Digital Experiences of International Students : Challenging Assumptions and Rethinking Engagement.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- About the editors -- About the authors -- Foreword to the series, Internationalization in Higher Education -- Acknowledgements -- Introduction -- Section 1: The international student experience -- Chapter 1: The digital information ecology of international students: Understanding the complexity of communication -- Introduction -- Information and international students -- Provision of information to international students -- Components of the digital information ecology of international students -- Detailing the digital ecologies of international students -- Motivations driving information needs: what is driving international students to seek out information? -- State of information needs: do international students always recognize their information needs? -- Information topics of interest to international students: what topics are international students seeking? -- Information channels and formats that international students use: what channels and formats do international students prefer? -- International students' information behaviours: how do international students seek out, encounter, or use information? -- Information sources (online): where and who do international students get their information from? -- Temporal aspects of the digital environment: when do international students need information? -- When preparing for particular contexts -- Just in time -- Incident response timeliness -- Recurring temporal rhythm -- Implications and conclusion -- References -- Chapter 2: Digital environments and the aspirations of international students -- Introduction -- Aspirations for a better life and a better self -- Digital media and aspirations in educational contexts.

Digital media as a tool for familial education strategies -- Digital media as a tool for developing global networks and experiences -- Digital media and aspirations in migration contexts -- Digital media and sports as an aspirational migration narrative -- Digital media and the envisioning of a different life -- Digital media and aspirations in maturation contexts -- Digital communities as a hindrance to self-maturation -- Digital media as a tool to build capabilities for independent living -- Discussion and conclusion -- References -- Chapter 3: Social media and social adjustment: An international student perspective -- Introduction -- Social support and adjustment for international students -- Social media for social support and adjustment -- Effects of social psychology on social media use and social adjustment -- Empirical study on international students in the United States -- Study design -- Key findings -- Future research -- Conclusion and implications -- References -- Chapter 4: Information behaviours of returned international students: Case study of Saudi Arabian female students -- Introduction -- Literature review -- Research question and objectives -- Method -- Participants -- Data collection -- Findings -- Information seeking before departure -- Cultural - based ISB changes -- Australia's mixed-gender culture and Saudi female international students' experience of working with and seeking information with males -- Australia's individualistic environment and SFIS' increased self-dependent ISB -- Digital - based changes -- Increased access to international sources -- More reliance on online technology -- Applying advanced online search skills and strategies -- Changes in social media use -- Social media have changed Saudi society -- Saudi female international students' ISB changes within cultural and religious boundaries.

Graduates' ISB challenges on return to Saudi Arabia -- Cultural-based post-study ISB challenges -- Gender-related challenges -- Career challenges -- Freedom of movement challenges -- Academic and research challenges -- Digital-based post-study ISB challenges -- Limited credible and up-to-date Arabic online sources -- Inefficient use of digital communication tools -- Poor internet speed and quality -- Limited advanced research labs -- Discussion -- Pre-departure information needs and sources -- Cultural- and digital-based ISB changes and challenges -- Conclusion -- References -- Section 2: International students and the digitalized curriculum -- Chapter 5: Engaging students through virtual mobility: A systematic mapping review -- Introduction -- Background -- Virtual mobility -- Student engagement -- Methods -- Results -- Student engagement -- Cognitive engagement -- Behavioural engagement -- Affective engagement -- Learning scenarios and educational technology -- Discussion -- Recommendations and concluding remarks -- Limitations -- Acknowledgements -- References -- Chapter 6: Cultural learning preferences, blended learning, and the internationalization of curriculum -- Framing blended learning and internationalization of curriculum -- Context of Vantage One programme -- Framing: cultural learning preferences within active learning and blended practice -- Media and technology as 'cultured' -- Design of geography courses -- Assessing impact: methodology -- Did I achieve a more active learning environment through my blended practice? -- Students' understanding of active learning -- Interaction and ownership -- The use of technology in teaching and learning -- The functional role of technology -- The instrumental role of technology -- The challenges of a blended approach -- Engagement as a battle -- Discussion and conclusions -- References.

Chapter 7: Utilizing LINE as a tool for a U.S.-Japan transnational education course -- Introduction -- Transnational education and English -- Social networking service -- Popular SNS platforms -- Seminal studies on SNS for educational purposes -- Background information of the LINE app and its existing research -- The use of SNS in transnational education contexts -- Development of this study -- Introducing the transnational education course -- Timeline of international exchanges between the COE and its Japanese partner universities -- Three phases of the transnational education course -- Multiple course instructors -- Class sessions -- Using LINE during class sessions -- Rationales behind the use of LINE for the course -- LINE-based activities and projects -- Before the first class session -- During the first class session -- Utilizing LINE for transnational education purposes -- Opportunities and challenges of using LINE for educational purposes -- Opportunities -- Challenges -- Pedagogical and methodological implications -- The peer-to-peer support approach -- The use of auto-translator on LINE -- Setting basic rules regarding LINE use -- Cross-cultural etiquette -- Help of technology specialists and digital competence of the instructors -- Summary and conclusion -- References -- Section 3: Strategies higher education institutions use in their digital engagements with international students -- Chapter 8: Connected transitioning communities for international students via social media -- Introduction -- Literature review: international students, transition, social media, and connected learning -- International students in transition -- Transition experience -- Transition support -- Inclusive transition support -- Social media and transitioning international students -- Social media and transition -- International students and social media.

Connected learning -- Framework for connected transitioning communities -- Definition and components of CTCs -- Connections for transition -- Social media affordances -- Connected learning -- Practical guidelines for CTCs -- Discussion: benefits of connected transitioning communities -- Conclusion -- Acknowledgement -- References -- Chapter 9: Creating an online orientation course: The journey to internationalizing the campus -- Introduction -- Importance of orientations in general -- UMN model -- Underlying principles for developing online orientation -- TPACK: Technical, pedagogical, and content knowledge -- Learning from Massive Open Online Courses (MOOC) -- Continuing connections -- Actively engaging international students in the programme evaluation loop -- Introducing the Online iPrep -- Challenges of designing and developing online content -- Timing challenges -- Subject matter expert challenges -- Technical challenges -- Suggestions for building online orientations -- Impact on the students: results/outcomes of iPrep implementation -- Impact on the campus community: from 'your' students to 'our' students -- Conclusion: an internationalization Odyssey -- References -- Conclusion -- Index.

Exploring the impact of the digital environment on international students, carefully selected global contributors examine how digital experiences have been used to internationalize higher education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.