“Sometimes I don’t know what to say...”

Blended learning in the international student experience in tertiary pre-service teacher education

Research output: Contribution to conferencePaperOther

Abstract

Socially inclusive practices in teacher education have become a necessity with the increasing enrollment of international students in Australian universities.
Whilst this provides for exciting new teaching and learning opportunities it adds a layer of complexity because of the expectation for innovative, flexible, and accessible content delivery. Driven by these priorities, this case study investigates the impact of blended learning to enhance the international student experience in tertiary education classes. A semi-structured focus group interview was used in this case study as the primary data and was triangulated by classroom observations and researcher journals. Initial results have indicated that blended learning enhanced the international pre-service teacher’s skills, knowledge, and overall classroom experience. Primary themes suggest that the balance of face-to-face and online learning platforms created flexible opportunities for the pre-service teachers to synthesise and consolidate information learned in class. This included increased peer collaboration, building a sense of community and developing an appreciation for the sharing of resources.
Original languageEnglish
Publication statusPublished - 2018
EventInternational Conference on New Directions in the Humanities 2018: Reconsidering Freedom - University of Pennsylvania, Philadelphia, United States of America
Duration: 5 Jul 20187 Jul 2018
Conference number: 16th
http://thehumanities.com/about/history/2018-conference

Conference

ConferenceInternational Conference on New Directions in the Humanities 2018
CountryUnited States of America
CityPhiladelphia
Period5/07/187/07/18
Internet address

Cite this

Jenkins, L., & Crawford, R. (2018). “Sometimes I don’t know what to say...”: Blended learning in the international student experience in tertiary pre-service teacher education. Paper presented at International Conference on New Directions in the Humanities 2018, Philadelphia, United States of America.
Jenkins, Louise ; Crawford, Renee. / “Sometimes I don’t know what to say...” : Blended learning in the international student experience in tertiary pre-service teacher education. Paper presented at International Conference on New Directions in the Humanities 2018, Philadelphia, United States of America.
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abstract = "Socially inclusive practices in teacher education have become a necessity with the increasing enrollment of international students in Australian universities.Whilst this provides for exciting new teaching and learning opportunities it adds a layer of complexity because of the expectation for innovative, flexible, and accessible content delivery. Driven by these priorities, this case study investigates the impact of blended learning to enhance the international student experience in tertiary education classes. A semi-structured focus group interview was used in this case study as the primary data and was triangulated by classroom observations and researcher journals. Initial results have indicated that blended learning enhanced the international pre-service teacher’s skills, knowledge, and overall classroom experience. Primary themes suggest that the balance of face-to-face and online learning platforms created flexible opportunities for the pre-service teachers to synthesise and consolidate information learned in class. This included increased peer collaboration, building a sense of community and developing an appreciation for the sharing of resources.",
author = "Louise Jenkins and Renee Crawford",
year = "2018",
language = "English",
note = "International Conference on New Directions in the Humanities 2018 : Reconsidering Freedom ; Conference date: 05-07-2018 Through 07-07-2018",
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Jenkins, L & Crawford, R 2018, '“Sometimes I don’t know what to say...”: Blended learning in the international student experience in tertiary pre-service teacher education' Paper presented at International Conference on New Directions in the Humanities 2018, Philadelphia, United States of America, 5/07/18 - 7/07/18, .

“Sometimes I don’t know what to say...” : Blended learning in the international student experience in tertiary pre-service teacher education. / Jenkins, Louise; Crawford, Renee.

2018. Paper presented at International Conference on New Directions in the Humanities 2018, Philadelphia, United States of America.

Research output: Contribution to conferencePaperOther

TY - CONF

T1 - “Sometimes I don’t know what to say...”

T2 - Blended learning in the international student experience in tertiary pre-service teacher education

AU - Jenkins, Louise

AU - Crawford, Renee

PY - 2018

Y1 - 2018

N2 - Socially inclusive practices in teacher education have become a necessity with the increasing enrollment of international students in Australian universities.Whilst this provides for exciting new teaching and learning opportunities it adds a layer of complexity because of the expectation for innovative, flexible, and accessible content delivery. Driven by these priorities, this case study investigates the impact of blended learning to enhance the international student experience in tertiary education classes. A semi-structured focus group interview was used in this case study as the primary data and was triangulated by classroom observations and researcher journals. Initial results have indicated that blended learning enhanced the international pre-service teacher’s skills, knowledge, and overall classroom experience. Primary themes suggest that the balance of face-to-face and online learning platforms created flexible opportunities for the pre-service teachers to synthesise and consolidate information learned in class. This included increased peer collaboration, building a sense of community and developing an appreciation for the sharing of resources.

AB - Socially inclusive practices in teacher education have become a necessity with the increasing enrollment of international students in Australian universities.Whilst this provides for exciting new teaching and learning opportunities it adds a layer of complexity because of the expectation for innovative, flexible, and accessible content delivery. Driven by these priorities, this case study investigates the impact of blended learning to enhance the international student experience in tertiary education classes. A semi-structured focus group interview was used in this case study as the primary data and was triangulated by classroom observations and researcher journals. Initial results have indicated that blended learning enhanced the international pre-service teacher’s skills, knowledge, and overall classroom experience. Primary themes suggest that the balance of face-to-face and online learning platforms created flexible opportunities for the pre-service teachers to synthesise and consolidate information learned in class. This included increased peer collaboration, building a sense of community and developing an appreciation for the sharing of resources.

M3 - Paper

ER -

Jenkins L, Crawford R. “Sometimes I don’t know what to say...”: Blended learning in the international student experience in tertiary pre-service teacher education. 2018. Paper presented at International Conference on New Directions in the Humanities 2018, Philadelphia, United States of America.