Skip to main content

Research Repository

Advanced Search

Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic

Costa, Cristina; Li, Huaping

Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic Thumbnail


Authors

Huaping Li



Abstract

This paper explores how COVID-19 affected the experiences of international students enrolled to UK on-campus universities and how they made sense, navigated and lived out the on-line university as the possible educational alternative put in place during COVID-19. We argue that ‘emergency teaching’ was normalised as digital education, leading students into a digital trap that constrained to a large extent their educational experience to access of expert knowledge. This curriculum issue is reflective of a lack of digital imagination which is compounded by a scarcity of digital cultural knowledge resulting in misrecognition of digital education as a field in its own right. We conclude that digital education would benefit from being understood as having its own logic of practice and localised within the cultural norms of its field of application: a digital field.

Citation

Costa, C., & Li, H. (2023). Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic. Learning, Media and Technology, https://doi.org/10.1080/17439884.2023.2218097

Journal Article Type Article
Acceptance Date Apr 28, 2023
Online Publication Date Jun 1, 2023
Publication Date 2023
Deposit Date Jun 2, 2023
Publicly Available Date Jun 2, 2023
Journal Learning, Media and Technology
Print ISSN 1743-9884
Electronic ISSN 1743-9892
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/17439884.2023.2218097
Public URL https://durham-repository.worktribe.com/output/1172947

Files

Published Journal Article (1.6 Mb)
PDF

Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.




You might also like



Downloadable Citations