The effects of COVID-19 on healthcare professions student global learning experiences

2021 ◽  
Vol 34 (12) ◽  
pp. 1-1
Author(s):  
Stephanie Bernard ◽  
Erika Francis ◽  
Morgan Luck
Keyword(s):  
Learning Experiences ◽  
Global Learning ◽  
Healthcare Professions

scholarly journals Exploring the Motivations, Expectations, and Experiences of Students Who Study in Global Settings

2015 ◽  
Vol 5 (4) ◽  
pp. 368-382
Author(s):  
Vince Salyers ◽  
Cathy S. Carston ◽  
Yasmin Dean ◽  
Chad London
Keyword(s):  
Study Abroad ◽  
Positive Impact ◽  
Learning Experiences ◽  
Student Perspective ◽  
Global Learning ◽  
Study Abroad Programs ◽  
Qualitative And Quantitative ◽  
Program Of Study ◽  
Increasing Trend

An increasing trend of universities is to provide students with opportunities to engage in global learning experiences (GLE) as part of their program of study. While there are numerous papers on the benefits of international and study abroad programs, there is little research on factors that impact GLE. This study evaluated the student perspective through qualitative and quantitative responses to surveys and questions posed during a period of three years. The results suggested that students’ motivation and expectations of the experiences were varied. Moreover, planning is critical for GLE experiences to have a positive impact on students.

scholarly journals What do young people learn when sponsoring a child in the Global South? Empirical findings from Germany

2018 ◽  
Vol 10 (1) ◽  
pp. 90-102 ◽  
Author(s):  
Marina Wagener
Keyword(s):  
Young People ◽  
Empirical Data ◽  
Methodological Approach ◽  
Learning Experiences ◽  
Global South ◽  
Knowledge Structures ◽  
Global Learning ◽  
Documentary Method ◽  
School Activities ◽  
Research Context

This paper describes and analyses the results of research into the learning experiences of young people in Germany who sponsor a child living in the Global South as part of their school activities. First, the research context and methodological approach is presented. A qualitative-reconstructive design was applied using the documentary method of analysis to identify implicit knowledge structures. Second, the central findings, particularly three reconstructed types of learning experiences – concretization, generalization, dissociation – are presented and illustrated by extracts from the empirical data. Third, the discussion of the results reveals the limits of global learning from child sponsoring.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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