British Journal of Educational Technology最新文献

{"title":"Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance","authors":"Yizhou Fan, Luzhen Tang, Huixiao Le, Kejie Shen, Shufang Tan, Yueying Zhao, Yuan Shen, Xinyu Li, Dragan Gašević","doi":"10.1111/bjet.13544","DOIUrl":"https://doi.org/10.1111/bjet.13544","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of supports from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. In particular, there has been a surge of academic interest in human-AI collaboration and hybrid intelligence in learning. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents, that is, ChatGPT (also referred to as the AI group), chat with a human expert, writing analytics tools, and no extra tool. A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: (1) learners who received different learning support showed no difference in post-task intrinsic motivation; (2) there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; (3) ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger “metacognitive laziness”. In conclusion, understanding and leveraging the respective strengths and weaknesses of different agents in learning is critical in the field of future hybrid intelligence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Hybrid intelligence, combining human and machine intelligence, aims to augment human capabilities rather than replace them, creating opportunities for more effective lifelong learning and collaboration.</li>\u0000 \u0000 <li>Generative AI, such as ChatGPT, has shown potential in enhancing learning by providing immedi","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"489-530"},"PeriodicalIF":6.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance","authors":"F. Melis Cin, Markus Roos Breines, Parvati Raghuram, Ashley Gunter","doi":"10.1111/bjet.13553","DOIUrl":"https://doi.org/10.1111/bjet.13553","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender-neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>International distance education focuses on distance education provided internationally.</li>\u0000 \u0000 <li>Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models.</li>\u0000 \u0000 <li>IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation.</li>\u0000 \u0000 <li>Thus far, the literature on IaD has not undertaken a critical feminist analysis or deployed Black feminist theories to explore power relations in such spaces.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students.</li>\u0000 \u0000 <li>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"799-814"},"PeriodicalIF":6.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad","authors":"Daian Huang, Jenna Mittelmeier","doi":"10.1111/bjet.13549","DOIUrl":"https://doi.org/10.1111/bjet.13549","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a conceptual framework, which integrates the physical/virtual and home/host dimensions into Bronfenbrenner's traditional Ecological Systems Theory. Our findings identified the co-existence and fluid nature of the physical/virtual and home/host ecologies for both IaD and IA students. We argue that learning ecologies and their changes throughout the academic year were not fully distinct for IaD and IA students, but their experiences within them vary between these two groups. Compared with IA students, IaD students stayed in relatively stable physical environments, but they experienced challenges with developing interpersonal connections with peers and had more limited intercultural encounters with the institution's host culture. Our findings suggest the importance of considering the physical/virtual and home/host dimensions of students' learning ecologies, and we provide suggestions for both practice and future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is currently known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Supported by technologies, internationalisation at a distance (IaD) is an emerging category of internationalisation of higher education, broadening students' access to higher education across borders.</li>\u0000 \u0000 <li>Existing research has focused on students' experiences in short-term online collaborative projects, virtual exchanges and the use of technologies, and evidence shows certain benefits of internationalisation, such as developing intercultural competence, can be achieved online.</li>\u0000 \u0000 <li>Universities are developing and providing more programmes for international students, both online and in-person.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>A comparison of the perceived learning ecologies of online and in-person students taking degree programmes at a UK university.</li>\u0000 \u0000 <li>Empirical evidence of the co-existence of physical/virtual and home/host learning ecologies for both online and in-person international students.</li>\u0000 \u0000 <li>Addressing the impo","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"779-798"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking internationalisation at a distance from the perspectives of international students: Critical reflection towards epistemic justice","authors":"Kyungmee Lee, Yiyi Mao","doi":"10.1111/bjet.13550","DOIUrl":"https://doi.org/10.1111/bjet.13550","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>This qualitative case study examines the concept of ‘internationalisation at a distance (IaD)’ by investigating the learning and academic socialising experiences of international students in online higher education (HE). Amid the evolving landscape of global HE, the COVID-19 pandemic has accelerated the adoption of distance education, creating a unique context for internationalising HE at a distance. The number of international students joining foreign universities from their home countries through the medium of online learning has continued to grow. To better understand IaD from the vantage point of international students, not of universities or domestic students, the present authors listen to online international students, shedding light on the complex nature of being international students in such social and cultural contexts. Qualitative data were collected through in-depth interviews with 19 international students of Chinese ethnicity residing in China while studying and pursuing undergraduate and postgraduate degrees offered by universities in English-speaking countries. Our findings reveal that despite the institutional rhetoric which promotes diversity and inclusivity, especially during student recruitment and induction, online international students experience that their unique cultural perspectives and pedagogical knowledge are usually not accepted, accommodated and welcomed by their programmes, tutors and peers. Nevertheless, like their domestic counterparts, international students are proactive in navigating and shaping their online learning environments and relationships to effectively serve their own learning needs and interests. The outcomes challenge stereotypical narratives of international students prevailing in HE literature and create much more realistic discourses of the democratising potential of international online HE beyond the diversity rhetoric. The findings have been analysed using the theoretical framework of epistemic injustice, hoping to contribute to the IaD research and practices by challenging and reshaping the often uncritical and colonial perspectives on international online students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Internationalisation in higher education is typically categorised into internationalisation abroad (IA), internationalisation at home (IaH) and internationalisation at a distance (IaD). These concepts have been widely used and interpreted from the perspective of universities as the main actors in internationalisation efforts.</li>\u0000 \u0000 <li>IaD is defined as internationalisation that occurs within a technology-medi","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"815-833"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana—sub-Saharan Africa","authors":"Alex Kumi-Yeboah, YangHyun Kim, Zacharia Mohammed, Samuel Amponsah","doi":"10.1111/bjet.13552","DOIUrl":"https://doi.org/10.1111/bjet.13552","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub-Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub-Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub-Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID-19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in-depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub-Saharan Africa.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure.</li>\u0000 \u0000 <li>Increasing demands for higher education in sub-Saharan Africa have led to an increase in the number of students from Ghana in IaD.</li>\u0000 </ul>\u0000 <p>What this paper adds?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills.</li>\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"890-908"},"PeriodicalIF":6.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Providing tailored reflection instructions in collaborative learning using large language models","authors":"Atharva Naik, Jessica Ruhan Yin, Anusha Kamath, Qianou Ma, Sherry Tongshuang Wu, R. Charles Murray, Christopher Bogart, Majd Sakr, Carolyn P. Rose","doi":"10.1111/bjet.13548","DOIUrl":"https://doi.org/10.1111/bjet.13548","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well-established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty-four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade-offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade-offs in light of a principle, and [NSI] a control condition with a non-specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low-pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high-pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students.</li>\u0000 \u0000 <li>Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners.</li>\u0000 \u0000 <li>Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs).</li>\u0000 </ul>\u0000 <p>What ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"531-550"},"PeriodicalIF":6.7,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining place in internationalization at a distance: An exploration of students' experiences in virtual exchange","authors":"Catherine Esposito","doi":"10.1111/bjet.13545","DOIUrl":"https://doi.org/10.1111/bjet.13545","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Internationalization at a Distance (IaD) challenges the place-based nature of traditional mobility-centered internationalization initiatives. As technology increasingly drives forth new possibilities for internationalization, there is a growing need to reconceptualize place within digital programs. By reconsidering place through a poststructuralist lens that breaks from binary oppositions like online/in-person and at home/abroad, this paper aims to explore how students experience place within one category of IaD, virtual exchange (VE). In this study, a total of 43 virtual exchange students from 21 countries were interviewed in focus groups. A combination of deductive and inductive coding methods was employed to identify key themes across the groups. Findings underline the complexity of digital place as a hybrid environment with fluid boundaries that allows students to navigate and engage in multiple places simultaneously while also negotiating identities within these interconnected contexts. This study also highlights the role of technology, including internet access and the availability and quality of information and technology infrastructure, in shaping students' online experience and their ability to engage in the digital environment while also revealing the potential inequities that may arise at both the regional and individual levels. By challenging traditional understandings of place as fixed, geographic locations, this research contributes to a deeper understanding of the complexities surrounding IaD and offers new possibilities for understanding place as fluid and hybrid within online programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Place is inherently connected to internationalization, although little research has explored how place is perceived and experienced within IaD programs such as VE.</li>\u0000 \u0000 <li>In internationalization discourse, place is often understood in binary terms, drawing a distinction between home and abroad and emphasizing the significance of geographical location.</li>\u0000 \u0000 <li>IaD challenges this binary and presents new ways of understanding place.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This paper employs a poststructuralist lens to challenge and deconstruct the binary conceptions of place in internationalization.</li>\u0000 \u0000 <li>This paper focuses on VE as ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"762-778"},"PeriodicalIF":6.7,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13545","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International student mobility and the politics of distance education","authors":"Lisa Ruth Brunner","doi":"10.1111/bjet.13543","DOIUrl":"https://doi.org/10.1111/bjet.13543","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Internationalization at a distance (IaD) has been loosely defined as distance education across borders or the international mobility of knowledge without human mobility. It is largely celebrated, for example, for its potential to improve global education access and mitigate environmental harm. However, this depoliticized positioning risks overlooking IaD's relationship to uneven human mobility flows structured by global inequities. In response, this paper calls for a critical IaD research agenda, starting by drawing attention to the mobility politics of IaD at the postsecondary level. First, it proposes a more nuanced conceptualization of IaD rooted in insights from critical border studies, described here as <i>bordered distance education</i>. Second, it suggests the use of two theorizations of capital—citizenship and motility—as avenues to deepen future analysis of not only IaD but also international student mobility more generally. Third, to demonstrate the application of these suggestions, it presents a critical policy discourse analysis of international student mobility policies during the COVID-19 pandemic era and its aftermath (2000–2024) in Canada. This case study shows how (1) distance education can be used as a bordering tool, and (2) governments can manipulate international student mobility policy to ensure IaD primarily serves immigration, as opposed to educational, needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>The growth of internationalization at a distance (IaD) has the potential to shift how international student mobility is structured, experienced and understood.</li>\u0000 \u0000 <li>IaD is loosely described as <i>distance education across borders</i>.</li>\u0000 \u0000 <li>There are limited critical studies of IaD.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>IaD is embedded in mobility politics and bordering practices.</li>\u0000 \u0000 <li>In addition to its educational purpose, IaD can allow international students to accumulate citizenship capital and motility in new ways.</li>\u0000 \u0000 <li>However, IaD can also be used as a governance tool to (1) recruit/distinguish between potential citizens, (2) manage migration flows and (3) ensure the uninterrupted mobility of capital.</li>\u0000 \u0000 <li>IaD raises key questions a","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"870-889"},"PeriodicalIF":6.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual exchange as a mode of internationalization at a distance: Experiences from Türkiye","authors":"Alper Çalıkoğlu, Betül Bulut-Sahin, Asuman Aşık","doi":"10.1111/bjet.13546","DOIUrl":"https://doi.org/10.1111/bjet.13546","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual exchange offers cost-effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility.</li>\u0000 </ul>\u0000 <p>What does this paper add?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case.</li>\u0000 \u0000 <li>Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts.</li>\u0000 </ul>\u0000 <p>Implications for policy and practice\u0000\u0000 </p><ul>\u0000 \u0000 <li>Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms.</li>\u0000 \u0000 <li>Institutions should prioritize virtual exchange and technology integration","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"909-926"},"PeriodicalIF":6.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives","authors":"Bart Rienties, Ruslan Ramanau","doi":"10.1111/bjet.13542","DOIUrl":"https://doi.org/10.1111/bjet.13542","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>Following the conceptualisation of a third space of internationalisation at a distance (IaD) in this study, we aim to explore how international students at the largest university in Europe, the Open University, might consider their own identities and perspectives. At present over 5000+ international students study at a distance at the Open University, whereby many are based in the UK. At the same time, hundreds of international students do not live in the UK and might be classified as IaD students. Whether or not there are any meaningful similarities or differences in lived experiences between these two groups of international students has thus far received limited empirical attention. Using a mixed-methods study of previously validated instruments, we explored the lived experiences of 266 students (72 IaD, 49 IA, 115 IaH, and 30 UK students living overseas), followed by eight interviews. Our quantitative analyses suggest limited empirical support for the IaD framework, while the qualitative lived experiences of students do provide some unique narratives of IaD students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Global rise of students studying abroad, with an increase in students studying abroad at a distance.</li>\u0000 \u0000 <li>Recent conceptualisations of IaD suggest substantial barriers for IaD students to participate in distance learning.</li>\u0000 \u0000 <li>Limited empirical research to date available in European context.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>In this mixed-method study, we looked at 266 students at the largest distance university in Europe and compared the lived experiences of academic and social adjustment between four groups (ie, living in the UK or not × born in the UK or born overseas).</li>\u0000 \u0000 <li>Our quantitative findings indicated that IaD students had similar lived experiences as other students when following distance learning.</li>\u0000 \u0000 <li>Our qualitative findings suggest some IaD students did experience adaption issues in particular.</li>\u0000 </ul>\u0000 <p>Implications for practice and/or policy\u0000\u0000 </p><ul>\u0000 \u0000 <li>Fostering a greater sense of community and belonging among geographically dispersed IaD students might help to","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"947-966"},"PeriodicalIF":6.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}