scholarly journals Affordances for cultural adjustment of international students learning Chinese as a second language in a mobile-assisted learning environment

2019 ◽  
pp. 124-129
Author(s):  
Shixin Dong ◽  
Li Cheng ◽  
Liu Dong ◽  
Guanzhen Wu
Keyword(s):  
Second Language ◽  
International Students ◽  
Learning Environment ◽  
Mobile Technology ◽  
Cultural Adjustment ◽  
Cultural Knowledge ◽  
Specific Situation ◽  
Mobile Learning Environment ◽  
Depth Interviews ◽  
Online Group

The purpose of the study is to understand the mobile-assisted learning situation of international students in China from the perspective of cultural adjustment and explore the affordances for cultural adjustment of these students in this specific situation. This study investigated eight students learning Chinese as a second language in a university in Beijing and using mainly WeChat, a mobile technology. Qualitative methods were employed in this study. The researchers followed the students for three months (from September to November 2018) and collected all the online messages in the WeChat online group. Moreover, eight one-hour in-depth interviews with participants were conducted. Results showed that the characteristics of the international students’ cultural adjustment in the mobile learning environment are universality, consciousness and unconsciousness, and interactivity. In addition, three affordances were identified: resources on Chinese linguistic and cultural knowledge, ways to obtain social support, and ways to relieve stress. Finally, two suggestions for international students are proposed.

Collaborative Learning in a Mobile Technology Supported Classroom

2008 ◽  
pp. 270-285
Author(s):  
Siu Cheung Kong
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Architectural Design ◽  
Procedural Knowledge ◽  
Research Approach ◽  
Web Based ◽  
Pedagogical Design ◽  
Mobile Learning Environment

This chapter introduces the migration of a Web-based cognitive tool (CT) for the generation of procedural knowledge about mathematical fractions from a desktop version to a mobile version. It aims to provide insight into the potential of human-computer interaction in mobile learning environments to encourage reciprocal tutoring and foster collaborative learning. A collaborative mobile learning environment is designed using a design-based research approach. A Web-based CT for learning the concept of fraction equivalence is improved and modified to suit the environment as applied to a mobile technology supported classroom. This chapter first delineates the theoretical design approach and empirical design methodology that underlie the migration exercise, and then discusses the architectural design of artifacts and the pedagogical design of learning activities to shed light on the development and application of mobile technology in a classroom learning environment.

Voices of dissent: unpacking Vietnamese international student experience

2017 ◽  
Vol 31 (3) ◽  
pp. 280-292
Author(s):  
Le Huong ◽  
Fung Kuen Koo ◽  
Rodney Arambewela ◽  
Ambika Zutshi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
International Student ◽  
English Language ◽  
Content Type ◽  
The University ◽  
Depth Interviews

Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

scholarly journals From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis

2021 ◽  
pp. 147490412110212
Author(s):  
Rita Koris ◽  
Francisco Javier Mato-Díaz ◽  
Núria Hernández-Nanclares
Keyword(s):  
Online Learning ◽  
International Students ◽  
Cultural Knowledge ◽  
Adaptive Responses ◽  
Structured Interviews ◽  
Host Countries ◽  
Study Experience ◽  
Learning Capabilities ◽  
Virtual Mobility ◽  
Restrictive Measures

This study explores international students’ perceptions of the transition to the online learning environment while they were studying on an Erasmus+ Study Mobility Programme at host universities in Europe during the COVID-19 pandemic in spring 2020. Applying the theoretical framework based on the affective, behavioural and cognitive aspects of adaptation in the case of international students, this study reveals what adaptive responses and decisions sojourners made, and how their study experience and learning capabilities were challenged by the restrictive measures introduced at host universities due to the state of emergency declared in the host countries. Fourteen semi-structured interviews with both incoming and outgoing international students were conducted. Results reveal that studying online with reduced social interaction was a real challenge to Erasmus students. They were lacking cultural knowledge of the destination country as well as the insights typically arising from face-to-face teaching and social interactions. However, findings also expose students’ satisfaction with their academic accomplishments. In this regard, specific proposals are made for universities that consider virtual mobility programmes for international students in the future.

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