Facilitating socially engaged learning of international graduate students

The following is a proposal that I submitted to present at AECT 2009 conference.

Short description:
International graduate students are a growing and valuable part of higher education in the U.S. However, since English is typically not their native language, these students face linguistic limitations. The cultural diversity presents additional challenges. Thus, it might be important for instructional designers to consider these students’ characteristics for effective instructional design practices. This study presents instructional design implications for more effectively studying and socially engaging in their academic field.

Abstract:
A university is an academic place with a variety of students coming from different cultures. Around one-third of the world’s international students choose U.S. universities to study abroad (Zikopoulos, 1991). Open Doors (IIE, 2008) indicates that the total number of international graduate students enrolled in U.S. universities is currently 276,842. They are a growing and valuable part of higher education in the U.S.

Although international graduate students have many advantages (e.g., achievement of their educational purposes, cross-cultural learning experiences, and research opportunities), they are faced with several challenges. They must recognize and adapt to cultural differences, adjust to the new environment, develop language proficiency, and build new social relationships. These challenges impact their learning efficiency, self-esteem (Al-Sharideh & Goe, 1998), anxiety level (Huang, 1998; Zimmerman, 1995), and academic performance (Brooks & Adams, 2002; Poyrazli & Kavanaugh, 2006).

This presentation includes a review of literature demonstrating international graduate students’ characteristics. As an instructional designer who considers the learner analysis as an important aspect of the design process, I will present the characteristics of international graduate students within multiple dimensions. Specifically, the purpose of this presentation is to connect such characteristics with effective instructional design practices. The questions addressed are as follows: (1) what characteristics should instructional designers or instructors consider to effectively design, manage, implement, and evaluate instruction for international graduate students? (2) what instructional strategies are suggested as potentially useful to facilitate socially engaged learning for them? and (3) what technologies can support effective communication and interaction for learning?

Characteristics of International Graduate Students
How are international graduate students distinguished from others? They go through transitional and multidimensional adjustment processes in a new environment which is different from the milieu where they were born and raised. The transitional adjustment processes indicate the individuals’ willingness and capacity to (1) learn a host language and culture, (2) modify their cultural ways, and (3) manage the dynamics from cultural differences and stresses (Fantini, 2006; Kim, 1988). Such processes are affected by several factors.

First, frequent social interactions and positive social relationships with host members facilitate the international students’ satisfaction with communication, their academic satisfaction, and their overall social adjustment (Perrucci & Hu, 1995; Zimmerman, 1995). Second, the cognitive load from the lack of host language proficiency directly influences their learning efficiency and academic performance (Brooks & Adams, 2002; Huang, 1998).

Third, students’ cultural values formed by their previous educational system, different cultural orientations (e.g., individualism vs. collectivism) and different levels of communication context (e.g., high vs. low), are considered as variables to influence their adjustment difficulties. Fourth, such linguistic limitations and cultural differences impact their self-esteem and anxiety levels (Al-Sharideh & Goe, 1998; Huang, 1998; Zimmerman, 1995). Lastly, a student’s personality (e.g., flexibility, humor, patience, openness, tolerance of ambiguity, etc.), and other demographic factors impact successful adjustment.

A literature review about the various factors associated with the adjustment processes of international graduate students indicates they need to develop intercultural communicative competency for successful academic performance. Intercultural communicative competency is a “complex set of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (Fantini, 2006, p. 1). Instructional designers need to consider such abilities as an important decision making point in the instructional design practice.

Instructional Design Strategies and Communication Technologies for International Graduate Students’ Engaged Learning

In the consideration of the characteristics addressed above, this study has identified useful instructional strategies from existing social theories of learning. Through an extended review of the literature about social learning theory (Bandura, 1977), sociocultural theory (Vygotsky, 1978) and situated learning theory (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991), this study identifies four design implications to facilitate more effective learning. These include gradual engagement, rich cultural context, self-regulation, and integration of communication technology.

First, social theories of learning indicate that learning occurs through the gradual engagement in the community of practice. Students move from observation (Bandura, 1977), to legitimate peripheral participation, and finally to full participation (Lave & Wenger, 1991). During this engagement process, students can learn better with instructional scaffolding, assistance from more experienced peers, use of appropriate models, and frequent social interactions.

Second, learning occurs effectively in a rich cultural and situational context (Brown, et al., 1989). To apply this principle in the case of international graduate students, the use of instructional strategies such as authentic tasks, connecting content to students’ previous experiences, and providing rich contextual information can effectively support their engaged learning.

Third, learning is ultimately driven by the individual’s self-regulation. This suggests that international graduate students must use appropriate metacognitive strategies such as goal setting, planning, self-monitoring, attention control, application of learning strategies, appropriate help-seeking, self-evaluation and self-reflection (Ormrod, 2007). Encouragement to use such strategies can facilitate improved learning efficiency.

Lastly, learning is mediated by tools (Vygotsky, 1978) such as language, technology, and other cultural artifacts. Communication technologies used as teaching and learning tools are expected to support international graduate students’ effective learning. As an example, literature from instructional technology (Chen, 1999; Hlas, Schuh, & Alessi, 2008; Pilkington & Walker, 2003; Robbins, et al., 2002; Yildiz & Bichelmeyer, 2003) and second language learning (Lee, 2002; Schwienhorst, 2004; Skinner & Austin, 1999) has indicated the positive association between those students’ characteristics and an appropriate use of computer mediated communication (CMC).

CMC has been recognized as a “linguistically less demanding environment” (Baek & Damarin, 2008, p. 201). Research indicates that international students feel more comfortable using CMC than using face-to-face communication (Chen, 1999; Robbins, et al., 2002). Also, the participation and contributions to class discussions of international students were found to be equal to that of native students during CMC (Hlas, et al., 2008; Yildiz & Bichelmeyer, 2003). Researchers indicate that the time flexibility attribute of CMC generates increased student participation. Asynchronous activities allow foreign students the needed time for reflective articulation (Hlas, et al., 2008). However, students’ linguistic limitations and cultural differences are still an issue in any environment (Baek & Damarin, 2008; Chen, 1999).

Closing
In this presentation I will share the characteristics of international graduate students and highlight an investigation about intercultural communicative competency as an element of learner analysis. However, this assertion requires further research about how to apply it for effective instructional design. This presentation includes potentially useful instructional strategies and communication technologies. These implications need to be verified through further empirical studies. I will close the presentation by broaching ideas for further research. The audience of this presentation is invited to share their experiences and research ideas regarding the instructional design implications for culturally diverse and linguistically limited students.