Ethically engaging international students: student generated material in an active blended learning model

Lomer, Sylvie; Anthony-Okeke, Loretta

doi:10.1080/13562517.2019.1617264

Cited by 27 publications

(15 citation statements)

References 47 publications

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“…For example, flipped learning, blended learning, online learning, or interactive learning using various technology tools or simulation game. These are the most recently adopted teaching methods [19,21,23,34,60].…”

Section: Researches About Teaching and Learning In Higher Educationmentioning

confidence: 99%

“…Nikitina and Lapina [41] proposed that recent business education trends were organized into three categories: a curriculum that meets the desire of society and business, partnership & networking, and a modern and flexible teaching method in their research. Besides, new forms of teaching and learning, including blended learning, interactive learning, and flipped learning, have been addressed by many scholars [21,34,60]. Besides that, a large number of studies have mainly concentrated on the numerous factors or trends affecting educational development and management [19,27,37,41,42].…”

Section: Researches About Teaching and Learning In Higher Educationmentioning

confidence: 99%

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Uncovering trend-based research insights on teaching and learning in big data

Park

2020

J Big Data

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Along with the big data era, digital transformation has had a transformative effect on modern education tremendously in higher education. It transforms an institutional core value of education to better meet students’ needs by leveraging big data and digital technology. Based on this background, this study attempts to catch the principal trends, or new directions, paradigms as predictors with an association of each topic by discovering the up-to-date research trends on teaching and learning in higher education via text mining techniques. For this, 285 research articles in the area of teaching and learning in higher education were collected from several big databases (distinguishable publishers’ web platforms) through search engines for 2 years in 2018–2019. Then it was analyzed using a semantic network analysis that processes natural human language. Consequently, research results show a relatively high connection with ‘student’ or ‘student-centered/led’ rather than ‘teacher-led.’ Moreover, it exhibits that the practice and assessment in learning can be attained via diverse learning activities, containing community or outreach activities. Besides, research in academic contexts, experience-based classes, the effect of group activities, how students’ feelings or perceptions, and relationships affect learning outcomes were addressed as the main topics through topic modeling of LDA, a machine learning algorithm. This study proposes that educators, researchers, and even academic leaders can exert extraordinary power to reshape educational quality programs for future education and in a timely manner with recognizable trends or agendas in teaching and learning of higher education.

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Section: Researches About Teaching and Learning In Higher Educationmentioning

confidence: 99%

Section: Researches About Teaching and Learning In Higher Educationmentioning

confidence: 99%

Uncovering trend-based research insights on teaching and learning in big data

Park

2020

J Big Data

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“…It is crucial that we question and re-evaluate the universality of what we do and believe; considering and valuing that the cultural element of feedback literacy can inform genuinely intercultural approaches to feedback literacy development. In a context of internationalised higher education, this is a necessity as well as an ethical responsibility (Lomer and Anthony-Okeke 2019).…”

Section: Introductionmentioning

confidence: 99%

Feedback cultures, histories and literacies: international postgraduate students’ experiences

Rovagnati

Pitt

Winstone

2021

Assessment & Evaluation in Higher Education

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Emerging research and examples from practice support the idea of feedback literacies as socio-material competencies. Such a conception highlights the contextual and social aspect of literacies but neglects their cultural aspect. Reality in higher education sees an increasingly international student body, particularly at postgraduate levels. International postgraduate students transitioning to new systems are likely to have developed diverse 'literacies' within their previous institutional cultures. Using narrative inquiry, this study collected in-depth stories of the assessment and feedback experiences of 10 international postgraduate taught students before and after transitioning to postgraduate education at a UK institution. The study gives accounts of the ways in which the students recognised, processed and utilised feedback. A combination of narrative and thematic analysis indicated a clear influence of culture-and context-shaped histories upon students' feedback literacies. Such diverse literacies do not mirror the UK 'norm' for feedback literacy and do not initially support students in making effective use of feedback in the new environment. These findings highlight that shifting our conceptualisation of feedback literacies from universal to context-and culture-specific is necessary, as is embedding diversity and intercultural interactions within the development of intercultural feedback literacies.

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“…For many students, who have either been pushed or pulled to study abroad, their destination/host countries are lands of opportunity, where hard work, in the long run, can bring a better life (Udah, 2019) and enhance social status after graduation (Bista &Dagley, 2015). While the majority gain international experience and a degree abroad, it is important to emphasise that many non-white (and non-Western) racialised international students in contemporary Western societies such as Australia are still problematised as in academic deficit (Lomer & Anthony-Okeke, 2019), and live under coloniality.…”

Section: Introductionmentioning

confidence: 99%

Coloniality of Power and International Students Experience: What are the Ethical Responsibilities of Social Work and Human Service Educators?

Udah

2021

Ethics and Social Welfare

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This article explores theoretical responses to the living structures of dominance and subordination within modern postcolonial societies, highlighting racialised international students' experiences within Australian universities. Drawing on coloniality of power and border thinking, it seeks to address ethical responsibilities for social work and human service educators from the author's positioning as a non-Western immigrant 'Other,' and experience of belonging as an educator of future social work and human service practitioners in Australia.Utilising autoethnographic and qualitative study, the article offers great insight into the systemic nature of discrimination in Australian tertiary education institutions. It suggests a need for critical, self-reflexive awareness about the legacies of colonialism and hegemonic whiteness to permeate social work and human service profession and education. This article, thus, enables decolonising minds, securing informed understanding, and initiating a shift in the way non-white (and non-Western) racialised international social work students are seen, constructed, and understood in contemporary Australian (Western) societies.

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Ethically engaging international students: student generated material in an active blended learning model

Cited by 27 publications

References 47 publications

Uncovering trend-based research insights on teaching and learning in big data

Uncovering trend-based research insights on teaching and learning in big data

Feedback cultures, histories and literacies: international postgraduate students’ experiences

Coloniality of Power and International Students Experience: What are the Ethical Responsibilities of Social Work and Human Service Educators?

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