This study presents the perspectives of education graduate students of using Twitter as a pedagogical tool for 15 weeks as a required social media activity in class. The results indicated that each course participants reported a positive learning experience of using Twitter. Although this was their first experience with Twitter, participants reported that Twitter provided space and opportunities to engage in academic activities as a new pedagogical tool. Participants reported they used Twitter to receive immediate and frequent course information, ask questions to the mentor, update course assignment, and to share helpful information from outside the text book to their fellow classmates and mentor. This study also highlights suggestions and implication of Twitter in personal and professional developments.
This paper assesses student perceptions and includes student reflections pertaining to a cohort model doctoral program in Educational Leadership (EdD) at a Southern university in the United States.Based on the open-ended comments and survey responses from 48 participants who graduated with this degree, the cohort-based doctoral program was found to have met the needs of the students. Conclusions and recommendations are drawn based on extensive literature on cohort based EdD program and findings from this case study about one cohort model degree program.
University instructors address and want to eschew student academic misconduct. These educators presume that students understand fully what cheating and plagiarism are. However, the issue of academic dishonesty among international students is complex and difficult. This study investigated the perceptions of international undergraduate and graduate students in a southern U.S. university about possible causes for academic misbehavior. Results reveal several causal variables: previous learning style, English language proficiency, unfamiliarity with American academic cultures, relationship between student and teacher, and availability of technical and educational resources associated with academic dishonesty.
The nature of silence is complex in any classroom with international or domestic students. Instructors sometimes fail to recognize that the classroom silence of foreign students is unlike their native counterparts. With an insider perspective, this article explores the concept of silence among international students by examining the existing body of literature relating to cultural norms. It also suggests a number of ways of dealing with silent students in a diverse classroom setting.
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