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Flipped classroom approaches have increasingly been adopted in the Australian higher education sector. However, current research on this approach is predominantly quantitative and focused on domestic students. Little is known about the flipped classroom learning experiences of undergraduate international students in Australia. This paper sets out to investigate undergraduate international students' challenges in a flipped classroom environment, based on thirty-two semi-structured interviews with undergraduate international students at an Australian university. We identified several challenges, including language issues, barriers to autonomous learning, as well as technical and technological challenges. International students in our study also provide constructive recommendations to improve the design of the flipped classroom. This paper contributes new insights into the nuances of undergraduate international students' challenges in a flipped classroom environment. [ABSTRACT FROM AUTHOR]

This qualitative case study examined a group of undergraduate students' motivations towards extracurricular research in a Hong Kong university. Drawing upon data from semi-structured interviews, this study analysed the students' motivation change from the cognitive, social, and affective perspective. The findings revealed that the students were externally and internally motivated to join informal research activities and that their motivation change was intertwined with their cognitive learning, social interactions, and emotional experiences in the research process. The paper concluded with practical implications on supporting and sustaining undergraduates' motivations in extracurricular research activities to benefit their academic studies and future work. [ABSTRACT FROM AUTHOR]

This paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [ABSTRACT FROM AUTHOR]

This paper describes a research project conducted with international doctoral students documenting student and faculty members' experiences in a writing workshop. The purpose of this study was to understand the complexities associated with international students' academic writing competencies and develop a supportive culture as they pursue their education in the US. Participation in the writing workshop aided students in progressing through the four stages of Burch's learning model. The findings suggest that, intensive writing experiences improve writing abilities, perceptions of writing, and knowledge of when to pursue writing assistance. In addition, the workshop supported the researchers in gaining insight into their international students' experiences leading towards improved pedagogy for this student population. [ABSTRACT FROM AUTHOR]

We evaluate the use of a Virtual Exchange (VE) writing task, Stimulus Writing, which we assigned to groups of UK and Finnish business students. There were two learner cohorts in the study: one in the UK (mainly Chinese students), the other in Finland (mainly Finns). The Finnish students wrote authentic case studies about Nordic businesses, while the students in the UK adopted our Stimulus Writing approach to write a report based on a case study given to them by the Finnish students. In Smith & Keng (2017) we reported on the experiences of the Finnish students in the collaboration. In this study, we examine the perceptions of the UK-based Chinese students. They found the approach motivating, and believed that through it their academic English skills improved, as did their understanding of business and culture. [ABSTRACT FROM AUTHOR]

To improve the practical effect of an information system security course for students majoring in information security, a teaching method based on the theory of inventive problem solving (TIPS) that combines case-based teaching and project practice was introduced in the class. Adopting innovative thinking methods, we instructed students on the projects and goals of curriculum design. Using TIPS tools, the students completed complex projects. To test the teaching results, we examined 121 students who received case-based teaching using the TIPS method to design innovative projects. Quantitative data were collected using a statistically analysed anonymised questionnaire, while qualitative data collected from student reflective reports were thematically analysed. Through the in-depth development involved in the teaching of this course, their thinking and problem-solving ability significantly improved. The teaching effect evaluations indicated that this teaching method effectively improved students' practical abilities. This method was found to be conducive to planning students' future careers. [ABSTRACT FROM AUTHOR]

Leaning on a holistic supervising doctoral writing framework, this study sets out to conceptualise and unpack the dialogic feedback experiences sustained within a PhD candidate's research article writing process. A juxtaposition of multiple data sources uncovers that effective employment of supervision approaches to feedback essentially varies across time and space, which is interlaced with student response dynamics, voices of academic community, supervisor professional experience, and dialogic mediums. The single interwoven narrative affords a nuanced understanding of the decision-making mechanism, practices, and relationship elements constituting supervisory feedback dialogues. It highlights the historically and socio-relationally shaped nature of personal agency through which individuals enact and interpret situation-specific feedback discourses. [ABSTRACT FROM AUTHOR]