This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.

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The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia

http://isplaza.dreamhosters.com/wp-content/uploads/2014/05/Zhang-Goodson-2011.pdf

Predictors of international students’ psychosocial adjustment to life in the United States: A systematic review

International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenges, social isolation, and cultural adjustment. Specifically, academic challenges included communication with professors, classmates, and staff. Consequently, they have to deal with social isolation when engaging in different group activities. Culturally, they need to confront the different ways of thinking and doing in the US. In order to overcome these challenges, students have adopted resources that mainly are derived from the university to overcome these challenges. Thus, as demonstrated in this study, having a better understanding of these students’ academic challenges, university faculty and staff can recognize students’ needs and effectively offer supportive campus resources and services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also suggests that some preparations need to be made by the university that will embrace international students upon their arrival.

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International Student's Challenge and Adjustment to College

This study assesses the experiences of international students in terms of perceived discrimination since entering an institution of higher learning in the United States. More specifically, the inve...

http://journals.sagepub.com/doi/pdf/10.1177/1028315305283051

Diversity, International Students, and Perceived Discrimination: Implications for Educators and Counselors:

The current study investigated how different socio-demographic variables and coping styles are associated with the level of acculturative stress among international students in Germany. Participants consisted of 652 international students (53 % female, 47 % male; mean age = 25.77 years, SD = 3.79) who were mainly recruited with the support of offices of student affairs of the universities. Data was collected through an online survey comprised of Acculturative Stress Scale for International Students (ASSIS), Problem-focused Styles of Coping (PF-SOC), and a socio-demographic questionnaire. Multiple regression analysis found age, continent of origin, German language proficiency, time spent in Germany and prior travelling experience as significant predictors of acculturative stress. Being younger, having high level of self reported German language proficiency, and prior inter-culture travelling experience significantly predicted a low level of acculturative stress. Coming from a home country in Asia, Africa, or Latin America predicted a higher level of acculturative stress as compared to coming from any European country. Among coping styles, suppressive coping and reactive coping were found to predict significantly a high level of acculturative stress among international students. The findings of the current study are useful for student service organizations and offices of student affairs at university campuses to offer special counselling programs for the vulnerable group of students.

Acculturative Stress Among International Students in Context of Socio-Demographic Variables and Coping Styles

International students and the faculty and administrators charged with their oversight were surveyed at two religiously affiliated, private universities to determine the extent of their adjustment problems in the United States. Although the international students were found to have only minor adjustment problems in the twelve areas covered by the Michigan International Student Problem Inventory, university administrators and faculty consistently overestimated the extent of these problems and misunderstood the relative importance of the various problem areas. Hierarchical regression analysis was then used to decompose the variation in student problems into demographic and English language components, where results revealed that problems with the English language were the largest single determinant of international student problems, followed in effect size by marital status and country of origin.

The Adjustment Problems Faced by International Students in the United States: A Comparison of International Students and Administrative Perceptions at Two Private, Religiously Affiliated Universities

Over the last 15 years the number of international students studying at universities in Taiwan has increased dramatically; however, to date, there have been few studies that measured the cultural adjustment problems that this diverse group of students experience. To remedy this problem, this study gathered data from 1,174 international students and 189 faculty and staff members at 15 universities in Taiwan that described the extent of these problems in 12 different areas. Using independent sample t-tests and multiple regression analysis, this study found that the cultural adjustment problems experienced by international students were relatively minor, that faculty and staff consistently overstated these problems, and most importantly, problems with the English language explained more of the variation in both student and faculty and staff responses.

The adjustment problems faced by international and overseas Chinese students studying in Taiwan universities: a comparison of student and faculty/staff perceptions

John R. Jenkins

Papers

The Adjustment Problems Faced by International Students in the United States: A Comparison of International Students and Administrative Perceptions at Two Private, Religiously Affiliated Universities

The adjustment problems faced by international and overseas Chinese students studying in Taiwan universities: a comparison of student and faculty/staff perceptions