How Do Transnational Distance Education Graduate Students Perceive Quality? A Collaborative Autoethnography
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| Title: | How Do Transnational Distance Education Graduate Students Perceive Quality? A Collaborative Autoethnography |
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| Language: | English |
| Authors: | Rebecca E. Heiser (ORCID |
| Source: | Journal of International Students. 2024 14(3):254-275. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Global Approach, Distance Education, Graduate Study, Graduate Students, Student Attitudes, Educational Quality, Autobiographies, Ethnography, Quality Assurance, Foreign Students, Open Universities, Foreign Countries, Access to Education, Student Centered Learning, Instructional Design, Social Emotional Learning |
| Geographic Terms: | Canada |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learner-centred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423446 |
| Database: | ERIC |
| Abstract: | Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learner-centred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students. |
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| ISSN: | 2162-3104 2166-3750 |
