Towards Understanding International Graduate Student Isolation in Traditional and Online Environments

Autor/inn/en	Erichsen, Elizabeth A.; Bolliger, Doris U.
Titel	Towards Understanding International Graduate Student Isolation in Traditional and Online Environments
Quelle	In: Educational Technology Research and Development, 59 (2011) 3, S.309-326 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-010-9161-6
Schlagwörter	Graduate Students; Student Attitudes; Distance Education; Social Isolation; Student Characteristics; Intervention; International Education; Conventional Instruction; Learner Engagement; Foreign Students; Electronic Learning; Web Based Instruction; Interviews; Student Surveys; Predictor Variables; Comparative Analysis; College Instruction; Focus Groups + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Soziale Isolation; Internationale Erziehung; Web Based Training; Interviewing; Interviewtechnik; Schülerbefragung; Prädiktor; Hochschullehre
Abstract	A mixed-methodology approach was employed to gain a better understanding of international graduate students' perceptions of academic and social isolation, both in traditional and online environments, to see if these differ, and to explore suggestions for improving their sense of engagement within their learning communities. A survey was completed by 54 respondents and ten individuals participated in focus group sessions or individual interviews. The results show that international students, both in traditional and online programs, experience/perceive high levels of isolation, academically and socially. However, online international students may feel even more isolated than their traditional counterparts. The independent variables gender, type of degree, and family presence appear to also have some influence on some of the respondents' answers. Participants suggested several types of potential interventions they would find useful. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10