scholarly journals Evaluating A Short Term, First Year Study Abroad Program For Engineering And Business Undergraduates: The Impact On The Student Learning Experience

2020 ◽  
Author(s):  
Kristine Lalley ◽  
Josephine Olson ◽  
Brant Hawk
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Learning Experience ◽  
First Year ◽  
Short Term ◽  
Business Undergraduates ◽  
Study Abroad Program ◽  
The Impact

scholarly journals Beyond “Just Do It”

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668604 ◽  
Author(s):  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald L. Rubin ◽  
Lee Stoner
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Short Term ◽  
Learning Outcomes Assessment ◽  
Short Term Study ◽  
Study Abroad Program

Study abroad is believed to be a transformative learning experience for students. However, the extent to which study abroad adds value beyond what is possible on campus needs to be demonstrated. In this paper, we document the learning outcomes assessment undertaken by a faculty-led study-abroad program at a large university in the U.S. Southeast. Specifically, we describe the development of a theory-based pedagogical model of global citizenship for short-term study abroad and efforts to document student learning associated with its constructs. The results of these efforts indicate that when student learning outcomes and study-abroad pedagogy are aligned with theory, and rigorously assessed, the opportunity to demonstrate learning is possible, and opportunities for instructional improvement present themselves.

scholarly journals The influence of a study abroad program on Japanese university students’ motivation and the elaboration of motivational L2 selves

2020 ◽  
Vol 5 (2) ◽  
pp. 208-229
Author(s):  
Masanori Matsumoto
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Learning Experience ◽  
Learning Experiences ◽  
Prior Learning ◽  
Motivational Intensity ◽  
Learner Perception ◽  
Learning Logs ◽  
Study Abroad Program ◽  
The Impact

Abstract Three university students from Japan on a five-week study-abroad program in Australia participated in a case study that investigated the impact of L2 learning experiences on changes in their motivation, especially in relation to development of their ‘Motivational L2 Selves’ as introduced by Dörnyei (2009). The study collected both qualitative and quantitative data in three interviews and weekly learning logs during the program. The results from the learning logs showed an upward trend in the level of motivational intensity as the program proceeded, with the participants’ positive perception of environmental factors. The study confirmed that learner perception of the same motivational factor could vary, and perception can be affected by their prior learning experience and L1 culture. The study, however, failed to provide positive evidence that the study abroad program can help the elaboration of the L2 Self, although the learning experiences in the L2 context enhanced their instrumental motivation.

scholarly journals Supporting Learning During Short-Term Study Abroad: Evaluating a Pedagogical Intervention

2021 ◽  
Vol 2020 (1) ◽  
pp. 169
Author(s):  
Kristen Sullivan
Keyword(s):  
Study Abroad ◽  
Learning Experience ◽  
Target Language ◽  
Short Term ◽  
Term Study ◽  
Pedagogical Intervention ◽  
Reflection Process ◽  
Short Term Study ◽  
Feedback Questionnaire ◽  
Study Abroad Program

This paper will discuss a pedagogical intervention that was implemented during a short-term study abroad program conducted in the summer of 2019 to Brisbane, Australia. The aim was to create a deeper learning experience by encouraging participants to actively engage with their study abroad communities in the target language and to reflect on their experiences. The effectiveness of the intervention, titled the Challenges Project, is considered through an analysis of the reflection reports students wrote as part of the intervention, as well as responses to a post-program feedback questionnaire. From this analysis the paper suggests that the effectiveness of the intervention could have been strengthened by providing more support of the reflection process before, during, and after the study abroad program. Specific recommendations for how this can be achieved are given. 本論文は、短期留学プログラムにおける学生の留学経験をより有意義なものにすることを目指して、2019年夏にオーストラリア・ブリスベンでの短期留学期間中に実施した教育的介入について分析した。その教育的介入では、筆者が参加者に対して、留学先のコミュニティと対象言語を使って積極的に関わることを目的としたアクティビティへの参加とその経験について振り返ることを促した。ここでは、介入の一環として参加学生が留学中に書いた振り返りレポートの内容分析および帰国後に行ったアンケート調査の分析結果から介入の効果を考察した。分析からは、留学開始前・留学中・留学後の各過程において、振り返りのあり方に関するサポートをより充実させることによって、教育的介入の効果を高めることができるという結論に至った。教育的介入においては、学生の振り返り活動をどのようにして支えればよいかに関する具体的な方法を提示する。

scholarly journals Eastern Promises Fulfilled: The Differential Impact of Marketing-Focused Short-Term Study Abroad Programs in India and Japan

2019 ◽  
Vol 31 (2) ◽  
pp. 158-179
Author(s):  
Zafar Iqbal
Keyword(s):  
Study Abroad ◽  
Business Students ◽  
Differential Impact ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Long Term Study ◽  
Short Term Study ◽  
Study Abroad Program ◽  
The Impact

This study compares two marketing focused short term study programs in Asia (Indi a and Japan) and highlights reasons as to why students perceive that they learn more in one country than the other . Research to date has sparsely assessed the impact of study abroad programs on students’ perceived growth . The existing literature has rarely focused on short term study abroad programs while focusing mainly on undergraduate non business students studying in Europe in long term study abroad program s Short term study abroad programs (lasting less than eight weeks) are not considere d rigorous enough and several doubts exist as to their effectiveness as a pedagogical technique. This paper uses survey methodology and a sample of 92 undergraduate and graduate business students who have completed a short term study abroad program. The results show that students in these particular short term study abroad programs perceive greater personal, professional, and inter cultural growth than in a 10 week quarter long course. Students’ backgrounds could be a differential impact facto r, but more research needs to be done. Marketing educators, when designing short term study abroad programs, are encouraged to balance freedom and structure, and account for students’ backgrounds.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Ideas for Designing and Implementing Portfolios for Short-Term Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 229
Author(s):  
Tomoka Kaneko
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Efl Students ◽  
Study Abroad Program

This paper describes how I designed and implemented a portfolio project in a short-term study-abroad program at my university in Japan. Sixteen EFL students participated, and of these, none had experience of producing portfolios before the study. I planned the project based on an analysis of the program and students. Central to the portfolio was a reflective report, designed to help the students reflect on what they learned and to set goals based on reflection throughout the program. The students received instructions on how to complete the portfolio in predeparture sessions, continuously worked on their portfolios during the stay abroad, and completed them after they returned to Japan. The examination of submitted portfolios and interviews with the students show that the process of producing the portfolios helped them become autonomous learners and maximize their study abroad experience and opportunities. 本稿では、著者が勤務する大学の短期海外語学研修プログラムに、どのようにポートフォリオを構想し、組み込んだかについて説明する。16名の大学生がプログラムに参加した。参加者は全員、プログラム以前にポートフォリオを作成した経験がなかった。海外での研修内容と参加学生の分析に基づいて、ポートフォリオの構想を立てた。学生は自分の学びをその都度振り返り、それに基づいて目標を立て、それらを振り返り報告書に記入した。この振り返り報告書は、ポートフォリオの中核を担うものである。学生は事前研修でポートフォリオの作成方法を学び、主に研修先で作成に取り組み、事後研修後に完成させた。提出されたポートフォリオと学生へのインタビューから、ポートフォリオを作成することにより、学生がよりよい自律的学習者となり、短期間の海外語学研修を有意義なものにしたと感じていることが分かった。

scholarly journals An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome

2019 ◽  
Vol 31 (1) ◽  
pp. 148-168
Author(s):  
Sara A. McComb ◽  
Lorenzo Fedele ◽  
Patrick A. Brunese ◽  
Vicki L. Simpson
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Service Sector ◽  
The United States ◽  
Technical Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience . Faculty fr om Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. S pecifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in class activities and case study discussions, field experiences, and assessments. Here in, administrat ive issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activitie s is described. Finally, examples of learning outcomes resulting from this alignment are provided.

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