Actions and reactions: exploring international students' use of online information resources.

The parallel trends in higher education towards internationalisation and increasing dependence on ICTs (information and communication technologies) are contributing to the diversification of the student population and their learning needs. (1) In this dynamic educational environment learners encounter an array of educational and technological challenges, which may be heightened by differences in cultural and linguistic backgrounds. The following description of the online experience of a group of international students illustrates the complexity of learning--and the implications for information literacy education--in this context of diversity.

This paper draws on my ongoing research project involving international students at an Australian university. (2) It presents their use of online information resources as an holistic experience that encompasses online behaviours (their actions) as well as affective and cognitive responses (their reactions), all of which may be influenced by cultural and linguistic attributes.

Background

International Students in Australia

International students represent a significant proportion of the Australian higher education population. (3) They tend to face a wide range of challenges as they pursue their academic goals in a culturally unfamiliar environment. Marked social, educational and linguistic differences between the home and host country can add layers of complexity to their study experience. To varying degrees they need to adjust to new styles of teaching, learning and assessment, which often involve a shift from teacher-centred models of instruction based on authorised texts to more self-directed learning that draws on virtually unlimited print and online information sources. (4) These difficulties may be compounded by limitations in their previous library experience, use of electronic resources and information literacy. (5) Consequently my research project, as described below, seeks greater understanding of international students' online information use and their information literacy learning needs.

Research Focus

The participant group for this study consisted of 12 international students enrolled at the Brisbane International Campus of Central Queensland University (CQU), which caters exclusively for overseas students. (6) They were purposefully selected to reflect the cultural and linguistic diversity of the student population at this campus. This diversity was an ever-present consideration in the design and implementation of the study. In particular I found it important when recruiting and interviewing participants to allow for differences in their educational backgrounds (especially a general unfamiliarity with the research process), English language limitations and interpersonal uncertainties. (7)

These students all participated in semi-structured interviews and an observed set task that provided insight into their real-life experiences. During the interviews they were encouraged to describe first their personal, cultural and educational backgrounds, and then their experiences as international students, their use of online information resources for a recent assignment and the associated difficulties they encountered. For the observed set task the students were requested to use an internet search engine, the CQU Library catalogue and an online journal database to search for and identify suitable resources on the topic: 'Compile an annotated bibliography on effective public speaking techniques for business'. This enabled me to observe and assess their actual use of online information resources.

Critical Incident Technique (CIT) provided the methodological basis for the study. This qualitative research method was developed during the 1940s and early 1950s by John Flanagan (8) as an objective means of identifying effective/ineffective behaviours that contribute to the success or failure of individuals or organisations in specific real life situations. It involves the collection and inductive analysis of critical incidents (instances of significant behaviours) that are reported by participants or observed by researchers. The results are intended to be applied to the solution of practical problems associated with specified aspects…