scholarly journals How a multilingual project can foster and enhance international mobility

2020 ◽  
pp. 127-139
Author(s):  
Lisa Griggio ◽  
Sara Pittarello
Keyword(s):  
International Students ◽  
University Students ◽  
Learning Activities ◽  
International Mobility ◽  
Internationalisation At Home ◽  
One To One ◽  
One And Many ◽  
At Home

This case study refers to the eTandem pre-mobility project coordinated by the Padova University Language Centre running twice a year since 2015 for approximately eight weeks. The project matches up local university students with incoming international students, thus boosting integration between the two groups and increasing internationalisation at home. One-to-one and many-to-many interactions are organised, the latter with the support of trained facilitators, who launch asynchronous (in an online multilingual community) and synchronous, intercultural, theme-based learning activities to be discussed every week. Students’ linguistic, intercultural, and digital competences, as well as autonomy, are enhanced throughout the project, making them better prepared for their mobility.

Linking the submicroscopic and symbolic level in physical chemistry: how voluntary simulation-based learning activities foster first-year university students’ conceptual understanding

2020 ◽  
Vol 21 (4) ◽  
pp. 1132-1147
Author(s):  
Stefanie Schwedler ◽  
Marvin Kaldewey
Keyword(s):  
Physical Chemistry ◽  
University Students ◽  
Mental Models ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Scientific Concept ◽  
First Year ◽  
Tertiary Teaching ◽  
Simulation Based ◽  
At Home

Research in the past decades repeatedly revealed university students’ struggles to properly understand physical chemistry concepts. In contrast to school, tertiary teaching relies heavily on the symbolic level, mainly applying abstract representations such as equations and diagrams. To follow the lessons and generate conceptual understanding, students need to connect those representations with macroscopic and submicroscopic aspects of the scientific concept depicted. For German first-year chemistry students, this increase in abstraction in a major subject of study contributes to excessive demand and demotivation (especially during out-of-class learning) and increases the risk of early dropouts. We designed a simulation-based learning environment (BIRC: Bridging Imagination and Representation in Chemistry) to suit the needs of first-year students and support them when learning physical chemistry at home. Our approach, featuring molecular dynamics simulations, requires students to assess their own mental models on the submicroscopic level and connect them to equations and diagrams on the symbolic level. Prior studies did already highlight the potential of individual BIRC learning units to foster conceptual understanding on specific topics. In this paper, we investigate if and how students of a broader sample use these learning activities as voluntary supplement beside regular coursework. During the term, we used think-aloud protocols, interviews and eight online questionnaires to analyse students’ mental and emotional interaction while working on BIRC, assessing whether students perceived BIRC as a suitable, enjoyable and supportive resource to enhance learning. Via two paper & pencil achievement tests we examined students’ retention concerning submicroscopic mental models and their ability to connect these mental models with symbolic representations 5–10 weeks later. Our findings indicate a cognitively engaging, comparably enjoyable learning process, which strengthens conceptual understanding and – despite the necessary time and effort – induces a broad number of students to voluntarily work on several units at home.

A Dumbbell Pattern in NGO Fundraising: The Case of World Vision

2011 ◽  
Vol 3 (1) ◽  
pp. 115-130
Author(s):  
Xu Yushan ◽  
Han Junkui
Keyword(s):  
World Vision ◽  
Large Numbers ◽  
Pros And Cons ◽  
One To One ◽  
One And Many

AbstractThis essay first classifies four patterns of fundraising according to the number of donors and the number of beneficiaries involved: one to one, one to many, many to one, and many to many, each with its own pros and cons. The case study reveals that the donors ‐ organization ‐ recipients structure of fundraising manifested by World Vision’s efforts resembles a “dumbbell”: on the outside ends, large numbers of donors and beneficiaries are effectively connected with one another by the organization in the middle. This pattern, which represents the successful accomplishment of the organization’s mission, offers valuable lessons in fundraising and grant disbursals to all NGOs in China.

scholarly journals How Home Contexts of South African University Students Shape their Experiences of Emergency Remote Teaching and Learning

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Ansurie Pillay ◽  
Martha Khosa ◽  
Ayub Sheik ◽  
Bridget Campbell ◽  
Bheki Mthembu ◽  
...  
Keyword(s):  
University Students ◽  
South African ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Text Messages ◽  
Case Study Design ◽  
Learning At Home ◽  
At Home

The shift to Emergency Remote Teaching and Learning (ERTL) in response to the COVID-19 pandemic has necessitated online learning at home for South African (and other) students. Using a critical paradigm, qualitative approach and case study design, this study, underpinned by critical theory, used interviews, voice notes and text messages to generate data to explore how South African university students’ home contexts shape their experiences of ERTL. Using thematic analysis, the findings indicated that student learning at home was negatively impacted by poor internet connectivity, home responsibilities, cramped living conditions, lack of safety, and financial and psycho-social stresses. The findings exposed the lived realities of students’ home contexts, made more difficult through the pandemic. This study adds to the literature on student adaptation to learning in the pandemic within home contexts characterised by resource poverty and challenging psycho-social conditions. 

scholarly journals Pembelajaran Daring Masa Pandemi (Studi Kasus Kegiatan Belajar di Rumah Dalam Group Kelas IV MI As Salam)

IBTIDA' ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 115-124
Author(s):  
Nur Samsiyah
Keyword(s):  
Online Learning ◽  
Fourth Grade ◽  
Learning Activities ◽  
Learning Tools ◽  
Grade Group ◽  
Study Results ◽  
Thematic Learning ◽  
At Home

Online learning was carried out by teachers during the pandemic, one of which was at Madrasah Ibtidayah. This study aims to determine the learning activities and material taught at MI As-Salam in Madiun district during the learning period at home. The data were collected by observing, interviewing and documenting in the fourth grade group, totaling 30 students. Based on the analysis of the data from the case study results, it can be concluded that thematic learning is in a poor category because the activities carried out by students are more work on assignments, while other subjects such as PJOK have quite good activities because they are done in practice and use learning media in providing material. Learning with assignments is influenced by the unpreparedness of the teacher in providing learning tools and the teacher's target of completing learning in the theme according to time, so that learning activities are not optimal.

scholarly journals International University Students in Canada: Obtaining the Information Needed for Policy Making

1988 ◽  
Vol 18 (3) ◽  
pp. 13-29
Author(s):  
Edward A. Holdaway ◽  
Wendy M. Bryan ◽  
Wilfred H. Allan
Keyword(s):  
International Students ◽  
University Students ◽  
Policy Making ◽  
Policy Area ◽  
Host Countries ◽  
University Of Alberta ◽  
Account Information ◽  
International University ◽  
Substantial Decline

International university students represent sources of goodwill and benefits for their host countries. Unfortunately, Canada, although still one of the major receiving countries, has seen a substantial decline in international enrolment during the 1980s. Reasons proposed for this decline include differential fees, insufficient financial support, quotas, and employment restrictions. The problems most frequently encountered by international students in Canada involve immigration procedures, accommodation, language, loneliness, and funding. The formulation of policies concerning these problems and other matters relevant to international university students occurs at the federal, provincial, and institutional levels. Even though the main forces driving such policies are cultural, financial, and political, the policies should take into account information about the needs, desires, and experiences of international students. A comprehensive 1986-87 University of Alberta survey of international students served as a case study to demonstrate how research can better inform policy making in this area. Respondents suggested that they would be helped by being allowed to work in Canada while studying and after graduation, which is a federal policy area, and by having more scholarships available to them and differential fees removed, both of which are provincial and institutional policy areas.

scholarly journals Examining South Korean University Students’ Interactions with International Students

2020 ◽  
Vol 16 (3) ◽  
pp. 43
Author(s):  
Andrea Rakushin Lee ◽  
Daniel Ryan Bailey
Keyword(s):  
International Students ◽  
University Students ◽  
Social Interactions ◽  
Intercultural Communication ◽  
Mixed Method ◽  
Mentoring Programs ◽  
South Korean ◽  
Diverse Cultures ◽  
Central South

This mixed method case study examines South Korean university students’ interactions with international students. Data included a closed-ended survey, an open-ended survey, and a focus group. Participants comprised university students studying at a mid-sized university in central South Korea. Results indicate that students generally feel indifferent about interacting with international students and stated that communication barriers and lack of contributions of international students on assignments leads to less interaction. Quantitative data also reveals a lack of interest in interacting with international students. To improve interaction, students recommended providing more opportunities to communicate in the classroom and taking intercultural communication classes to increase understanding of diverse cultures. Additionally, students recommended sharing dorm rooms with international students, creating more social activities for interaction, and developing language, culture, and mentoring programs. Various practical and theoretical implications are discussed to help improve social interactions and increase intercultural communication on campus.

Contamination Lab of Turin (CLabTo)

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Eleonora FIORE ◽  
Giuliano SANSONE ◽  
Chiara Lorenza REMONDINO ◽  
Paolo Marco TAMBORRINI
Keyword(s):  
University Students ◽  
Single Case ◽  
Real Life ◽  
Learning By Doing ◽  
Assessment Data ◽  
Entrepreneurial Skills ◽  
Fields Of Study ◽  
Education Levels ◽  
Positive Effect

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre- and post-surveys. Overall, we have found a positive effect of the programme on the students’ entrepreneurial skills. However, when the data was broken down according to the students’ fields of study and education levels, mixed results emerged.

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