An Exploratory Study of Chinese University Undergraduates’ Global Competence: Effects of Internationalisation at Home and Motivation

2017 ◽  
Vol 71 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Qian Meng ◽  
Chang Zhu ◽  
Chun Cao
Keyword(s):  
Exploratory Study ◽  
Global Competence ◽  
Chinese University ◽  
Internationalisation At Home ◽  
University Undergraduates ◽  
At Home

Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joris Boonen ◽  
Ankie Hoefnagels ◽  
Mark Pluymaekers ◽  
Armand Odekerken
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Intercultural Competence ◽  
Competence Development ◽  
Content Type ◽  
Home Institution ◽  
Internationalisation At Home ◽  
International Learning ◽  
At Home

PurposeThe authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.Design/methodology/approachThe authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.FindingsThe results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.Research limitations/implicationsThis study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.Practical implicationsBased on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.Originality/valueThis paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

Enhancing Parent Engagement While Reading Online and at Home

2021 ◽  
pp. 150-163
Author(s):  
Tessa J. Harvey
Keyword(s):  
Online Learning ◽  
Exploratory Study ◽  
Parent Engagement ◽  
Recent Literature ◽  
Online Platforms ◽  
Assigned Reading ◽  
Reading At Home ◽  
At Home ◽  
Developing Strategies

This chapter reviews how to use online platforms for reading at home while also engaging parents. To better understand parent engagement during assigned reading homework, an exploratory study was conducted with the families of kindergarteners. Parents were asked about their involvement when working on assigned reading homework. The results of the survey indicated that many parents are willing to take time to support their child as they complete homework assignments and that they already read at home, whether it is assigned or not. These findings, along with recent literature, are useful for developing strategies to better engage families during online learning.

scholarly journals Exploratory study examining the at-home feasibility of a wearable tool for social-affective learning in children with autism

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Jena Daniels ◽  
Jessey N. Schwartz ◽  
Catalin Voss ◽  
Nick Haber ◽  
Azar Fazel ◽  
...  
Keyword(s):  
Exploratory Study ◽  
Children With Autism ◽  
Affective Learning ◽  
At Home

scholarly journals Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers

2021 ◽  
pp. 112-118
Author(s):  
Xavière Hassan ◽  
Annie Eardley ◽  
Christelle Combe
Keyword(s):  
Language Learners ◽  
Learning Experience ◽  
Language Teachers ◽  
Internationalisation At Home ◽  
Bachelor Of Arts ◽  
The One ◽  
High Level ◽  
Motivation And Confidence ◽  
Oral Skills ◽  
At Home

Undergraduate language students from the Open University (OU) and master’s degree students from Aix-Marseille Université (AMU) participated in an innovative Virtual Exchange (VE) as part of our institutions’ internationalisation at home strategy. Due to the pandemic, the one-week Residential School (RS) abroad, which is part of the Bachelor of Arts (BA) in modern languages at the OU, was replaced with an Alternative Learning Experience (ALE) – a one-week online intensive programme which included a VE. Its objectives were to support the development of OU students’ French oral skills, and the professionalisation of AMU students, by developing their pedagogical and digital skills. Qualitative and quantitative data collected showed a high level of participants’ interaction and collaboration, and positive feedback highlighting an increase in motivation and confidence to speak French (OU students) and a valued experience in developing professional ethos, and digital teaching skills (AMU students).

scholarly journals The CEFR Stratification of English Productive Vocabulary of Chinese University Undergraduates Based on DIY Learner English Corpus

2017 ◽  
Vol 8 (5) ◽  
pp. 909
Author(s):  
Dongyun Sun
Keyword(s):  
College English ◽  
Cambridge University ◽  
English Teaching ◽  
Learner Corpus ◽  
Chinese University ◽  
English Majors ◽  
University Undergraduates ◽  
Shed Light

This paper analyzes the productive vocabulary (PV) of non-English majors in a highly prestigious university in China through a DIY learner corpus of English compositions and the Productive Vocabulary Level Test. Based on the total PV and the average PV, this paper compares the corpus with the CEFR-aligned English Vocabulary Profile (EVP) of Cambridge University. The results show that some of the outstanding students can attain Level B2 of EVP while most students’ PV is comparable to Level B1. The results of this study shed light on strengthening vocabulary teaching in College English teaching in China.

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