Crossing Boundaries: The Affordances of New Technologies in Supporting a Collaborative Learning Environment for Doctoral Students Learning Transnationally

Autor/in	Boulton, Helen
Titel	Crossing Boundaries: The Affordances of New Technologies in Supporting a Collaborative Learning Environment for Doctoral Students Learning Transnationally
Quelle	In: Technology, Pedagogy and Education, 28 (2019) 3, S.255-267 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boulton, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2018.1559761
Schlagwörter	Affordances; Cooperative Learning; Doctoral Students; International Educational Exchange; Foreign Countries; Foreign Students; Communities of Practice; Evidence Based Practice; Technology Integration; Learner Engagement; Virtual Classrooms; Foreign Workers; Asian Culture; Cultural Differences; Student Motivation; Student Experience; Intercultural Communication; United Kingdom; Hong Kong + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Internationaler Austausch; Ausland; Community; Kultureller Unterschied; Schulische Motivation; Studienerfahrung; Interkulturelle Kommunikation; Großbritannien; Hongkong
Abstract	This article reports findings of an 18-month research project, funded by the Higher Education Academy in the United Kingdom (UK), to develop understanding of pedagogical differences in employing emerging technologies with transnational doctoral students. The focus of the research is a Professional Doctorate course delivered by a UK-based university and taught in Hong Kong (HK) by UK academic staff over four weekends each year, with supervisory support throughout the academic year by tutors based in the UK. The research investigated the use of different technologies to enhance the learning experience of the students through three cycles of action research. While literature is extensive in using technologies in learning and teaching in the West, and in teaching international students, there is a lack of research focusing on employing emerging technologies with transnational students in Asia. A multilayered approach to data collection through observation of software analytics, questionnaire and focus groups has resulted in the introduction of new technologies, through which a community of practice, encompassing students in HK and the UK, has emerged. This article reports a new evidence-informed framework which contributes new knowledge and moves current discourse forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01