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Incorporating blogging into an English for Academic Purposes course for international students
No full textAbstract Digital education has become an integral part of any modern tertiary establishment. Using technological devices to deliver materials or assess students’ work creates more opportunities for both educators and learners. English for Academic Purposes 2 (EAP2) is a bridge course for many international students who come to New Zealand to start or continue their tertiary studies. During the 12 weeks of the EAP2 course (25 contact hours per week), students are given the weekly task of participating in the discussion forum. All work has to be submitted via the blog, which is designed specifically for the EAP2 class. This paper outlines the process of designing interactive tasks which invite other students to express their opinions and cooperate during EAP2 research projects, as well as share their findings or ask for assistance. This is a good chance to demonstrate an ability to work as a team and develop interpersonal skills, which are vital for successful integration into a new cultural environment. All forum tasks have been designed to complement the EAP2 main writing assignments, research projects, etc. Each of them is aimed at developing essential academic skills in an interactive fashion. Students are given credit for blog participation. This credit depends on the quality and depth of submissions, as well as the level of interaction with peers. Keywords: Blogging, discussion forum, blended learning, English for Academic Purpose
University students’ experiences of their use of wikis in collaborative learning
No full textAbstract This paper presents the findings from a survey of university students about their experiences in the use of wikis as a tool in collaborative learning. The study targeted only students who had had prior experience in the use of wikis in collaborative learning. Although the survey instrument was designed with a number of key areas of investigation, this paper presents only the findings of the students’ experiences of their use of wikis. This includes questions about their proficiency level with wikis, whether they were adequately prepared for working with wikis, their experiences and their suggestions of how wikis could be better utilised in teaching and learning practices. The findings suggest that participants have had positive learning experiences, including the ability to work together as a team, contributing to a shared knowledge, and having a better understanding of the subject matter. The exception was in the area of orientation to the wiki learning environment, in particular, strong evidence was found of very little, or a lack of, appropriate preparation of participants for collaborative work in wikis. The findings highlight the importance of clearly articulating the design, the learning intentions and the expected outcomes of collaborative learning using wikis (or any technology for that matter), not only at the onset but throughout the learning activity
From MDGs to SDGs: Where does education fit?
No full textThis paper is a revised and updated version of a presentation made to the Centre for Research in International Education conference held in January 2016 at Auckland Institute of Studies, in Auckland, New Zealand. The stimulating comments and suggestions from those attending the conference are gratefully acknowledged. Any remaining defects are solely the responsibility of the author. The method is a qualitative analysis of the
place of education in the Millennium Development Goals (MDGs) and comparing this with the place education has been accorded in the early work relating to the Sustainable Development Goals (SDGs) of the post 2015 era. There is also a brief consideration of the resource costs of the
indicators and measurements approach taken in both the MDGs and SDGs with the case of Education used as an example of one of the goals in both cases
Poles reversed: An exploratory buyer behavioural profile of the European Erasmus 2.0 generation study-abroad student market
No full textThe purpose of this research is to explore the European Union Erasmus 2.0 student cohort from a buyer behavioural perspective with the aim of deconstructing surface evidence to reveal underlying patterns in student
decision-making when choosing to ‘study abroad’ outside of Europe. This paper uses a consumer profiling approach to extract a diversified mix of student clusters that are differentiated one from another in terms of the relative strength of reference group, motivational, involvement
and attitudinal vectors. The findings of this investigation show that Erasmus 2.0 students form a distinctive consumption sub-culture having little shared commonality with international students from elsewhere in
the world, and within themselves they display a marked degree of variety in their expectations and perceptions. The outcome of this exploratory research is intended to assist higher-education marketing departments in honing strategies to appeal to European students
Pastoral care: A critical factor for the successful integration of Asian international students in New Zealand
No full textNew Zealand is actively encouraging growth in export education services to create further economic, social and cultural benefits for society. As a result, international student numbers have risen considerably and consequently, the number of qualified students wanting to migrate permanently has increased. Research has shown that the individual acculturation strategy of integration will help international students adapt better to the various transitions they encounter in a new country as well
as prove more beneficial for a host country embracing a multicultural society. As schools help to shape an environment that is congruent to the needs of
all those involved, this study investigated school practices affecting integration of international students. Data were collected from 131 international students and 24 teachers, at an international school in New Zealand and analysis indicated five areas of best practice, which will aid
in supporting integration: the homestay, the role of the teacher/tutor, group work, education and activities outside the classroom, and Orientation. The majority of these areas fall under the Education (Pastoral Care of International Students) Code of Practice 2016. Therefore, pastoral care practices must be implemented at a high level from the onset, and will require further improvement at micro and macro levels in New Zealand society, to foster successful integration of international students
Bricks and mortar, or clicks and tricks?
No full textAbstract The home page of the International Association for Distance Learning (IADL, n.d.) claims that the future of distance learning is positive. That might be the future, but the present shows that distance learning has yet to fulfil its promise. Research finds that on average the completion rate for students who enrol in a distance learning institution is only 10%! By comparison the completion rate in the United Kingdom at traditional ‘bricks and mortar’ higher education institutions is 82%. This paper explores reasons for the failure of distance learning institutions to deliver their promises, and postulates that traditional face-to-face teaching is here to stay. However, the impact and opportunities provided by information technology cannot be ignored. It is found that a blended, or hybrid, model consisting of face-to-face learning facilitation supported by technology, is already in vogue. The genie is out of the bottle. The challenge for teachers, lecturers, learning facilitators and professors is to embrace and use the online availability of up-to-date news, case studies and research to maintain currency for their learning material and lectures. For students, the advantages are online submission of exercises and assessments, and the ability for self-directed learning using handheld devices. Nonetheless, the overwhelming need will be for face-to-face support and guidance. It has always been possible to learn the rudiments of brain surgery or how to fly from a book, but people would prefer a surgeon who has gained hands-on practical experience under the guidance of and in the presence of a specialist; likewise to fly with a pilot who has learnt in the air and from sitting alongside an instructor. Keywords: Higher education, distance learning, information technology, hybrid mode
The role of human capital creation as a driver for economic growth in China
No full textAbstract The purpose of this paper is to provide a general background to the nature of the Chinese economy and the public policy framework in which it operates. Within this framework, there has been the creation of considerable demand for higher education in China, not just by industry but also by students. It is expected that this growth will continue into the future
Book Review: Schwittay, A. (2015). New media and international development: Representation and affect in microfinance. Abingdon UK: Routledge (ISBN 978-0415856089)
No full textBook Review: Schwittay, A. (2015). New media and international development: Representation and affect in microfinance. Abingdon UK: Routledge (ISBN 978-0415856089
Hospitality education training for tourism enterprises: Reflections on a Tongan case study
No full textAbstract Tourism enterprises, namely visitor attractions, activities and services, contribute significantly to overall visitor satisfaction. Developing an accreditation framework with quality assurance standards for tourism enterprises is part of a range of interventions designed to improve the outcomes for tourism in Tonga. This paper discusses the accreditation standards developed for hospitality enterprises and the training component which was delivered to assist the assessors. Interactive training workshops were held in Tongatapu in September 2015, for 30 participants, using a combination of theory, guidance manual and practical on-site assessment reviews. The training aimed to develop the skills of trainee assessors to enable them to conduct assessments of tourism enterprises to a consistent and reliable standard. Training in a developing country presented challenges for the trainers. This paper reports and reflects on some of those challenges and considers if the needs of the trainees and the Tongan government were fulfilled by these assessor workshops. It considers how this training and education may benefit tourism experiences and tourism growth for Tonga in the future. Keywords: Tourism enterprises, hospitality education, Pacific learners, Tonga, experiential training, va
International students and personal responsibility towards learning
No full textTogether with a supportive high quality learning environment and individual motivations, international students’ responsibility towards academic learning and capacity to exercise responsibility are crucial to
ensure their meaningful engagement in learning and their academic success. This paper aims to address international students’ perceived responsibility towards their academic learning. It is based on a four-year research project that focuses on international students’ learning and
engagement in Australian institutions. Semi-structured interviews and fieldwork were the key instruments for data collection for this research. The paper points to the importance of both external and internal factors in
influencing international students’ perspectives on their personal responsibility and how such responsibility is critical to their academic performance. The factors shaping international students’ views on their personal responsibility range from extrinsic obligations to intrinsic
motivations, including externally imposed legal requirements and financial pressures to ensure good returns on investment in overseas study, their self-esteem and identity, perceived work ethic, as well as intrinsic interest for academic development and employment prospects. The paper indicated that it is important to place emphasis on not only nurturing international students’ sense of responsibility but also providing them with the condition to enact their responsibility through specific goal-oriented tasks in the classroom as well as in the broader institutional community