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
With the arrival of fine-grained log-data and the emergence of learning analytics, there may be new avenues to explore how Self-Regulated Learning (SRL) can provide a lens to how students learn in ...blended and online environments. In particular, recent research has found that the notion of time may be an essential but complex concept through which students make (un)conscious and self-regulated decisions as to when, what, and how to study. This study explores distinct clusters of behavioural engagement in an online e-tutorial called Sowiso at different time points (before tutorials, before quizzes, before exams), and their associations with academic performance, self-regulated learning strategies, epistemic learning emotions, and activity learning emotions. Using a cluster analysis on trace data of 1035 students practicing 429 online exercises in Sowiso, we identified four distinct cluster of students (e.g. early mastery, strategic, exam-driven, and inactive). Further analyses revealed significant differences between the four clusters in their academic performance, step-wise cognitive processing strategies, external self-regulation strategies, epistemic learning emotions and activity learning emotions. Our findings took a step forward towards personalised and actionable feedback in learning analytics by recognizing the complexity of how and when students engage in learning activities over time, and supporting educators to design early and theoretically informed interventions based on learning dispositions.
•With arrival of learning analytics there are new venues for understanding impact Self-Regulated Learning (SRL).•In blended learning environment, temporal analytics explored when, what, and how 1035 students were solving 429 tasks.•SRL learning dispositions linked with learning processes and academic performance.•Primary predictor of success was when students were engaged with mathematics.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
In deze bijdrage beschrijven we de invoering en het gebruik van learning analytics als het sluitstuk van een ontwikkelproces waarin de transitie van voortgezet naar hoger onderwijs, het adresseren ...van kennisdeficiënties in die transitie, het gebruik van digitale leer- en oefenplatforms, hybride instructievormen en intensieve formatieve toetsing, alle stadia zijn die dat ontwikkelproces definiëren. Betoogd zal worden dat het niet enkel vanuit dit perspectief van een natuurlijke ontwikkeling is dat bovengenoemde factoren beschreven worden, maar dat ze vooral als noodzakelijke voorwaarden voor de toepassing van learning analytics gezien moeten worden. Learning analytics benodigt idealiter rijke data die het leerproces van de individuele student tot in detail documenteert en inzicht geeft in de leerbenaderingen die studenten toepassen. Met die rijke data kan learning analytics uitgroeien tot een waardevolle bron van leerfeedback voor de student zowel als aanknopingspunten bieden voor cursus herontwerp. Zonder die rijke data is het primair de digitale variant van een leervolgsysteem.
► We investigated the use of web-videoconferencing in an e-learning course. ► Relations between motivation, tool use, participation, and performance were analyzed. ► Autonomous motivation had a ...positive correlation with participation and performance. ► Tool use and participation correlated with each other and with exam performance. ► But participation was a stronger predictor of exam performance than tool use.
Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students’ motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N=110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students’ tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Student collaboration has always been integral to the learner journey. The current limited opportunities for face-to-face discussions and student mobility due to the pandemic have heightened the need ...for such online intercultural collaboration initiatives like Virtual Exchange (VE). At the same time, few studies have looked at collaboration patterns between Asian and Western students, while using robust mixed methods research design (i.e., pre-post TPACK, foreign language competence, diaries) and social network analysis. To that end, this study explored an East-West VE of 10 weeks between 16 university students from China and 18 students from Portugal working together online on shared tasks. The study compared the perceived development of technological and foreign language skills between the two groups of students, the extent to which their reported lived experiences in VE were positive for all students, as well as looked at the kind of relations the students developed with each other over the length of the exchange. The study provides important pedagogical implications for educators willing to design VE for the benefit of all students, as well as methodological implications for the use of social network analysis with VE data.
Many researchers who study the impact of computer-based assessment (CBA) focus on the affordances or complexities of CBA approaches in comparison to traditional assessment methods. This study ...examines how CBA approaches were configured within and between modules, and the impact of assessment design on students' engagement, satisfaction, and pass rates. The analysis was conducted using a combination of longitudinal visualisations, correlational analysis, and fixed-effect models on 74 undergraduate modules and their 72,377 students. Our findings indicate that educators designed very different assessment strategies, which significantly influenced student engagement as measured by time spent in the virtual learning environment (VLE). Weekly analyses indicated that assessment activities were balanced with other learning activities, which suggests that educators tended to aim for a consistent workload when designing assessment strategies. Since most of the assessments were computer-based, students spent more time on the VLE during assessment weeks. By controlling for heterogeneity within and between modules, learning design could explain up to 69% of the variability in students' time spent on the VLE. Furthermore, assessment activities were significantly related to pass rates, but no clear relation with satisfaction was found. Our findings highlight the importance of CBA and learning design to how students learn online.
•Computer Based Assessment (CBA) is increasingly used in higher education.•The study unpacks how educators on 74 undergraduate modules designed CBA.•The analysis using fixed effect models suggests that educators implement vastly different learning designs (LD).•Assessment activities strongly influence students' time spent on the Virtual Learning Environment (VLE).•LD explains 69% of variability in students' time spent on the VLE.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Every year, thousands of students go abroad for part of their study programme. Supervision from the home institution is then crucial for good study progress. Providing supervision and feedback at a ...distance is challenging. This project aims to identify bottlenecks for supervision and hypothesises that online supervisory group meetings with videoconferencing contribute to good supervision. Study 1 showed that students who were abroad perceived lower-quality supervision and feedback on all measured aspects, compared with students staying at the home institution. Within a quasi-experimental design, Study 2 showed that students participating in online meetings experienced better supervision than those who were abroad without online meetings, and they were equally positive about supervision as students who stayed at the home institution. These findings stress the need for extra support for students during their stay abroad and the large potential of videoconferencing in optimising supervision at a distance.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Students' learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical ...study we will investigate the richness of students' goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students' goal setting at the one side, and students' performance and group functioning on the other side. (HRK / Abstract übernommen).
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BFBNIB, CEKLJ, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
While the number of international students travelling abroad for higher education constantly increases, it has been recognised among educators that international students have difficulty adjusting to ...their host educational environment. Past research indicates that international students’ personal ties with other international, home and host students can influence their cross-cultural adjustment to their new environment. Drawing from cross-cultural, educational science and social network research, we conducted a longitudinal study using dynamic social network analyses into how 485 international and 107 host students build learning and work relationships at both bachelor and post-graduate level.
Results indicate that students from different cultural backgrounds develop dissimilar co-national and international friendships and learning relationships over time. Additionally, in contrast to previous findings our MRQAP and multiple regression analyses indicate that social interactions among international and host students did not become more intertwined over time. However, active (mixed) group activities (temporarily) increase cross-cultural interaction, indicating that institutions can play an active role in improving cross-cultural adjustment.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
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