ethanporcaro/eric-fulltext-meta huggingface dataset:
Growth and Development of Distance Education in India and China: A Study on Policy Perspectives
Author: Gaba, Ashok K.
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Development,Educational History,Educational Policy,Economic Development,Knowledge Economy,Curriculum Design,Curriculum Development,Delivery Systems,Universities,Enrollment Trends,Recognition (Achievement),Accreditation (Institutions),Quality Assurance,Accountability,Comparative Analysis,Comparative Education,Quality Control,Influence of Technology,Funding Formulas,Open Source Technology,Open Education,Prior Learning

India and China are two fast growing economies of the world and need large skill based manpower to sustain the economic growth. The existing formal higher educational system in these countries will not be able to meet the demand of the economy. The paper will try (i) to compare the development of economy and distance education in India and China with reference to policy perspectives; (ii) to examine the course design, development and delivery of distance education programmes in national open universities of India and China i.e. Indira Gandhi National Open University of India (IGNOU) and Open University of China (OUC); (iii) to analyze the trend of enrollment in IGNOU and OUC; and (iv) to compare the recognition /accreditation and quality control process of distance learning in both these countries. The paper highlights the policy strategies of two countries towards quality control mechanism as par with conventional system.
International Students' Social Network: Network Mapping to Gage Friendship Formation and Student Engagement on Campus
Author: McFaul, Susannah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Social Networks,Semi Structured Interviews,Friendship,Workshops,Trend Analysis,Interpersonal Relationship,Social Support Groups,Qualitative Research,Network Analysis,Learner Engagement,Cultural Awareness,Intercultural Communication,Student Attitudes

Addressing the importance of international student engagement on campus and creating friendships with host-country nationals during their time abroad, this small-scale study explores the question of, &quot;Are there trends in how or through what means international students are making connections with co-national, multi-national, or host-national students?&quot; Semi-structured, qualitative interviews, data collection, social network analysis and a data-representative social network diagram were used to explore this question. Understanding these trends can help with developing student programming that encourages friendship making, cross-cultural workshops, or even provide the foundation and reasoning to strengthen support systems for international students.
Teaching Strategies to Promote Immediacy in Online Graduate Courses
Author: Fahara, Manuel Flores
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Methods,Educational Strategies,Online Courses,Interaction,Teacher Student Relationship,Qualitative Research,Ethnography,Interviews,Observation,Teaching Assistants,Instructional Design,Communication Strategies,College Faculty,Teacher Attitudes,Semi Structured Interviews,Transcripts (Written Records),Educational Practices,Foreign Countries

The present study is the result of the research question: How do teachers promote immediacy through interaction with their students in online graduate courses? Research was carried out at Tecnológico de Monterrey, a Mexican private university that offers online courses. The research methodology employed a qualitative approach of virtual ethnography, which entails non-participative observation and interviews with head professors and teaching assistants with the purpose of exploring the manner in which teachers foster immediacy in the discussion forums of online courses. The findings are organized into three main categories: instructional design, forms of communication and teaching strategies promoting immediacy, which show the manner in which teachers use immediacy when interacting with their students; immediacy that was also found in the administrative and academic forums of the online courses researched.
The Impact of OER on Teaching and Learning Practice
Author: Weller, Martin
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Practices,Open Education,Open Source Technology,Mixed Methods Research,Hypothesis Testing,Academic Achievement,Participant Satisfaction,Usability,Access to Education,Academic Persistence,At Risk Students,Transformative Learning,Cost Effectiveness,School Surveys,Interviews,Case Studies,Statistical Analysis

The OER Research Hub has been investigating the impact of OER, using eleven hypotheses, and a mixed methods approach to establish an evidence base. This paper explores the findings relating to teaching and learning. The findings reveal a set of direct impacts, including an increase in factors relating to student performance, increased reflection on the part of educators, and the use of OER to trial and supplement formal study. There are also indirect impacts, whose benefits will be seen after several iterations. These include the wide scale reporting of adaptation, and the increase in sharing and open practice that results from OER usage.
A Critical Review of International Students' Adjustment Research from a Deleuzian Perspective
Author: Vasilopoulos, Gene
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Foreign Students,Study Abroad,Student Adjustment,English (Second Language),Second Language Learning,Self Concept,Guidelines,Problem Solving,Epistemology,Correlation,Statistical Analysis,Social Environment,Socialization,Stress Variables,College Students

The author in this paper critically reviews recent literature on international student language and adjustment to Western Anglophone universities. Two streams of research are discussed: the problem-solving approach guided largely by positivist epistemologies and quantitative methodologies contrasted to the post-structuralist language and identity framework employing qualitative methods. Limitations to both perspectives include the reliance on fixed constructs of language and adjustment, the isolation of interrelated variables, the attempt to establish linear correlational/causative relationships, the essentialization of identity, and the inability to explain change and variance. Deleuzian ontology of &quot;becoming&quot; and assemblage is put forward as a framework to better understand the complexity, unpredictability, and ever-changing process that international students face when co-adapting to the their new academic community.
Validating Student Satisfaction Related to Persistence, Academic Performance, Retention and Career Advancement within ODL Perspectives
Author: Sembiring, Maximus Gorky
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Structural Equation Models,Empathy,Reliability,Academic Achievement,Career Development,Academic Persistence,School Holding Power,Educational Quality,Interviews,Questionnaires,Foreign Countries,Open Universities,Distance Education,College Students,Validity,Mixed Methods Research

Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was collected proportionally and purposively followed by congregating them through unified interviews. Population was 1,814 Universitas Terbuka students domiciled overseas; 350 questionnaires were dispersed, 169 completed. Satisfaction was assessed by examining Servqual dimensions. Importance-performance analysis (IPA) and customer-satisfaction index (CSI) were applied to measure satisfaction and the level of its importance. Structural equation model (SEM) was then employed to examine influencing variables. Nine hypotheses developed were all validated by the analysis. Responsiveness, assurance, tangible, reliability, and empathy were in harmony to satisfaction. Career advancement, retention, academic performance, and persistence were influenced by satisfaction. Qualitative inquiry implemented afterwards was basically coherent with the quantitative findings.
From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design
Author: Karunanayaka, Shironica P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Resources,Electronic Learning,Capacity Building,Open Universities,Faculty Development,College Faculty,Educational Practices,Instructional Design,Teacher Education Programs,Learning Experience,Open Education,Feedback (Response),Teaching Methods,Teacher Attitudes,Case Studies,Questionnaires,Interviews,Focus Groups,Concept Mapping,Foreign Countries

Like any other educational resource, the integration of OER in teaching and learning requires careful thought and support for the teaching staff. The Faculty of Education at the Open University of Sri Lanka approached this challenge with the help of a professional development course on OER-based e-Learning. Modules in the course incorporated the use of authentic learning scenarios with learning tasks that facilitated capacity building in a collaborative manner. This paper reports the impact of this course in shifting their perspectives and practices in relation to open educational practices. In addition to a much richer grasp of conceptual knowledge and skills related to searching, identifying, evaluating and integrating OER, participants developed competencies in designing, developing and implementation of an OER-based e-Learning course.
Investigating the Impact of the Tier 4 Policy on International Students at Private Colleges in the UK
Author: Mughal, Abdul Waheed
Date: 2016-00-00
Type: Journal Articles
Subjects: Private Colleges,Educational Policy,Foreign Countries,Foreign Students,Student Attitudes,Student Mobility,Public Policy,Educational Experience,Policy Analysis,Negative Attitudes,Study Abroad,Sampling,Semi Structured Interviews,Qualitative Research

In 2009, the United Kingdom government introduced the Tier 4 (general) student visa policy for foreign students, out of European Economic Area and Switzerland, aged 16 or over. According to this policy, any institution recruiting international students must be a highly trusted sponsor--a status determined by the UK Border Agency. Further, right to work during study was totally denied for the non-EEA students of private colleges in 2011. This study explores the experiences of non-EEA students of private colleges in the wake of such changes. The research objectives were met through conducting individual interviews with 45 students from ten different countries studying at two private colleges in London. The results showed that the Tier 4 policy had negatively impacted the ambitions of studying in the UK at private colleges. About 97% of the interviewees said that they would not recommend private colleges to similar prospective students because of this policy.
International and American Students' Perceptions of Informal English Conversations
Author: Lee, Eun Jeong
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,College Students,English (Second Language),Second Language Learning,Cultural Awareness,Program Development,Informal Education,Intercultural Communication,Friendship,Language Usage,Native Speakers,Interviews,Student Surveys,Likert Scales,Vocabulary Development,Mixed Methods Research,Language Skills,Skill Development

This study investigated international and American students' perceptions of structured but informal English conversations with each other. American and international students perceived the effects of these conversations differently. While the international students claimed increased linguistic and cultural competence, the Americans identified cultural exchange as the main benefit: they shared their own cultures and experiences and learned more about their conversation partners' home countries. Both sets of participants associated these benefits with a non-threatening and non-judgmental atmosphere and emphasized the importance of comfort and friendship. Understanding these expectations and assessments can help ESL program administrators design effective informal conversation programs, and help identify opportunities for ESL improvement outside of formal coursework.
Factors That Contribute to the Adjustment of International Students
Author: Mesidor, Jean Kesnold
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Students,College Students,Acculturation,Depression (Psychology),Anxiety,Emotional Disturbances,Study Abroad,Social Adjustment,Emotional Adjustment,Emotional Intelligence,Help Seeking,Counseling Services

Leaving home to attend college is an important milestone for college students. However, the transition from home to college can be challenging, especially for students studying abroad. In this article, the authors explore factors that contribute to the academic, cultural, social, and psychological adjustments of international students. Adjustment issues include psychological distress such as homesick, depression, and anxiety. This article seeks to increase the reader's understanding of some of the issues faced by international students during the process of adjusting to a new collegiate environment. More specifically, the article discusses factors that contribute to adjustment and different phases of cultural adjustment. This article may help the students, educational institutions, and policy makers to provide the resources necessary for a seamless transition for international students to overcome the issues.
First Year Experience: How We Can Better Assist First-Year International Students in Higher Education
Author: Yan, Zi
Date: 2016-00-00
Type: Journal Articles
Subjects: First Year Seminars,Foreign Students,Student Surveys,College Students,Likert Scales,Semi Structured Interviews,Qualitative Research,Statistical Analysis

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students' (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed.
Perceived Support as a Predictor of Acculturative Stress among International Students in the United States
Author: Bai, Jieru
Date: 2016-00-00
Type: Journal Articles
Subjects: Acculturation,Foreign Students,Stress Variables,College Students,Intervention,Higher Education,Statistical Analysis,Predictor Variables,Counseling Services,Student Adjustment,Cultural Differences,English (Second Language),Second Language Learning,Difficulty Level,Academic Achievement,Barriers,Help Seeking,Social Support Groups,Online Surveys,Language Tests,Measures (Individuals),Likert Scales,Correlation,Language Proficiency

A quantitative study was conducted to measure the acculturative stress of international students and investigate the predictors of acculturative stress. A total of 186 students participated in the survey. Results showed that 22.4% of the students in this study exceeded the normal stress level and might need counseling or psychological intervention. International students from the Middle East had a significantly higher level of acculturative stress than students from other areas. Perceived support from the university was identified as a significant negative predictor of acculturative stress. The results have important implications for educators and helping professions in higher education settings that serve international students.
International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University
Author: Zhang, Yi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Graduate Students,Student Adjustment,Educational Experience,Higher Education,Phenomenology,Qualitative Research,Interviews,Focus Groups,Educational Policy,Barriers,Academic Achievement,College Faculty,Doctoral Programs,Student Attitudes,Self Concept,Cultural Awareness,Friendship,Social Life,Cultural Differences,English (Second Language),Second Language Learning

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students' academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg &amp; Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students' transition and success.
Student to Scholar: Learning Experiences of International Students
Author: Palmer, Yolanda Michelle
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Semi Structured Interviews,Graduate Students,Mentors,Phenomenology,Learning Experience,College Faculty,Teacher Student Relationship,Foreign Countries,Communities of Practice,Learning Theories,Observation,Hermeneutics,Interviews

The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger's (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve &quot;scholar&quot; status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semi-structured interviews.
The Self, the Other, and the International Student
Author: Starr-Glass, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Students,Social Isolation,Alienation,Transformative Learning,Teaching Methods,Cultural Differences,Student Empowerment,Educational Experience

A sense of strangerhood, which is different from social isolation or cultural alienation, is common among many of the international students whom I encounter. In a world increasingly preoccupied with personal interaction and social exchange, many of these students perceive strangerhood as problematic and inherently negative. This brief reflection considers strangerhood from the perspective of Georg Simmel and argues that being a stranger has considerable positive value. Recognition of strangerhood is a critical element in developing a greater understanding of both the self and the Other. Legitimizing the experience of strangerhood, emphasizing its potential value, and empowering students to embrace it may provide significant short- and long-term benefits for international students in their personal and transformative journeys.
International Female Graduate Students' Experience at a Midwestern University: Sense of Belonging and Identity Development
Author: Le, Anh T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Females,Educational Experience,Self Concept,Graduate Students,Interviews,Student Attitudes,Transformative Learning,Positive Attitudes,Sex Role,Gender Differences,Cultural Background,Phenomenology,Role,Researchers,Social Support Groups,Acculturation,Student Adjustment,Friendship,Teacher Student Relationship,College Faculty,Academic Advising,Health Services,Family (Sociological Unit),Qualitative Research

International female graduate students have to negotiate multiple aspects of their identities as non-native learners and women in a society with different gender norms than their home countries. However, their experiences have not been well researched within the scholarship on international students. In this study, using the phenomenological approach, we explored the phenomenon of being an international female graduate student in the U.S. The seven participants are diverse in terms of countries of origin, academic programs, and life situations. Using open-ended questions, we conducted in-depth one-on-one interviews with the participants. The findings indicate that the participants perceived being international female graduate students at this university as a positive, life-changing, and transformative experience.
Loyal Tongue, Liberal Mind: International Students' Experiences on Dietary Acculturation in England
Author: O'Sullivan, Novella
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Acculturation,Student Attitudes,Study Abroad,Food,Eating Habits,Semi Structured Interviews,Foreign Countries,Sampling,Cultural Differences,Health,Phenomenology,Qualitative Research,Profiles,Body Weight,Peer Influence,Family Influence,Environmental Influences,College Students

This study explores the dietary experiences of international students in a British university, and how these phenomena differ from what they experienced in their home country. Ten participants were recruited using purposive sampling. The inclusion criteria were international students who had lived in England for less than a year; those with diet-related health problems were excluded. Data were collected using semi-structured interviews and analyzed with Colaizzi's method. This resulted in three main themes: changes in diet, new dietary experiences, and factors affecting dietary practices. Our findings also offer new insight about what international students might encounter relating to food and diet when studying abroad.
International Students, University Health Centers, and Memorable Messages about Health
Author: Carmack, Heather J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Health Services,College Students,Socialization,Campuses,Student Attitudes,Health Insurance,Screening Tests,Diseases,Focus Groups,Health Behavior,Help Seeking,Introductory Courses,Semi Structured Interviews

International students entering US universities often experience a variety of important socialization messages. One important message is learning about and using the US health system. International students often first encounter the US health system through their experiences with university health centers. The authors explore the memorable messages international students receive about using university health centers. Participants identified three important messages: (a) the insurance imperative, (b) triaging your own health, and (c) passing the TB &quot;test&quot;. These messages help to socialize international students, but also create confusion because of ambiguity and assumption of previous knowledge.