Current Australian statistics indicate that international students make a considerable contribution to the Australian society and Australia’s growing global networks. Indeed, the international education sector is imperative to the Australian society and economy. In 2010–11, there were 250,000 student visa applications granted in Australia (Australian Bureau of Statistics, 2011). Australia offers various benefits to international students, allowing them to gain internationally recognised education, as well as the opportunity to experience life in Australia. Likewise international students enhance the diversity and richness of Australian cultural life as well as benefiting their home communities.

This paper explores the dynamic interplay and the creative tensions between freedom and restriction, evident in the ways when students from the Arabic world face the challenges of studying in a blended tertiary environment in a Western university. The paper presents answers to the main research question: “What is the connection between freedom and the use of ICTs (information and communication technologies) in the blended learning approach?”

The experience of studying in Australia can vary from student to student, depending on variables such as the choice of the institution and program, the support available to them and the relationships that they develop. According to Islam and Borland (2006), students are often moving from a teacher-centred educational system where memorisation and repetition are highly valued to Australian higher education that focuses more directly on a learner-centred structure with blended or online teaching and learning. Hughes (2005) states that the tendency in higher education to depend on ICTs, is adding to the needs of students. He further claims that “…the challenges may be compounded by: differences in cultural and linguistic background; and limited experience of independent learning and library and online information use” (p. 1).

This research project deployed a variation on Warschauer’s (1996) and AL-Mekhlafi’s (2004) theoretical frameworks related to the use of ICTs in teaching. It explores the multi-sidedness and interconnected nature of the teaching/learning process by looking at the participants’ cultural experiences, perceptions and challenges with ICTs in a blended teaching mode.

AL-Mekhlafi, A. (2004). The Internet and EFL teaching: The reactions of UAE secondary school English language teachers. Journal of Language and Learning, 2(2), 88-113. American-Arab Anti-Discrimination Committee. (2012). Thirty years of advocacy and achievement. http://www.adc.org/index.php?id=248 Australian Bureau of Statistics. (2011). Australian social trends: international students. Retrieved from www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4102.0Main%20Features20Dec%202011?opendocument&tabname=Summary&prodno=4102.0&issue=Dec%202011&num=&view=# Hughes, H. (2005). Actions and reactions: Exploring international students’ use of online information resources. Australian Academic and Research Libraries, 36(4), 169-179. Islam, W., & Borland, H. (2006). South Asian students’ adaptation experiences in an Australian postgraduate coursework environment. Paper presented at the 17th international conference, Sydney. http://www.isana.org.au/files/thurs_c2_islam.pdf Rabab’ah, G. (nd). Communication problems facing Arab learners of English. Journal of Language and Learning, 3(1), 180-196. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7-27.