“Here’s A Free Textbook Substitute for the Class”: A Qualitative Case Study Exploring the Experiences and Perceptions of International Undergraduate Students toward OERs In College
Meeting Link
Start Date
18-3-2022 1:00 PM
End Date
18-3-2022 1:50 PM
Presentation Type
Presentation
Primary Theme
Shared Perspectives
Secondary Theme
Shared Perspectives
Description
International undergraduate students (IUS) are a diverse and unique population who differ markedly with respect to nationality, race, ethnicity, cultural norms and customs, physical appearance, and linguistic background. These students represent varying cultures and possess unique perspectives that are highly essential to classroom discussions and engagement. However, despite increasing recruitment efforts of higher education institutions towards IUS enrollment, there seems to be a limited emphasis on their engagement and inclusion beyond recruitment. In addressing this problem, higher education institution and its faculty must first embrace IUS inclusion as an intersectional proposition that includes all aspects of the international student’s background, identity, and experiences. Consequently, without a shift in the aspects of IUS inclusivity, universities and colleges run a risk of alienating a significant population group in their journey towards degree attainment.
Open Educational Resources (OERs) as a component of “inclusive pedagogy” can be used to enhance student inclusion in North American classrooms. Using a qualitative case study approach, the study seeks to explore the experiences and perceptions of IUS toward OERs. A semi-structured interview will be conducted to capture the lived experiences and perceptions of six IUS toward OERs use and its efficacy in enhancing their learning experiences in the classroom. Through this study, the researcher hopes to raise more awareness around OERs as an important component of inclusive pedagogy and how it may help to improve and enhance the learning experiences and sense of inclusivity of IUS in the classroom.
Keywords:
OER, International Undergraduate Students (IUS), Experiences, College, Inclusion
Recommended Citation
Nkansah, Eunice, "“Here’s A Free Textbook Substitute for the Class”: A Qualitative Case Study Exploring the Experiences and Perceptions of International Undergraduate Students toward OERs In College" (2022). Open Educational Resources Conference. 9.
https://digitalcommons.kean.edu/oer_conference/2022/Schedule_March18/9
“Here’s A Free Textbook Substitute for the Class”: A Qualitative Case Study Exploring the Experiences and Perceptions of International Undergraduate Students toward OERs In College
https://kean-edu.zoom.us/j/98519708283
International undergraduate students (IUS) are a diverse and unique population who differ markedly with respect to nationality, race, ethnicity, cultural norms and customs, physical appearance, and linguistic background. These students represent varying cultures and possess unique perspectives that are highly essential to classroom discussions and engagement. However, despite increasing recruitment efforts of higher education institutions towards IUS enrollment, there seems to be a limited emphasis on their engagement and inclusion beyond recruitment. In addressing this problem, higher education institution and its faculty must first embrace IUS inclusion as an intersectional proposition that includes all aspects of the international student’s background, identity, and experiences. Consequently, without a shift in the aspects of IUS inclusivity, universities and colleges run a risk of alienating a significant population group in their journey towards degree attainment.
Open Educational Resources (OERs) as a component of “inclusive pedagogy” can be used to enhance student inclusion in North American classrooms. Using a qualitative case study approach, the study seeks to explore the experiences and perceptions of IUS toward OERs. A semi-structured interview will be conducted to capture the lived experiences and perceptions of six IUS toward OERs use and its efficacy in enhancing their learning experiences in the classroom. Through this study, the researcher hopes to raise more awareness around OERs as an important component of inclusive pedagogy and how it may help to improve and enhance the learning experiences and sense of inclusivity of IUS in the classroom.
Keywords:
OER, International Undergraduate Students (IUS), Experiences, College, Inclusion