Learning in an Online Distance Education Course: Experiences of Three International Students

Autor/inn/en	Zhang, Zuochen; Kenny, Richard F.
Titel	Learning in an Online Distance Education Course: Experiences of Three International Students
Quelle	In: International Review of Research in Open and Distance Learning, 11 (2010) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Electronic Learning; Constructivism (Learning); Cues; Distance Education; Familiarity; Online Courses; Masters Programs; Foreign Countries; Language Proficiency; English (Second Language); Time Factors (Learning); Cultural Differences; Graduate Students; Comparative Education; Student Attitudes; College Instruction; Interviews; Content Analysis; Case Studies; Student Surveys; Questionnaires; Educational Technology; Instructional Design; Computer Mediated Communication; Discussion Groups; Web Based Instruction; Virtual Classrooms; Social Environment; Barriers; Guidelines; Canada; China; Japan + Suchen Sie Ihr Suchwort? Stichwort; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Magister course; Magisterstudiengang; Ausland; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Vergleichende Erziehungswissenschaft; Schülerverhalten; Hochschullehre; Interviewing; Interviewtechnik; Inhaltsanalyse; Case study; Fallstudie; Case Study; Schülerbefragung; Fragebogen; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Web Based Training; Soziales Umfeld; Richtlinien; Kanada
Abstract	This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10