Crossing boundaries: the affordances of new technologies in supporting a collaborative learning environment for doctoral students learning transnationally

Boulton, H. ORCID: 0000-0003-4671-0182, 2019. Crossing boundaries: the affordances of new technologies in supporting a collaborative learning environment for doctoral students learning transnationally. Technology, Pedagogy and Education. ISSN 1475-939X

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Abstract

This paper reports findings of an 18 month research project, funded by the Higher Education Academy in the United Kingdom (UK), to develop understanding of pedagogical differences in employing emerging technologies with transnational doctoral students. The focus of the research is a Professional Doctorate course delivered by a UK based university and taught in Hong Kong (HK) by UK academic staff over 4 weekends each year, with supervisory support throughout the academic year by tutors based in the UK. The research investigated the use of different technologies to enhance the learning experience of the students through three cycles of action research. While literature is extensive in using technologies in learning and teaching in the West, and in teaching international students, there appears to be a lack of research focussing on employing emerging technologies with transnational students in Asia. A multi-layered approach to data collection through observation of software analytics, questionnaire and focus groups has resulted in the introduction of new technologies, through which a community of practice, encompassing students in HK and the UK, has emerged. This paper reports a new evidence informed framework which moves current discourse forward.

Item Type: Journal article
Publication Title: Technology, Pedagogy and Education
Creators: Boulton, H.
Publisher: Routledge
Date: 9 January 2019
ISSN: 1475-939X
Identifiers:
NumberType
10.1080/1475939X.2018.1559761DOI
Divisions: Schools > School of Education
Depositing User: Jonathan Gallacher
Date Added: 21 Dec 2018 14:54
Last Modified: 26 Mar 2019 14:50
URI: http://irep.ntu.ac.uk/id/eprint/35423

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