Fostering Engagement in Virtual Learning: A Critique of UW’s Data Analytics Program Orientation for International Students

This paper aims to analyze the virtual learning environment of the UW Advanced Data Analytics and Informatics Program, focusing on its orientation for international students. By applying big ‘D’ discourse, narrative intelligence, and theories of situated and embodied cognition, it leans on how these frameworks influence student collaboration, communication, and learning outcomes. 

The analysis provides insights into the effectiveness of the orientation and offers recommendations to enhance future virtual learning experiences for international students.