scholarly journals Korean college students’ L2 learning experience in a short-term study abroad context: A grounded theory approach

2015 ◽  
Vol 14 (1) ◽  
pp. 103-134
Author(s):  
Eun-Mi Yang
Keyword(s):  
College Students ◽  
Grounded Theory ◽  
Study Abroad ◽  
Learning Experience ◽  
Theory Approach ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Korean College Students ◽  
Grounded Theory Approach

scholarly journals “Super-Short-Term” Study Abroad in Japan: A Dramatic Increase

2018 ◽  
Vol 94 ◽  
pp. 13
Author(s):  
Yukiko Shimmi ◽  
Hiroshi Ota
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Developed Countries ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Japanese Students ◽  
Short Term Study ◽  
Global Trend

In recent years, there has been a dramatic increase of Japanese students participating in “super-short-term” study-abroad programs, lasting from one week up to one month. This reflects a growing global trend among college students, especially in developed countries. This article discusses the background of this trend in Japan as well as emerging challenges.

The benefits of short‐term study abroad as a blended learning experience

2012 ◽  
Vol 5 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Michael H. Slotkin ◽  
Christopher J. Durie ◽  
Jarin R. Eisenberg
Keyword(s):  
Study Abroad ◽  
Blended Learning ◽  
Learning Experience ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

scholarly journals “Super-Short-Term” Study Abroad in Japan: A Dramatic Increase

2018 ◽  
Vol 94 ◽  
pp. 13-15 ◽  
Author(s):  
Yukiko Shimmi ◽  
Hiroshi Ota
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Developed Countries ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Japanese Students ◽  
Short Term Study ◽  
Global Trend

In recent years, there has been a dramatic increase of Japanese students participating in “super-short-term” study-abroad programs, lasting from one week up to one month. This reflects a growing global trend among college students, especially in developed countries. This article discusses the background of this trend in Japan as well as emerging challenges.

scholarly journals Providing International Opportunities For Business Students: A Guide To Planning A Short-Term Study Abroad Program At Regional And Small Universities

2010 ◽  
Vol 3 (8) ◽  
pp. 59-66 ◽  
Author(s):  
Russell McKenzie ◽  
Tará Lopez ◽  
David Bowes
Keyword(s):  
College Students ◽  
Study Abroad ◽  
Business Students ◽  
Perceived Value ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Course Content ◽  
Short Term Study ◽  
Study Abroad Program

In recent years the perceived value and interest in participating in study abroad programs among college students has been increasing.  Faculty who endeavor to develop study abroad programs face many challenges, particularly at smaller universities where resources may be very limited.  This article offers recommendations to help faculty of regional and small universities who are considering developing a new direct-enrollment short-term program. The article addresses several pertinent issues including: the suitability of faculty, selecting a location, designing the course content, and post-trip evaluation.

The Impact of Short Term Study Abroad on the  Identity Development of College Students with Learning Disabilities and/or AD/HD

2005 ◽  
Vol 11 (1) ◽  
pp. 1-31 ◽  
Author(s):  
Wendy Shames ◽  
Peg Alden
Keyword(s):  
College Students ◽  
Identity Development ◽  
Study Abroad ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Students With Ld ◽  
Identity Changes ◽  
The Impact

This article explores the identity changes that college students with LD and/or AD/HD report after participating in a short-term study abroad program. The reflections of thirteen short-term study abroad participants, all of whom have been diagnosed with LD and/or AD/HD are presented. Particular attention is focused on the ways in which these identity changes impacted the students as learners and the factors unique to short-term study abroad that facilitated those identity changes. It concludes by proposing a model of identity development for students with LD and/or AD/HD and recommends methods for greater inclusion of students with LD and/or AD/HD in short-term study abroad programs. We hope that our findings will help to reframe notions about the ability and adaptability of students with LD and/or AD/HD, lower current barriers to participation in study abroad for students with LD and/or AD/HD, and contribute to the dynamic discussion currently underway about study abroad and student outcomes.

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。

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Emplacing Berlin: Digital Itineraries and Short-term Study Abroad in the City

2018 ◽  
Vol 12 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Richard B. Apgar
Keyword(s):  
Study Abroad ◽  
Urban Landscape ◽  
Physical Space ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Digital Maps ◽  
Short Term Study ◽  
The City

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

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