Portraits of the Activity Systems of International Higher Education Students in Online Learning

2018 ◽  
pp. 658-692
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Online Learning ◽  
International Students ◽  
Newfoundland And Labrador ◽  
Division Of Labour ◽  
International Higher Education ◽  
Education Students ◽  
Activity System ◽  
Activity Systems ◽  
System Data ◽  
Memorial University Of Newfoundland

This chapter presents findings of a study of the activity systems of seven international students enrolled in online learning at Memorial University of Newfoundland, in the province of Newfoundland and Labrador, Canada. The seven students were interviewed using questions focused around the components of an activity system. Data were analyzed using a coding protocol designed for the study and based on Activity Theory. Findings are presented as seven individual portraits of the activity system of students. Each portrait is summarized according to the following components: subject, object, tools, norms, community, division of labour, outcomes.

Portraits of the Activity Systems of International Higher Education Students in Online Learning

2013 ◽  
pp. 172-204
Keyword(s):  
Online Learning ◽  
International Students ◽  
Newfoundland And Labrador ◽  
Division Of Labour ◽  
International Higher Education ◽  
Education Students ◽  
Activity System ◽  
Activity Systems ◽  
System Data ◽  
Memorial University Of Newfoundland

This chapter presents findings of a study of the activity systems of seven international students enrolled in online learning at Memorial University of Newfoundland, in the province of Newfoundland and Labrador, Canada. The seven students were interviewed using questions focused around the components of an activity system. Data were analyzed using a coding protocol designed for the study and based on Activity Theory. Findings are presented as seven individual portraits of the activity system of students. Each portrait is summarized according to the following components: subject, object, tools, norms, community, division of labour, outcomes.

Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning

2013 ◽  
pp. 205-216
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
International Students ◽  
Activity Theory ◽  
Division Of Labour ◽  
Activity System ◽  
Activity Systems ◽  
The Cross

This chapter presents the results of a cross-analysis of the seven portraits of the activity systems of higher education international students in online learning. The cross-analysis relies on Activity Theory as a tool to identify and sort patterns in the data, in this instance across seven portraits. The cross-analysis aggregates findings from across all seven portraits into the Activity Theory components of subject, object, tools, norms, community, division of labour, and outcomes. The chapter provides an aggregate portrait of the activity system of the seven students.

Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning

2018 ◽  
pp. 646-657
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
International Students ◽  
Activity Theory ◽  
Division Of Labour ◽  
Activity System ◽  
Activity Systems ◽  
The Cross

This chapter presents the results of a cross-analysis of the seven portraits of the activity systems of higher education international students in online learning. The cross-analysis relies on Activity Theory as a tool to identify and sort patterns in the data, in this instance across seven portraits. The cross-analysis aggregates findings from across all seven portraits into the Activity Theory components of subject, object, tools, norms, community, division of labour, and outcomes. The chapter provides an aggregate portrait of the activity system of the seven students.

An Activity Theory Study of Higher Education International Students' Use of Computers and the Internet for Academic and Non-Academic Purposes

2013 ◽  
pp. 148-171
Keyword(s):  
Higher Education ◽  
International Students ◽  
Activity Theory ◽  
Newfoundland And Labrador ◽  
Division Of Labour ◽  
The Internet ◽  
Activity System ◽  
First Languages ◽  
Memorial University Of Newfoundland

This chapter reports on a survey of 87 graduate and undergraduate international students at Memorial University of Newfoundland, Newfoundland and Labrador, Canada. The survey was focused on the components of the activity system of subject, tools, object, outcomes, community, division of labour, and norms. The international students represented 31 programs or fields of specialization and 21 different first languages. The chapter presents a comparison of the findings of the study with the literature on higher education domestic and international students and technology. It identifies the contradictions that would need to be overcome in order for expansive transformations to occur.

scholarly journals ‘You went to Europe and returned different’: Transformative learning experiences of international students in Portugal

2018 ◽  
Vol 17 (5) ◽  
pp. 696-713 ◽  
Author(s):  
Cosmin I Nada ◽  
Catherine Montgomery ◽  
Helena C Araújo
Keyword(s):  
International Students ◽  
Transformative Learning ◽  
Cultural Context ◽  
Learning Experiences ◽  
Analytical Tool ◽  
Learning Processes ◽  
International Higher Education ◽  
Education Students ◽  
Ongoing Debate ◽  
Educational Spaces

Despite the increase of research on international students, the complexity of their learning experiences is yet to be fully understood. This study seeks to provide an expanded vision of their learning by considering students’ experiences beyond formal educational spaces, focusing especially on their out-of-classroom experiences. To achieve this, the narratives of 12 international students in Portugal were analysed in light of the theory of transformative learning. The results indicate that all students experienced particular forms of learning as an outcome of their international experience and were engaged in transformative learning processes. Moreover, the theory of transformative learning proved to be an appropriate analytical tool for understanding the learning narratives of international higher education students. Through the analysis of the transformative effects of engaging with a foreign cultural context, this paper makes a contribution to the ongoing debate on transformative learning and the experience of international students in the European context.

Contradictions and Technology in Higher Education

2013 ◽  
pp. 79-95
Keyword(s):  
Higher Education ◽  
Activity Theory ◽  
Division Of Labour ◽  
The Other ◽  
Activity System ◽  
Activity Systems ◽  
Technology And Learning ◽  
System Components ◽  
Technology In Higher Education

This chapter is about how new forms of activity emerge in higher education and the role that contradictions in general and tools specifically play in that emergence. Activity system components such as norms, division of labour, and tools develop but at different rates and in different ways over long periods of time. Likewise, different activities may share a component but the component may be more developed in one activity than in the other. The development at different stages means that there are always disconnects within and between activity systems. Activity Theory calls these disconnects by the term contradictions. The chapter begins with an overview of contradictions. It follows with hypothetical examples to illustrate contradictions in a context of technology-mediated higher education. The second part of this chapter provides an overview of how contradictions have been used to analyze technology and learning.

The Activity System of Higher Education Students Using Technology

2013 ◽  
pp. 54-78
Keyword(s):  
Higher Education ◽  
Activity Theory ◽  
Division Of Labour ◽  
Education Students ◽  
Activity System ◽  
Use Of Technology ◽  
Theory Framework ◽  
The U.S ◽  
Technology In Higher Education

This chapter presents a review of studies and reports of students’ use of technology in higher education published primarily in the U.S. and Canada from 2005 to 2012. The review is conducted using an Activity Theory framework that organizes information from the literature according to the components of the activity system—subject, tools, object, norms, community, division of labour, and outcomes. The chapter concludes with a summary of the activity system and limitations of the approach.

The Activity System of Higher Education Students Using Technology

2018 ◽  
pp. 1826-1851
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Higher Education ◽  
Activity Theory ◽  
Division Of Labour ◽  
Education Students ◽  
Activity System ◽  
Use Of Technology ◽  
Theory Framework ◽  
The U.S ◽  
Technology In Higher Education

This chapter presents a review of studies and reports of students' use of technology in higher education published primarily in the U.S. and Canada from 2005 to 2012. The review is conducted using an Activity Theory framework that organizes information from the literature according to the components of the activity system—subject, tools, object, norms, community, division of labour, and outcomes. The chapter concludes with a summary of the activity system and limitations of the approach.

International Higher Education Students and Educators Psychological Experiences of Covid-19 in an Emerging Country

2021 ◽  
Vol 09 (02) ◽  
pp. 33-48
Author(s):  
Kayi Ntinda ◽  
Nomazulu Ngozwana
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Coping Strategies ◽  
Negative Emotions ◽  
Education Institution ◽  
International Higher Education ◽  
Education Students ◽  
Higher Education Institution ◽  
Psychological Experiences

The Coronavirus pandemic 2019 (COVID-19) is hastily spreading, bringing pressure and challenges to international students and educators in a higher education institution who were locked down on campus during the COVID-19 outbreak. We sought to explore psychological experiences of international higher education students and educators during the COVID-19 pandemic in Eswatini. A qualitative phenomenological approach was adopted. Participants were 20 conveniently selected international higher education students and educators who were locked down on Campus from March 20 to September 25, 2020. The interviews were conducted face to face. Data were thematically analysed. The study was informed by the ecological systems theory. The psychological experiences of international higher education students and educators during COVID-19 pandemic were categorized in to four themes. Frist negative emotions present in early stages involving discomfort, anxiety and helplessness caused by isolation, fear and concern for safety. Second self-coping strategies included psychological and life adjustments, social distancing, acceptance of wearing of masks, hand sanitizing and online/blended learning. Third we reported growth under the crisis which included affection for family members, peers and self-reflection. Finally, we reported that positive emotions occurred concurrently with negative emotions. During the COVID-19 crisis positive and negative emotions of international higher education students and educators intertwined and co-occurred. Self-coping strategies and psychological growth played a crucial role in maintaining mental health of the students and educators. The international students and educators in a higher education institution appeared to be thriving in coping with the COVID19 crisis and lockdown situation which enhanced their participation in online/blended learning.

scholarly journals Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Education Students ◽  
Low Resource Settings ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

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