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The number of international students in South Korea, which dropped sharply during the COVID-19 pandemic, reached its highest level in 2023. It is predicted that the number of international students will continue to increase with the active growth in international exchange and due to diverse government support. This study introduces Padlet's canvas layout in a class for international students to organize the course and boost engagement and interactions among the students and with the instructors. A survey and interviews with 22 undergraduate students from eight different countries, studying in Korea, were conducted to comprehend how they benefited from using the Padlet platform and their experience with it. The results indicate that Padlet enhances the students' sense of belonging, expands their thinking processes through collaborative interactions and feedback from professors and colleagues, and increases their knowledge, leading to positive effects on class participation. Moreover, the use of Padlet accommodates diversity among different cultures and has a positive impact on cooperative learning in an international context. Based on these findings, several strategies for the implementation of Padlet in an educational setting can be suggested. To stimulate the participation of international students in learning, professors should consider offering the option of staying anonymous versus using real names when posting on Padlet. To improve the effectiveness of feedback, instructors should visualize their feedback. In addition, it is critical to institute guidelines to evaluate the relevance of the information in order to provide information that meets the students' level of understanding and to establish a healthy level of information exchange. However, due to the limited sample size, the findings from this study cannot be generalized. Thus, we recommend expanding the sample in future studies to enable the use of inferential statistics, such as investigating differences in student attitudes by demographics. [ABSTRACT FROM AUTHOR]

In today's globalized world, 21st century skills, such as communication and collaboration, are essential for success. For EFL (English as a foreign language) learners in Pakistan, acquiring these skills can be challenging due to the unique linguistic and cultural barriers they face. Web 2.0 tools, such as Padlet, can provide a platform for EFL learners to improve their communication and collaboration skills in a collaborative and engaging manner. The present study explores the potential of using Padlet to improve the 21st century skills of EFL learners in Pakistan. A quasi-experiment is conducted to compare the effectiveness of using Padlet versus traditional language-learning methods to improve EFL learners' communication and collaboration skills. Learners' perceptions of using Padlet in a collaborative learning context are also investigated. The findings indicated that the use of Padlet has a significant and positive effect on learners' collaboration and communication skills, and that learners have a positive perception of using this tool in a collaborative learning context. The study provides preliminary and context-specific novel insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan. [ABSTRACT FROM AUTHOR]

Students often perceive statistics as a difficult subject, and it is frequently named as one of the primary causes of high dropout rates in economics educations in Norway. In order to support the learning process in statistics courses, and in order to make the courses more flexible, the author experimented with the use of Padlet in two different student groups taking an introductory course in statistics for economists. The purpose was to overcome the difficulty of engendering social engagement and activity and fostering effective mediation, scaffolding and collaborative learning in large student groups scheduled for traditional lectures in large auditoriums. The author's experiences and the students' evaluations of the model is presented here, along with the theoretical justification of the use of Padlet and the context in which it was tested. The results show that computer-supported collaborative learning can be an effective supplement or alternative to traditional study groups for those that either prefer this or cannot take part in regular study groups. The students used Padlet actively, and a majority of the students reported that it was a significant or highly significant factor in their learning process. [ABSTRACT FROM AUTHOR]