PACIS 2022 Proceedings

Paper Number

1667

Abstract

Students' exposure to a new digital and cultural learning environment affects how they interact with peers, academics and learning resources. This is a particularly complex situation for Saudi international students who transferred from an immensely different digital and cultural learning environment. This qualitative study explores how Saudi students appropriate a bundle of technology such as learning management systems (LMS) and social networking sites (SNSs) in their learning practices in Australia. We identify that while students felt equipped with technological skills and reported positive attitudes about technology compared to their previous experiences, their lack of language and communication skills affected the patterns of technology appropriation in their learning interactions. The findings explain a transition in attitudes and practices in the appropriation of learning technologies and identified four patterns of technology appropriation, namely: shadow appropriation, repurposed appropriation, selective appropriation and proactive appropriation.

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