How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study. It ...extends previous work (Tempelaar, Rienties, & Giesbers, 2015), where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions. In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data. It is our conjecture that establishing a chain of antecedent-consequence relationships starting from learning disposition, through student activity in e-tutorials and formative assessment performance, to course performance, adds a crucial dimension to current learning analytics studies: that of profiling students with descriptors that easily lend themselves to the design of educational interventions.
•Formative assessment data have high predictive power in generating learning feedback.•Learning disposition data are most actionable: triggering educational interventions.•Dispositional LA is instrumental in chaining dispositions, traces, performance.•Student profiling based on traces allows characterization in terms of dispositions.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual ...considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities. Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic. Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings.
International students are a key demographic in UK higher education, yet there is limited literature dedicated to pedagogies for and with international students. We undertook a systematic literature ...review of journal articles from 2013 to 2019 which presented empirical evidence on specific pedagogic practices relating to international students in the UK. We identified 49 articles matching our selection criteria and analysed their aims, methods, findings and discursive framings of international students. Our findings show a dispersed literature, with wide ranging practices and conclusions, prohibiting an effective evidence based synthesis. International students continue to be subtly framed as in deficit or passive, rarely as partners or knowledge agents. We propose future research can be more methodologically ambitious, offer richer pedagogic detail to facilitate transferability and replication of teaching practices, and build in positive framings of international students.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Internationalisation represents a significant disruptive force for higher education over the last four decades, impacting teaching, research, and service provisions in many countries. In response, ...much scholarly literature has focused on internationalisation's causes and effects in the sector, leading recent systematic literature reviews to consider it a thematic field of higher education research. To mark the 40th anniversary of Higher Education Research & Development, we consider the extent to which the journal has made a contribution to this thematic field and how the framing of internationalisation has developed or changed over time. A systematic literature review of 151 articles about internationalisation published since the journal's founding in 1982 demonstrated that this theme is of substantial interest and contribution. We have highlighted through a qualitative discourse analysis of article titles and abstracts that the journal has developed growing criticality towards internationalisation over time through recognition of underlying power differentials and inequalities. Several areas are suggested to move this thematic field forward in the journal and the wider higher education field, including the inclusion of more authors from the Global South and increased criticality towards deficit narrative framings of international students.
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International students have been historically valued by universities for their contributions to their host countries. Yet, representations of international students in the general public have become ...increasingly mixed, an issue likely exacerbated by COVID-19, which has shown increased hostility towards international students. Given the increased reports of discrimination during this period, there is ongoing need to understand how international students have been represented in this specific time of crisis. Our study analysed public representations of international students through Twitter data and qualitative analysis of 6,501 posts made during the immediate COVID-19 crisis (January-April 2020). Our findings confirm competing public representations of international students that changed over time: initially through stereotyping and depictions as assumed disease carriers, shifting to empathy and support after university campus closures. We also outline themes of racism and discrimination, which are of importance for the global higher education sector as we move into a post-COVID world.
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Internationalization efforts in higher education have often been categorized according to Jane Knight’s binary of “Internationalization at Home” (IaH) and “Internationalization Abroad” (IA). However, ...a rising number of technology-supported activities have created new opportunities for university internationalization. For example, students can now remain “at home” while using technology to study with an institution or program that is simultaneously located “abroad.” We have conceptualized these activities as a new third category called Internationalization at a Distance (IaD). In this article, we introduce the concept of IaD and outline an in-depth case study of an international distance education provider at scale, the University of South Africa.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Although internationalisation underpins many practices in higher education, its adopted approaches can be uneven between institutions and create ambiguous conceptualisations of how it is enacted in ...practice. Therefore, a whole-sector analysis can provide insight into whether spaces exist for new and innovative approaches to internationalisation, or whether they might be limited by structural inequalities and pressures in the sector. Using the UK as an illustrative case, our research has conducted a qualitative ideal-type analysis of 132 institutional approaches to internationalisation across the sector, as codified in university internationalisation strategy documents and through secondary quantitative data about key internationalisation metrics. Our typology developed three dimensions that shape internationalisation approaches: reputation, mission, and attitude. Our findings outline that universities use their understanding of their reputations and material contexts to determine their missions, and the combination of these shape the dominant emotional tone of strategic approaches to internationalisation. We outline how institutions, on the whole, shape their approaches to internationalisation to fit an existing status quo of global elitism, rather than highlighting new and innovative approaches to internationalisation. The UK case can provide an illustrative example for other diverse sectors in marketised and internationalising contexts.
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As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage ...collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level.
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BFBNIB, CEKLJ, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NMLJ, NUK, OBVAL, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Computer-supported collaborative learning (CSCL) has been highlighted as a beneficial learning experience for students in blended and online settings. In highly diverse and international contexts, ...CSCL also allows students the opportunity to encounter new ideas and values from peers with different backgrounds. However, previous research has highlighted that there are wide variations in student participation levels in CSCL activities and that many students experience social and cultural tensions when working with diverse peers. These issues may damage the quality of online collaboration and limit the potential gains of CSCL. In this study, we explored one evidence-based solution for encouraging CSCL participation: the internationalisation of the online academic content used for collaborative activities. Using a randomised control trial method with 428 undergraduate students in an introductory statistics course, we compared individual and group-level participation in an online collaborative task when students used content from the local context compared to content from international contexts. Our findings suggest that internationalisation of online content can encourage individual-level participation and decrease the disparity of participation within small groups when the content is situated in countries that are personally relevant to students’ own backgrounds. At the same time, participation was influenced by individual demographics and group dynamics.
•Internationalised academic content improved individual participation in group work.•Group members participated more equally using internationalised academic content.•Participation increased when content was from students' own cultural backgrounds.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
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