A Case Study of the Practical Implications of Using Interactive Technology in Teaching International Postgraduate Students

Autor/inn/en	Skaik, Samer; Tumpa, Roksana Jahan
Titel	A Case Study of the Practical Implications of Using Interactive Technology in Teaching International Postgraduate Students
Quelle	In: Contemporary Educational Technology, 14 (2022) 1, S.335 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Skaik, Samer) ORCID (Tumpa, Roksana Jahan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Foreign Students; Graduate Students; Educational Technology; Interaction; Technology Uses in Education; Program Effectiveness; Learner Engagement; Barriers; Language Usage; Student Adjustment; Stress Variables; Social Influences; Psychological Patterns; Foreign Countries; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien; Interaktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sprachgebrauch; Adjustment; Schüler; Schülerin; Adaptation; Sozialer Einfluss; Ausland; Schülerverhalten; Australien
Abstract	Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01