The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

2016 ◽  
Vol 14 (1-2) ◽  
pp. 223-238
Author(s):  
Tünde Szécsi ◽  
Jill Sherman ◽  
Lindsay Iliopoulos ◽  
Katelyn Morris ◽  
Anna Osorio
Keyword(s):  
Early Childhood ◽  
Study Abroad ◽  
Teacher Candidates ◽  
Early Childhood Teacher ◽  
Short Term ◽  
Term Study ◽  
Self Reflection ◽  
Short Term Study ◽  
The Impact

scholarly journals Assessing changes in mood state in university students following short-term study abroad

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261762
Author(s):  
Tsukasa Yamanaka ◽  
Noriko Yamagishi ◽  
Norberto Eiji Nawa ◽  
Stephen J. Anderson
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Satisfaction With Life ◽  
Mood State ◽  
Mood States ◽  
Satisfaction With Life Scale ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study-abroad (STSA) programs provide a more accessible alternative for students who would otherwise not consider engaging in academic activities overseas. Though improvements in the levels of intercultural sensitivity and general academic aspects attained by STSA programs have been previously examined, much less is known regarding the impact such programs have in the mood of students. Here, we examined changes in mood state associated with participation in an STSA program in a group of Japanese university students. Mood states were assessed using the Profile of Mood States (POMS), the Satisfaction With Life Scale (SWLS), and the Gratitude Questionnaire (GQ-6). Results indicated that the POMS mean scores of Vigor-Activity and SWLS peaked at the time immediately following participation in the STSA program; moreover, the same scores were found to be at comparable levels even one month after the end of the program. These results indicate that participation in STSA programs can positively influence the mood state of university students, suggesting that the benefits associated with participation in such programs extend beyond typically reported improvements in the academic domain.

scholarly journals The Impact of Short-Term Study Abroad on Online Learners

2020 ◽  
Vol 11 (Winter) ◽  
pp. 145-149
Author(s):  
Jennifer Malerich
Keyword(s):  
Online Education ◽  
Study Abroad ◽  
Assessment Tool ◽  
Professional Status ◽  
Short Term ◽  
Online Learners ◽  
Term Study ◽  
Design Elements ◽  
Short Term Study ◽  
The Impact

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.

Quantifying the Impact of Short Term Study Abroad

2008 ◽  
Author(s):  
Anja Gisela Boettcher ◽  
Leon G Schumacher
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

scholarly journals Short-Term Study Abroad: The Storied Experiences of Teacher Candidates From Japan

2018 ◽  
Vol 11 (2) ◽  
pp. 127-140
Author(s):  
Scott Roy Douglas ◽  
Fujiko Sano ◽  
Mark Rosvold
Keyword(s):  
Study Abroad ◽  
Narrative Inquiry ◽  
First Nations ◽  
Extracurricular Activities ◽  
Teaching Methods ◽  
Teacher Candidates ◽  
English Language ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

The story extracts presented here reflect the experiences of five teacher candidates from Japan on a short-term study abroad program focusing on developing English-language skills while exploring Canadian culture and English-language teaching methods. Narrative inquiry techniques were employed to gather data related to the participants’ program experiences. These data were crafted into stories with participant input and review. The story extracts relate to intercultural interactions, First Nations culture, teaching methods, meals, and extracurricular activities. On reflection, the narrative inquiry process employed in this study worked as both a research and pedagogical tool to uncover meaningful program experiences.

scholarly journals Assessing Global Awareness over Short-Term Study Abroad Sequence: A Factor Analysis

2013 ◽  
Vol 23 (1) ◽  
pp. 22-41 ◽  
Author(s):  
Mark Kurt ◽  
Neal Olitsky ◽  
Paul Geis
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Student Outcomes ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
The Past ◽  
Short Term Study ◽  
Preparatory Course ◽  
The Impact

Over the past 10 years, U.S. undergraduate participation in study abroad has increased dramatically.  The majority of these study abroad experiences have durations of less than eight weeks.  Due to the rapid growth in both of these areas, there has been increased interest in assessing student outcomes associated with short-term study abroad (STSA) programs.  This paper investigates the impact of an STSA experience on undergraduate students' levels of global awareness over the entire STSA sequence: pre-preparatory course, post-preparatory course, and post-STSA program.  We adopt and extend the measures constructed in Chieffo and Griffiths (2004),by implementing a longitudinal study across 23 separate STSA courses. Findings indicate that students’ global awareness does not change significantly after the preparatory course, but that students' levels of global awareness experience statistically significant increases along several dimensions  after completing the STSA program.  We also find that students who have completed a previous study abroad experience still benefit from an additional STSA course.

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