Online Pre-Departure Peer Learning: What Are the Transition Benefits for Chinese Students?

Autor/inn/en	Miao, Lili; Henderson, Fiona; Supple, Briony
Titel	Online Pre-Departure Peer Learning: What Are the Transition Benefits for Chinese Students?
Quelle	In: Journal of Peer Learning, 10 (2017), S.1-17, Artikel 2 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2200-2359
Schlagwörter	Foreign Countries; Student Adjustment; Acculturation; Readiness; Peer Teaching; Peer Influence; International Programs; Computer Mediated Communication; Cultural Awareness; College Students; Student Surveys; Interaction; English (Second Language); Integrated Learning Systems; Learner Engagement; Mentors; Educational Technology; Technology Uses in Education; Transitional Programs; Journal Writing; Program Effectiveness; Mixed Methods Research; Australia; China + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Peer group teaching; Peer Group Teaching; Computerkonferenz; Cultural identity; Kulturelle Identität; Collegestudent; Schülerbefragung; Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeitschriftenaufsatz; Australien
Abstract	The transition into academic life for Chinese students coming to Australia can be difficult as they navigate different cultural, social, and educational norms. As a group of two academics from Australia and one from China, we were interested in exploring ways students from China could best be supported prior to leaving their country in readiness for academic life in Australia. As an international partnership, we examined transition issues for Chinese students by focussing on building students' peer learning partnerships, prior to their departure from China to Australia. Chinese students in China were paired up with students in Australia for a weekly online session via Skype discussing culture and university-related topics. In order to direct the conversations, weekly questions were developed for each session. Students and staff had access to a learning management platform to share information and exchange ideas. The impact on both Australian and Chinese students was measured qualitatively through thematic analysis of student Skype conversations, reflections, and open-ended survey questions, and quantitatively through multiple choice survey questions. The main finding for this paper, which focuses on the quantitative data, was that this pre-departure interaction alerted Chinese students in China to their English language limitations and motivated them to do further English language learning prior to and once they had arrived in Australia. The quantitative data also pointed to the kinds of information which students wanted to know prior to coming to Australia which in some cases was different from what had been anticipated by the researchers. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/ajpl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01