Engaging students as digital citizens

Blaj‐Ward, Lia; Winter, Kim K.

doi:10.1080/07294360.2019.1607829

Cited by 22 publications

(16 citation statements)

References 16 publications

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“…How international students use online information to negotiate their everyday lives, and how this information intersects with their social networks, remains unclear. For example, Blaj-Ward and Winter (2019), who pointed out that students in general have inconsistent approaches to their personal, academic and professional engagement in the digital environment, showed that students do not integrate their learnings across these three domains. This attention to international students' interface with technology and social networks prompts the following research questions:…”

Section: Introductionmentioning

confidence: 99%

Mapping the contours of digital journeys: a study of international students’ social networks in Australian higher education

Chang

Gomes²,

Platt³

et al. 2021

Higher Education Research & Development

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International students' capacity to undertake a digital journey to embrace new digital resources has real life implications in terms of their ability to adjust to their new environment. This article explores links between international students' use of online social networking sites and their social networks, including drawing on digital resources beyond only those from their home country. Given the increased focus on online learning and engagement with students in higher education, there is an even greater need to examine students' digital journeys, in terms of their capacity to navigate both their academic worlds and everyday lives abroad. This article demonstrates that students continue to use a range of online sources from their home countries, even as they transition to their new lives in Australia. This has implications for the way institutions communicate with international students more broadly.

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Section: Introductionmentioning

confidence: 99%

Mapping the contours of digital journeys: a study of international students’ social networks in Australian higher education

Chang

Gomes²,

Platt³

et al. 2021

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…Considering that students generally expect a response from the staff and have a request, it can be said that this rate is insufficient. Like, Ward & Winter's (2019) study, the results of this study showed that students contact their professors via personal email addresses rather than institutional email addresses. The study of DeAngelo & Feng (2019) showed that emails sent from a professional email address increased the chances of an email being opened.…”

Section: Advertencymentioning

confidence: 49%

“…Indeed, a study conducted in 2001 shows that for years students have found e-mail more serious than text chats (Honeycutt, 2001). Students prefer to contact their professors via social networks than email (Ward & Winter, 2019). Social media are areas where the academic hierarchy has softened a little.…”

Section: The Problems Encountered By Students In Emails Received From Academic and Administrative Staffmentioning

confidence: 99%

E-mail Literacy in Higher Education Academic Settings

Konuk

2021

IJELS

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The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students’ email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students’ awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students’ awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.

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“…In education, engagement refers to students' emotional intensity, psychological investment and active participation regarding their academic learning and assessment practices (Kahu, 2013). Education scholars have conducted several investigations on student engagement, particularly concerning learning context and content (Blaj-Ward & Winter, 2019;Tai, Bellingham, Lang, & Dawson, 2019). Engagement occurs at multiple touchpoints; for instance, students interact with the lecturer, the course and the broader university (Conduit, Karpen, & Farrelly, 2016).…”

Section: Hypothesis Developmentmentioning

confidence: 99%

Driving enrolment intention through social media engagement: a study of Vietnamese prospective students

Nguyen

Conduit

et al. 2020

Higher Education Research & Development

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Social media platforms provide prospective international students with ready access and exposure to information relevant to international higher education institutions and their respective brand images. We examined the extent to which social media engagement and electronic word-of-mouth (eWOM) activities shape prospective students' perceived brand image of institutions and, subsequently, their enrolment intention. Findings from a sample of 445 prospective students in Vietnam indicate the indirect effect of social media engagement on enrolment intention via eWOM-seeking activities and perceived brand image. Compared with their postgraduate counterparts, prospective undergraduates' perception of an institution's brand image is more strongly influenced by their eWOM-seeking activities on social media. In contrast, the direct influence of perceived brand image on enrolment intention is stronger for prospective postgraduate students. The findings from this study enrich the higher education literature and have implications for higher education providers in relation to developing engagement strategies with prospective students through social media platforms.

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Engaging students as digital citizens

Cited by 22 publications

References 16 publications

Mapping the contours of digital journeys: a study of international students’ social networks in Australian higher education

Mapping the contours of digital journeys: a study of international students’ social networks in Australian higher education

E-mail Literacy in Higher Education Academic Settings

Driving enrolment intention through social media engagement: a study of Vietnamese prospective students

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