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.
Although the importance of boundary-spanning in blended and online learning is widely acknowledged, most educational research has ignored whether and how students learn from others outside their assigned group. One potential approach for understanding cross-boundary knowledge sharing is Social Network Analysis (SNA). In this article, we apply four network metrics to unpack how students developed intra-and inter-group learning links, using two exemplary blended case-studies in Spain and the UK. Our results indicate that SNA based upon questionnaires can provide researchers some useful indicators for a more fine-grained analysis how students develop these inter-and intra-group learning links, and which cross-boundary links are particularly important for learning performance. The mixed findings between the two casestudies suggest the relevance of pre-existing conditions and learning design. SNA metrics can provide useful information for qualitative follow-up methods, and future interventions using learning analytics approaches.Keywords: blended learning, group learning, knowledge spillovers, structural holes, social networks analysis, higher education. 5Making the most of "external" group members in blended and online environments
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a "Flipped classroom" design in a first-year bilingual, English-taught module in a non-English-speaking country. "World Economy" is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013-14, the instructional designers implemented a "Flipped Classroom" design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students' linguistic skills.
Afin d’évaluer un Echange virtuel international (VE) développé par le partenariat formé entre l’université d’Oviédo en Espagne et l’Université Catholique Pázmány Péter en Hongrie et lancé dans le cadre de l’initiative Erasmus + Virtual Exchange (EVE), les chercheurs ont appliqué une analyse SWOT. Le but de cet article est d’explorer et de discuter des défis rencontrés par les professeurs, avant, pendant et après la mise en œuvre du projet VE. Les analyses individuelles SWOT des professeurs ont été distillés pour identifier les éléments communs présents dans les trois analyses SWOT. Des différences de cours et de programmes d’études entre les deux universités, le rôle des technologies et des compétences numériques, la quantité de ressources consacrées au projet et le soutien institutionnel sont les éléments que tous les professeurs considèrent comme des facteurs essentiels du projet VE. Les résultats de l’analyse SWOT révèlent les tensions suivantes qui devraient être prises en compte pour améliorer le projet lors des prochaines itérations : planification vs. flexibilité ; méthodologie centrée sur l’étudiant vs. engagement et motivation de l’étudiant ; formation aux compétences non techniques vs. développement de contenu ; pluridisciplinarité vs. spécialisation ; utilisation des environnements d’apprentissage virtuel institutionnels vs. outils numériques du web 2.0 ; suivi étroit du travail des étudiants vs. communication libre entre les étudiants.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.