International Students' Perceptions of Online Connectedness in Korean Universities: A Qualitative Case Study on KakaoTalk Group Chats

• In Event: International Students and Social Media and Digital Learning

Proposal

International students often face challenges when adapting to new academic environments, particularly regarding social connectedness (Sun et al., 2021). These students may struggle to belong due to cultural differences and language barriers, and new academic demands may increase their risk of social disconnection. However, digital technology has significantly changed how students connect with peers and access resources. In recent years, the digitalization of education has improved the online connectedness of international students in higher education. The rise of online networks has created new opportunities for fostering virtual connections, mitigating feelings of isolation, and enhancing educational experiences during their academic journeys (Gallien & Oomen-Early, 2008).

This research aims to explore how international students at Korean universities perceive and utilize online connectivity tools, particularly KakaoTalk group chat rooms, to improve their academic and social experiences. By examining the concept of online connectedness, this study seeks to highlight the vital role of digital education and the significance of online connectedness in enhancing academic engagement, promoting inclusivity, and building social networks for international students.

Online connectedness refers to the sense of community and belonging that individuals experience through interactions in digital spaces (Rovai, 2002). As noted by Zimmerman and Nimon (2017), it encompasses human interactions that encourage community engagement and lead to meaningful peer relationships, contributing to learning. Connectedness can also extend beyond peer relationships to include a sense of belonging to the institution. This is achieved when students feel integrated and satisfied with their interactions in their academic programs, with faculty, and within social groups (Sidelinger & Booth-Butterfield, 2010). Furthermore, online connectedness can enhance student engagement, learning, retention, and overall satisfaction in virtual education settings (Guo et al., 2020; Jamison & Bolliger, 2019; MacLeod et al., 2019; Shea et al., 2006; Thompson & MacDonald, 2005). Consequently, Brown (2023) suggested that fostering this online connectedness in higher education should be a priority for universities.

The importance of online connectedness and digital education in higher education has grown, particularly with the rise of virtual learning environments. For international students, who often face language and cultural adaptation challenges, using online networks and digital technologies is particularly important. They may have lower digital and media literacy in unfamiliar cultural environments than domestic students, leading to challenges in adapting to local digital practices (Bista, 2019). Domestic students may overlook the necessity of informing international students about the digital culture, platforms, and apps they take for granted. Thus, online connectedness and digital education are essential for bridging cultural and information gaps and preventing international students from feeling isolated or excluded online.

South Korea’s higher education institutions have also increasingly attracted international students, and these challenges can affect their academic success and social inclusion. In the case of Korea, one specific way to enhance international students' social connectedness is through group chats on the KakaoTalk messaging app. KakaoTalk is Korea's most popular and free messenger and online services platform. This app, used by 94% of smartphone owners in the country, has been the most widely used messenger since its launch in 2010. Initially designed for messaging, it has rapidly transformed due to technological innovations like mobile payments, banking, taxi services, and identity verification. This digital application has also widely facilitated social connectivity, reshaped daily life, and accelerated digital transformations in South Korea.

It has also profoundly impacted Korean higher education and the inclusion of international students, who can easily download it for free. It enables users to easily set up group chats, add peers, share media, and engage in real-time conversations. The recent adoption of this technology in educational settings enhanced opportunities such as improved collaborative learning and a more integrated academic atmosphere. Studies indicate that the use of group chats in Korean university lectures has increased, especially for sharing updates and announcements, distributing materials, and facilitating group projects (Kim & Lee, 2021; Zhang, 2020). Another example is that new students invited to the group chat rooms each advisor manages for their own team can join an academic community including hundreds of senior researchers. This setup helps them stay informed and fosters a sense of community that persists even after graduation.

However, the full potential of these tools for international students has not been fully explored. Therefore, my research will focus on the following questions:

1. How do international students experience online connectedness in Korean universities?
2. What specific online connectedness do they gain, mainly through KakaoTalk group chats?
3. How do they define, reflect on, and perceive the meanings of online connectedness?

This study will employ a qualitative method to investigate international students' perceptions of online connectedness. Through semi-structured interviews and focus group discussions, the research aims to gain in-depth insights into how they perceive and use KakaoTalk group chat rooms for academic and social purposes. The study will recruit ten international students from various Korean universities pursuing degrees and actively participating in group chats related to their academic courses or social groups. Data will be collected via Zoom between October and December 2024, with interviews focusing on the challenges and advantages of using KakaoTalk. In addition, with participants’ consent, observing interactions in group chats will provide further insights into the nature of online connectedness and its impact on their sense of belonging within their academic communities.

This research will provide valuable insights into how international students view and use online connectivity tools to enhance their social connectedness. The perceived usefulness of group chat rooms for online connectedness will indicate its potential for this population and help us envision the future of education in a digital age. By examining the unique experiences of international students in Korean higher education, this study will contribute to the expanding research on digital education. Furthermore, the findings suggest that universities can play a more active role in facilitating virtual networks for international students, invest in creating culturally inclusive online communities, and provide resources to encourage ongoing digital engagement. These efforts could enhance social connectedness both in an online and offline community and contribute to their academic success and emotional resilience.

Author

• Jiyun Yu, University of California Los Angeles