aimed to investigate whether Iranian EFL learners' L2 grit, digital literacy and self-efficacy contributed to their IDLE. A total of 313 EFL learners (96 males, 217 females), selected through snowball sampling, completed an electronic survey. Structural equation modelling (SEM) was employed to analyse the relationships between the main variables. The results of SEM analysis revealed that EFL learners' digital literacy, L2 grit and self-efficacy significantly influenced their engagement with IDLE activities. In addition, the findings revealed that digital literacy was the strongest predictor of EFL learners' IDLE. These findings highlight the significance of digital literacy skills coupled with positive personality-based and cognitive variables in forming learners' tendency to learning English in informal digital settings. The study implied that positive characteristics could enhance cognitive and psychological resources, leading to positive outcomes (ie, IDLE). Finally, implications were offered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Gritty language learners with high self-efficacy are more likely to master language skills inside and outside the classroom.</li>\u0000 \u0000 <li>Digital literacy can increase learners' tendency to learn English through digital platforms.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Digitally literate EFL learners with high levels of grit and self-efficacy practise IDLE activities.</li>\u0000 \u0000 <li>Digital literacy plays a more important role in IDLE compared to personality-related and cognitive factors.</li>\u0000 </ul>\u0000 <p>Implications for practice\u0000\u0000 </p><ul>\u0000 \u0000 <li>EFL teachers are recommended to model using digital platforms for language learning in out-of-class digital settings.</li>\u0000 \u0000 <li>EFL teachers can increase EFL learners' grit and self-efficacy through interventions to enhance their engagement in IDLE-embedded activities.</li>\u0000 </ul>\u0000 </div>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"2183-2201"},"PeriodicalIF":8.1,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
International student mobility and the politics of distance education 国际学生流动与远程教育的政治
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-11-22 DOI: 10.1111/bjet.13543
Lisa Ruth Brunner
<div> <section> <p>Internationalization at a distance (IaD) has been loosely defined as distance education across borders or the international mobility of knowledge without human mobility. It is largely celebrated, for example, for its potential to improve global education access and mitigate environmental harm. However, this depoliticized positioning risks overlooking IaD's relationship to uneven human mobility flows structured by global inequities. In response, this paper calls for a critical IaD research agenda, starting by drawing attention to the mobility politics of IaD at the postsecondary level. First, it proposes a more nuanced conceptualization of IaD rooted in insights from critical border studies, described here as <i>bordered distance education</i>. Second, it suggests the use of two theorizations of capital—citizenship and motility—as avenues to deepen future analysis of not only IaD but also international student mobility more generally. Third, to demonstrate the application of these suggestions, it presents a critical policy discourse analysis of international student mobility policies during the COVID-19 pandemic era and its aftermath (2000–2024) in Canada. This case study shows how (1) distance education can be used as a bordering tool, and (2) governments can manipulate international student mobility policy to ensure IaD primarily serves immigration, as opposed to educational, needs.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>The growth of internationalization at a distance (IaD) has the potential to shift how international student mobility is structured, experienced and understood.</li> <li>IaD is loosely described as <i>distance education across borders</i>.</li> <li>There are limited critical studies of IaD.</li> </ul> <p>What this paper adds </p><ul> <li>IaD is embedded in mobility politics and bordering practices.</li> <li>In addition to its educational purpose, IaD can allow international students to accumulate citizenship capital and motility in new ways.</li> <li>However, IaD can also be used as a governance tool to (1) recruit/distinguish between potential citizens, (2) manage migration flows and (3) ensure the uninterrupted mobility of capital.</li> <li>IaD raises key questions a
远程国际化（IaD）被粗略地定义为跨越国界的远程教育或没有人类流动的知识的国际流动。例如，它在很大程度上因其改善全球教育机会和减轻环境危害的潜力而受到称赞。然而，这种非政治化的定位可能会忽视互联网与全球不平等构成的不平衡的人力流动之间的关系。作为回应，本文呼吁建立一个批判性的网络教育研究议程，首先关注网络教育在高等教育水平上的流动政治。首先，它提出了一个更细致入微的概念，植根于关键边界研究的见解，这里称为边界远程教育。其次，它建议使用资本-公民身份和流动性这两种理论作为深化未来分析的途径，不仅是对国际学生流动性的分析，而且是对更广泛的国际学生流动性的分析。第三，为了证明这些建议的应用，本文对加拿大在COVID-19大流行时期及其后果（2000-2024）期间的国际学生流动政策进行了批判性的政策话语分析。本案例研究表明：(1)远程教育可以作为一种边境工具，(2)政府可以操纵国际学生流动政策，以确保远程教育主要服务于移民需求，而不是教育需求。远程国际化（IaD）的发展有可能改变国际学生流动的结构、体验和理解方式。网络教育被粗略地描述为跨境远程教育。对IaD的批判性研究有限。本文补充说，IaD嵌入了流动性政治和边界实践。除了教育目的之外，国际教育还可以让国际学生以新的方式积累公民资本和流动性。然而，IaD也可以作为一种治理工具来(1)招募/区分潜在公民，(2)管理移民流动，(3)确保资本的不间断流动。IaD在国际化研究中提出了关于“国际”的意义的关键问题。将远程教育定义为边界远程教育的一个更微妙和关键的定义强调了远程教育的独特之处：远程教育的特点是与边界实践的接触。对实践和/或政策的影响可以受益于更具批判性的研究议程，以及回归远程教育的思想根源，关注获取政治。试图以不同于国内学生的方式管理国际学生地理流动性的移民政策（例如，抑制国际学生远程教育）应确保此类政策不会对(1)国际学生接受教育的机会或(2)教育机构的学术课程设计产生负面影响。
{"title":"International student mobility and the politics of distance education","authors":"Lisa Ruth Brunner","doi":"10.1111/bjet.13543","DOIUrl":"10.1111/bjet.13543","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;Internationalization at a distance (IaD) has been loosely defined as distance education across borders or the international mobility of knowledge without human mobility. It is largely celebrated, for example, for its potential to improve global education access and mitigate environmental harm. However, this depoliticized positioning risks overlooking IaD's relationship to uneven human mobility flows structured by global inequities. In response, this paper calls for a critical IaD research agenda, starting by drawing attention to the mobility politics of IaD at the postsecondary level. First, it proposes a more nuanced conceptualization of IaD rooted in insights from critical border studies, described here as &lt;i&gt;bordered distance education&lt;/i&gt;. Second, it suggests the use of two theorizations of capital—citizenship and motility—as avenues to deepen future analysis of not only IaD but also international student mobility more generally. Third, to demonstrate the application of these suggestions, it presents a critical policy discourse analysis of international student mobility policies during the COVID-19 pandemic era and its aftermath (2000–2024) in Canada. This case study shows how (1) distance education can be used as a bordering tool, and (2) governments can manipulate international student mobility policy to ensure IaD primarily serves immigration, as opposed to educational, needs.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;The growth of internationalization at a distance (IaD) has the potential to shift how international student mobility is structured, experienced and understood.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD is loosely described as &lt;i&gt;distance education across borders&lt;/i&gt;.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;There are limited critical studies of IaD.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;IaD is embedded in mobility politics and bordering practices.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;In addition to its educational purpose, IaD can allow international students to accumulate citizenship capital and motility in new ways.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;However, IaD can also be used as a governance tool to (1) recruit/distinguish between potential citizens, (2) manage migration flows and (3) ensure the uninterrupted mobility of capital.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;IaD raises key questions a","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"870-889"},"PeriodicalIF":8.1,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Virtual exchange as a mode of internationalization at a distance: Experiences from Türkiye 虚拟交流作为一种远程国际化模式：土耳其的经验
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-11-22 DOI: 10.1111/bjet.13546
Alper Çalıkoğlu, Betül Bulut-Sahin, Asuman Aşık
<div> <section> <p>This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic? </p><ul> <li>Virtual exchange offers cost-effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility.</li> </ul> <p>What does this paper add? </p><ul> <li>Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case.</li> <li>Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts.</li> </ul> <p>Implications for policy and practice </p><ul> <li>Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms.</li> <li>Institutions should prioritize virtual exchange and technology integration
本研究通过土耳其高等教育背景，考察虚拟交换（VE）作为一种远程国际化模式。认识到地域流动性的限制，虚拟教学成为通过技术加强国际和跨文化学习的可行选择。采用定性现象学设计，我们采访了22名参与者，包括来自土耳其五所大学的学生、教师和国际办公室专业人员。我们的研究结果揭示了不同的动机，如个人和学术发展，并强调了专业和跨文化的启示。然而，重大挑战仍然存在，包括技术限制、时间和沟通障碍以及体制支助不足。我们的研究表明，VE项目为无法参与地理流动的学生提供了宝贵的国际经验和跨文化意识，但他们需要仔细考虑技术工具和“第三空间”活动的规划，以克服现有的障碍，提高学生的参与度。我们建议学者和机构领导更多地从远程国际化的角度考虑虚拟企业，在技术工具的推动下，在高等教育中实现更加包容和公平的国际化实践。关于这个主题我们已经知道了什么？虚拟交换为国际和跨文化交流提供了经济有效的解决方案，特别是对于地域流动机会有限的学生。这篇文章补充了什么？以土耳其为例，从国际化的视角透视虚拟交换。用空间、地点和时间的概念镜头，在一定距离上理解虚拟交换和国际化，改善弱势环境下的虚拟交换体验。对政策和实践的影响教员应培养虚拟交流参与者的社区意识和归属感，并使技术工具和交流机制多样化。学校应优先考虑国际化中的虚拟交流和技术整合，为学生和教师提供足够的资源，并鼓励虚拟交流。
{"title":"Virtual exchange as a mode of internationalization at a distance: Experiences from Türkiye","authors":"Alper Çalıkoğlu,&nbsp;Betül Bulut-Sahin,&nbsp;Asuman Aşık","doi":"10.1111/bjet.13546","DOIUrl":"10.1111/bjet.13546","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Virtual exchange offers cost-effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What does this paper add?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for policy and practice\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Institutions should prioritize virtual exchange and technology integration","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"909-926"},"PeriodicalIF":8.1,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives “如果你不在英国生活，只是从国外学习，那么理解英国文化是非常奇怪的”：一项远距离视角下的国际化实证调查
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-11-21 DOI: 10.1111/bjet.13542
Bart Rienties, Ruslan Ramanau
<div> <section> <p>Following the conceptualisation of a third space of internationalisation at a distance (IaD) in this study, we aim to explore how international students at the largest university in Europe, the Open University, might consider their own identities and perspectives. At present over 5000+ international students study at a distance at the Open University, whereby many are based in the UK. At the same time, hundreds of international students do not live in the UK and might be classified as IaD students. Whether or not there are any meaningful similarities or differences in lived experiences between these two groups of international students has thus far received limited empirical attention. Using a mixed-methods study of previously validated instruments, we explored the lived experiences of 266 students (72 IaD, 49 IA, 115 IaH, and 30 UK students living overseas), followed by eight interviews. Our quantitative analyses suggest limited empirical support for the IaD framework, while the qualitative lived experiences of students do provide some unique narratives of IaD students.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>Global rise of students studying abroad, with an increase in students studying abroad at a distance.</li> <li>Recent conceptualisations of IaD suggest substantial barriers for IaD students to participate in distance learning.</li> <li>Limited empirical research to date available in European context.</li> </ul> <p>What this paper adds </p><ul> <li>In this mixed-method study, we looked at 266 students at the largest distance university in Europe and compared the lived experiences of academic and social adjustment between four groups (ie, living in the UK or not × born in the UK or born overseas).</li> <li>Our quantitative findings indicated that IaD students had similar lived experiences as other students when following distance learning.</li> <li>Our qualitative findings suggest some IaD students did experience adaption issues in particular.</li> </ul> <p>Implications for practice and/or policy </p><ul> <li>Fostering a greater sense of community and belonging among geographically dispersed IaD students might help to
在本研究中，随着国际化第三空间（IaD）的概念化，我们的目标是探索欧洲最大的大学开放大学的国际学生如何考虑自己的身份和观点。目前，超过5000名国际学生在开放大学远程学习，其中许多人在英国。与此同时，数百名国际学生不住在英国，可能被归类为国际学生。到目前为止，这两组国际学生在生活经历上是否存在有意义的相似或差异，还没有得到实证的关注。采用混合方法研究先前验证的工具，我们探索了266名学生的生活经历（72名外国留学生，49名外国留学生，115名外国留学生和30名海外英国留学生），随后进行了8次访谈。我们的定量分析表明，对IaD框架的实证支持有限，而学生的定性生活经历确实为IaD学生提供了一些独特的叙述。从业者注意：关于这个话题已经知道的是，全球留学人数的增加，远程留学人数的增加。最近对远程教育的概念提出了远程教育学生参与远程教育的重大障碍。迄今为止，在欧洲背景下的实证研究有限。在这项混合方法研究中，我们观察了欧洲最大的远程大学的266名学生，并比较了四组（即住在英国或不在英国出生或出生在海外）之间的学术和社会适应的生活经历。我们的定量研究结果表明，IaD学生在接受远程教育时的生活经历与其他学生相似。我们的定性研究结果表明，一些IaD学生确实经历了特别的适应问题。对实践和（或）政策的影响在地理上分散的英语专业学生中培养更大的社区意识和归属感可能有助于减轻社会孤立。考虑在在线学习中提供针对特定国家的社区，以建立社会支持团体。确保远程学习的形式、学习设计和内容涵盖学校所服务的广泛的国际学生。
{"title":"‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives","authors":"Bart Rienties,&nbsp;Ruslan Ramanau","doi":"10.1111/bjet.13542","DOIUrl":"10.1111/bjet.13542","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;Following the conceptualisation of a third space of internationalisation at a distance (IaD) in this study, we aim to explore how international students at the largest university in Europe, the Open University, might consider their own identities and perspectives. At present over 5000+ international students study at a distance at the Open University, whereby many are based in the UK. At the same time, hundreds of international students do not live in the UK and might be classified as IaD students. Whether or not there are any meaningful similarities or differences in lived experiences between these two groups of international students has thus far received limited empirical attention. Using a mixed-methods study of previously validated instruments, we explored the lived experiences of 266 students (72 IaD, 49 IA, 115 IaH, and 30 UK students living overseas), followed by eight interviews. Our quantitative analyses suggest limited empirical support for the IaD framework, while the qualitative lived experiences of students do provide some unique narratives of IaD students.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Global rise of students studying abroad, with an increase in students studying abroad at a distance.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Recent conceptualisations of IaD suggest substantial barriers for IaD students to participate in distance learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Limited empirical research to date available in European context.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;In this mixed-method study, we looked at 266 students at the largest distance university in Europe and compared the lived experiences of academic and social adjustment between four groups (ie, living in the UK or not × born in the UK or born overseas).&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Our quantitative findings indicated that IaD students had similar lived experiences as other students when following distance learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Our qualitative findings suggest some IaD students did experience adaption issues in particular.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or policy\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Fostering a greater sense of community and belonging among geographically dispersed IaD students might help to","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"947-966"},"PeriodicalIF":8.1,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does internationalisation at a distance democratise student mobility? Critical insights from the Asia-Pacific region 远距离的国际化是否使学生的流动性民主化？来自亚太地区的重要见解
IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
British Journal of Educational Technology
Pub Date : 2024-11-21 DOI: 10.1111/bjet.13541
Jeremy Breaden, Thu Thi Quy Do, Lucas Moreira dos Anjos-Santos, Nadine Normand-Marconnet

This paper examines the perspectives of educators on whether internationalisation at a distance (IaD) democratises student mobility in higher education. Adopting a collaborative autoethnographic approach, the analysis focuses on the perspectives of educators involved in virtual mobility practices in relation to three prompts: (1) IaD's capacity for democratisation, (2) IaD practices and the achievement of more equitable, accessible and inclusive education and (3) tensions that emerge from implementing IaD practices in institutional contexts. Applying a three-dimensional theory of justice that supports parity of participation in social life (Scales of Justice, 2009), this paper explores educators' perceptions of IaD's potential to democratise student mobility. The findings demonstrate beliefs that IaD can only democratise student mobility to a certain extent. As educators embrace IaD as a set of inclusive and equitable practices, they also question the unequal availability of material, social and cultural resources that could realise the potential of IaD for students. Situated within IaD discourses in the Asia-Pacific region, which have received little attention in the broader research field of virtual mobility, this paper reinforces the emerging recognition of the fundamental yet often overlooked tensions between internationalisation and democratisation.

Practitioner notes

What is already known about this topic

  • Internationalisation at a distance (IaD) is a growing practice in higher education internationalisation where students learn in their ‘home country’ aided by digital technologies with curriculum and educators located in a different geographical location.
  • IaD blurs the boundaries of internationalisation and brings into question binaries such as ‘international/domestic’, ‘home/abroad’ and ‘geographic/virtual’, while inviting researchers, educators and institutions to rethink how they can reframe their internationalisation efforts.

What this paper adds

  • This paper probes the extent to which IaD can be seen as a more democratic form of student mobility, particularly in relation to addressing unequal participation of students in geographic mobility experiences. It shows that the potential of IaD to be democratising can be conflated into inclusive and equitable discourses without necessarily addressing structural, cultural and social barriers to student mobility.
  • The paper hig
本文考察了教育工作者对远程国际化（IaD）是否使高等教育中的学生流动民主化的观点。采用协作的自我民族志方法，分析重点是参与虚拟移动实践的教育工作者的观点，涉及三个提示：(1)虚拟移动的民主化能力；(2)虚拟移动实践和实现更公平、更容易获得和更包容的教育；(3)在制度背景下实施虚拟移动实践所产生的紧张关系。运用支持平等参与社会生活的三维正义理论（《正义量表》，2009年），本文探讨了教育工作者对网络教育促进学生流动民主化潜力的看法。研究结果表明，互联网只能在一定程度上促进学生流动性的民主化。在教育工作者将网络教育作为一套包容和公平的做法来接受的同时，他们也质疑可以为学生发挥网络教育潜力的物质、社会和文化资源的可得性不平等。本文位于亚太地区的IaD话语中，这些话语在虚拟移动的广泛研究领域中很少受到关注，本文加强了对国际化和民主化之间基本但经常被忽视的紧张关系的新兴认识。关于这个话题，我们已经知道，远程国际化（IaD）是高等教育国际化的一种日益增长的做法，学生在他们的“祖国”学习，借助数字技术和位于不同地理位置的课程和教育者。它模糊了国际化的界限，并对“国际/国内”、“国内/国外”和“地理/虚拟”等二元概念提出了质疑，同时邀请研究人员、教育工作者和机构重新思考如何重新构建他们的国际化努力。本文探讨了网络教育在多大程度上可以被视为一种更民主的学生流动形式，特别是在解决学生在地理流动体验中的不平等参与方面。它表明，互联网民主化的潜力可以合并为包容和公平的话语，而不一定要解决学生流动的结构、文化和社会障碍。该论文强调，在确保学生完全平等参与移动体验方面，IaD最适合解决分配问题。从这个意义上说，IaD支持更多来自弱势背景或残疾的学生能够充分参与国际化所带来的教育，文化和社会收益。这篇论文表明，当涉及到确保学生完全平等地参与移动体验时，IaD没有能力解决识别和代表问题。关于哪些学生可以获得哪些移动体验的决策中心几乎没有变化。对实践和/或政策的影响本文认识到IaD作为一种国际化实践的潜力，它可以改变围绕虚拟移动出行的缺陷话语，并使更广泛的移动体验成为可能。国际化工作的实践者应该考虑需要在制度上建立哪些其他机制和举措来补充IaD的潜力，特别是围绕物质、文化和社会资源的机制和举措，这些机制和举措分布不均，对学生的流动体验产生负面影响。我们迫切需要重新思考国际教育，而不是将其作为高等教育机构国际化实践中所有不公正现象的“救世主”或“一刀切”。IaD是朝着正确方向迈出的一步，但仍需要在权力动态方面进行重大转变，以允许享有特权的全球北方环境之外的机构在决策方面实现平等。
{"title":"Does internationalisation at a distance democratise student mobility? Critical insights from the Asia-Pacific region","authors":"Jeremy Breaden,&nbsp;Thu Thi Quy Do,&nbsp;Lucas Moreira dos Anjos-Santos,&nbsp;Nadine Normand-Marconnet","doi":"10.1111/bjet.13541","DOIUrl":"10.1111/bjet.13541","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>This paper examines the perspectives of educators on whether internationalisation at a distance (IaD) democratises student mobility in higher education. Adopting a collaborative autoethnographic approach, the analysis focuses on the perspectives of educators involved in virtual mobility practices in relation to three prompts: (1) IaD's capacity for democratisation, (2) IaD practices and the achievement of more equitable, accessible and inclusive education and (3) tensions that emerge from implementing IaD practices in institutional contexts. Applying a three-dimensional theory of justice that supports parity of participation in social life (<i>Scales of Justice</i>, 2009), this paper explores educators' perceptions of IaD's potential to democratise student mobility. The findings demonstrate beliefs that IaD can only democratise student mobility to a certain extent. As educators embrace IaD as a set of inclusive and equitable practices, they also question the unequal availability of material, social and cultural resources that could realise the potential of IaD for students. Situated within IaD discourses in the Asia-Pacific region, which have received little attention in the broader research field of virtual mobility, this paper reinforces the emerging recognition of the fundamental yet often overlooked tensions between internationalisation and democratisation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Internationalisation at a distance (IaD) is a growing practice in higher education internationalisation where students learn in their ‘home country’ aided by digital technologies with curriculum and educators located in a different geographical location.</li>\u0000 \u0000 <li>IaD blurs the boundaries of internationalisation and brings into question binaries such as ‘international/domestic’, ‘home/abroad’ and ‘geographic/virtual’, while inviting researchers, educators and institutions to rethink how they can reframe their internationalisation efforts.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper probes the extent to which IaD can be seen as a more democratic form of student mobility, particularly in relation to addressing unequal participation of students in geographic mobility experiences. It shows that the potential of IaD to be democratising can be conflated into inclusive and equitable discourses without necessarily addressing structural, cultural and social barriers to student mobility.</li>\u0000 \u0000 <li>The paper hig","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"852-869"},"PeriodicalIF":8.1,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
首页 上一页
类型
全部 化学•材料 生命科学 医学 物理 工程技术 环境•农林 材料科学 地球科学 法学 管理学 化学 环境科学与生态学 计算机科学 教育学 经济学 农林科学 人文科学 生物学 数学 物理与天体物理 心理学 综合性期刊 其他 工业工程 理学 历史学 农学 文学 信息工程
数据库
全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley
期刊
British Journal of Educational Technology
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
﹀
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们：info@booksci.cn
Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1