scholarly journals Virtual exchange program building: an assessment-based approach

2021 ◽  
Vol 4 SI:IVEC 2020 ◽  
pp. 70-94
Author(s):  
Nancy L. Ruther ◽  
Alexa K. Jeffress ◽  
Lu Shi ◽  
Sarah Rabke
Keyword(s):  
Teacher Training ◽  
Intercultural Competence ◽  
Program Effectiveness ◽  
Positive Impact ◽  
Student Assessment ◽  
Learning Goals ◽  
Exchange Program ◽  
Global Workforce ◽  
Strategic Approach ◽  
Student Impact

Virtual Exchange (VE) provides a strategic approach for higher education institutions to internationalize. This study investigated how a USA Community College (US-CC) system and their partners started and grew their internationalization program through VE with teacher training, assessment, and support from a nonprofit bridge organization. Data were collected on program growth over three years, 2017-20, totaling 13 modules, 29 faculty, and 14 campuses. Cumulatively, students completed 341 pre-module and 202 post-module surveys which assessed the community colleges’ student learning goals: intercultural competence and awareness of the wider world, confidence in finding success in the global workforce, and ability to deploy 21st century skills (e.g. technology and teamwork). Quantitative and qualitative results provided concrete and nuanced evidence of program effectiveness and suggested positive impact. Our findings have two main implications: (1) positive student impact can help grow and sustain VE and other international programming; and (2) teacher training informed by and adapted with student assessment can help institutionalize VE programs.

scholarly journals Extent, Type and Reasons for Adaptation and Modification When Scaling-Up an Effective Physical Activity Program: Physical Activity 4 Everyone (PA4E1)

2021 ◽  
Author(s):  
Matthew Mclaughlin ◽  
Elizabeth Campbell ◽  
Rachel Sutherland ◽  
Tom McKenzie ◽  
Lynda Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Program Effectiveness ◽  
Negative Impact ◽  
Positive Impact ◽  
Scale Up ◽  
Evaluation Methods ◽  
Physical Activity Program ◽  
Implementation Support ◽  
Support Strategies ◽  
Activity Program

Abstract Background Few studies have described the extent, type and reasons for making changes to a program prior to and during its delivery using a consistent taxonomy. Physical Activity 4 Everyone (PA4E1) is a secondary school physical activity program that was scaled-up for delivery to a greater number of schools. We aimed to describe the extent, type and reasons for changes to the PA4E1 program (the evidence-based physical activity practices, implementation support strategies and evaluation methods) made before its delivery at scale (adaptations) and during its delivery in a scale-up trial (modifications). Methods The Framework for Reporting Adaptations and Modifications-Enhanced (FRAME) was used to describe adaptations (planned and made prior to the scale-up trial) and modifications (made during the conduct of the trial). A list of adaptations was generated from a comparison of the efficacy and scale-up trials via published PA4E1 protocols, trial registrations and information provided by trial investigators. Monthly trial team meetings tracked and coded modifications in ‘real-time’ during the conduct of the scale-up trial. The extent, type and reasons for both adaptations and modifications were summarized descriptively. Results In total, 20 adaptations and 20 modifications were identified, these were to physical activity practices (n = 8; n = 3), implementation support strategies (n = 6; n = 16) and evaluation methods (n = 6, n = 1), respectively. Few adaptations were ‘fidelity inconsistent’ (n = 2), made ‘unsystematically’ (n = 1) and proposed to have a ‘negative’ impact on the effectiveness of the program (n = 1). Reasons for the adaptations varied. Of the 20 modifications, all were ‘fidelity consistent’ and the majority were made ‘proactively’ (n = 12), though most were ‘unsystematic’ (n = 18). Fifteen of the modifications were thought to have a ‘positive’ impact on program effectiveness. The most common decision-maker in the modification process was the ‘program manager’ (n = 17). The main reason for modification was the ‘available resources’ (n = 14) of the PA4E1 Implementation Team. For both adaptations and modifications respectively, the most common goal was to ‘improve fit with recipients’ (n = 8; n = 7). Conclusions A considerable number of adaptations and modifications were made for scale-up that could have important impacts on intervention effects and are important to the interpretation of trial findings. Trial Registration Australia New Zealand Clinical Trial Registry: ACTRN12617000681358

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Exploratory Study on Internalization of Character Values through Educational Profession Course

2021 ◽  
Vol 4 (1) ◽  
pp. 58-65
Author(s):  
Mesterjon Mesterjon ◽  
Suwarni Suwarni ◽  
Diah Selviani
Keyword(s):  
Teacher Training ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Early Stage ◽  
Early Observation ◽  
Educational Science ◽  
Local Character ◽  
Educational Profession

This study was based on the findings during teaching and learning process at FKIP Universitas Dehasen Bengkulu (the Faculty of Educational Science and Teacher Training of Dehasen University of Bengkulu). There was a phenomenon of declining of good character value and morality. This is because of the misused of advancing technology by students that brings negative impact on the students' character and morality. This phenomenon was especially found among new students of FKIP (Faculty of Educational Science and Teacher Training) on their early stage of study. At the meeting of Educational Profession (Profesi Pendidikan) course, we did early observation by making contract with the new student.. They generally still brought their local character and moralor their old behavior. This could be seen, for example, they talked to their lecturers and seniors impolitely or often used their local language.  Everyone's patience was needed in dealing withthis phenomenon. As the lectures progressed, especially Educational Profession course, we tried to internalize character values toward the students. This had positive impact for them. Today, they are found to be more polite, for example, they greet their lecturers and seniors when they meet them. This study dealt with character values such as: religious, discipline, honest, hard work, responsible, love peace, appreciate achievements, and friendly or communicative. This Exploratory study which was done to internalize character value of the students, has positive impact, this can be seen fromthepositive progress of students' character. Students who already have good character will keep learning to have better personality. This wil affect their future job, especially if they become teachers.

scholarly journals Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

2021 ◽  
Vol 13 (20) ◽  
pp. 11222
Author(s):  
Daniel Salcedo-López ◽  
Mercedes Cuevas-López
Keyword(s):  
Teacher Training ◽  
Negative Impact ◽  
Positive Impact ◽  
Student Mobility ◽  
The European Union ◽  
International Mobility ◽  
Global Pandemic ◽  
Training Activities ◽  
The University ◽  
The Impact

The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

scholarly journals Increasing Cultural Awareness Through a Cultural Awareness Program

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Beate Baltes ◽  
David Hernandez ◽  
Christina Collins
Keyword(s):  
High School Students ◽  
Intercultural Competence ◽  
Role Models ◽  
Cultural Awareness ◽  
Positive Impact ◽  
International Studies ◽  
Theoretical Frameworks ◽  
School Students ◽  
Study Results ◽  
Students Attitudes

Racial tension motivates strife and violence in the metropolitan Detroit, Michigan, area. The purpose of this study was to determine the effectiveness of a collaborative partnership, the Cultural Awareness Consortium (CAC), in making a positive impact on the attitudes of a group of diverse high school students regarding multicultural relations. The two theoretical frameworks guiding this study were Allport’s intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions concerned whether attending the CAC for 4 months, the treatment, changed students’ attitudes on multicultural relations, and whether a student’s gender or ethnicity was a predictor of changes in these attitudes. A single group, pre-experimental design with data collection from two administrations of the Student Multicultural Relations Survey was used in the study. Fifty-four students completed the survey, which yielded four multicultural relations scales (dependent variables), eight single-item attitudinal variables on multicultural issues, and two demographic variables (independent variables), and inferential analysis included <em>t </em>tests and multiple regression. According to study results, students’ attitudes on multicultural relations had changed significantly, and students talked to and mixed with students from different cultural backgrounds more after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students’ attitudes on multicultural relations. This can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

The Use of Virtual Worlds for Developing Intercultural Competences

2016 ◽  
Vol 12 (3) ◽  
pp. 51-64 ◽  
Author(s):  
Lisiane Machado ◽  
Amarolinda Zanela Klein ◽  
Angilberto Freitas ◽  
Eliane Schlemmer ◽  
Cristiane Drebes Pedron
Keyword(s):  
Social Interaction ◽  
Virtual Worlds ◽  
Second Life ◽  
Intercultural Competence ◽  
Design Research ◽  
Learning Opportunities ◽  
Educational Method ◽  
Exchange Program ◽  
Sense Of Presence ◽  
Conversational Learning

In this research, the authors present a framework for developing Intercultural Competence (IC) and use Tridimensional Digital Virtual Worlds (3DVW) as environments for developing Intercultural Competence. They developed an artifact, via Design Research, constituted by an educational method using the 3DVW Second Life® as the place for a virtual exchange program between 92 Brazilian and Portuguese master students. The results of the authors' study indicate that the 3DVW can be used for the development of IC because it allows rich experiential and relational/conversational learning opportunities, especially due to the affordances of immersion/sense of presence, social interaction, content production and knowledge sharing.

A Meta-Analytic Review of School-Based Prevention for Cannabis Use

2010 ◽  
Vol 37 (5) ◽  
pp. 709-723 ◽  
Author(s):  
Amy J. Porath-Waller ◽  
Erin Beasley ◽  
Douglas J. Beirness
Keyword(s):  
High School Students ◽  
Program Effectiveness ◽  
Positive Impact ◽  
Cannabis Use ◽  
School Students ◽  
Prevention Programming ◽  
Influence Model ◽  
School Based ◽  
Analytic Review ◽  
Model Programs

This investigation used meta-analytic techniques to evaluate the effectiveness of school-based prevention programming in reducing cannabis use among youth aged 12 to 19. It summarized the results from 15 studies published in peer-reviewed journals since 1999 and identified features that influenced program effectiveness. The results from the set of 15 studies indicated that these school-based programs had a positive impact on reducing students’ cannabis use ( d = 0.58, CI: 0.55, 0.62) compared to control conditions. Findings revealed that programs incorporating elements of several prevention models were significantly more effective than were those based on only a social influence model. Programs that were longer in duration (≥15 sessions) and facilitated by individuals other than teachers in an interactive manner also yielded stronger effects. The results also suggested that programs targeting high school students were more effective than were those aimed at middle-school students. Implications for school-based prevention programming are discussed.

scholarly journals Using Sociological Images to Develop the Sociological Imagination

2021 ◽  
pp. 0092055X2110545
Author(s):  
Georgiana Bostean ◽  
Lisa Leitz
Keyword(s):  
A Priori ◽  
Student Assessment ◽  
Real Life ◽  
Learning Goals ◽  
Visual Images ◽  
Online Course ◽  
Face To Face ◽  
Social Events ◽  
Regional University ◽  
Lower Division

We present a two-assignment series that developed students’ sociological imaginations and that could be done in a face-to-face or online course. The series used the Sociological Images blog and students’ own visual images (e.g., photographs) to meet course learning goals: (1) link sociological theories and concepts to social events/trends, (2) apply these ideas to real life by identifying sociologically relevant images in daily life, and (3) communicate sociological analysis in academic and popular written forms. The use of a blog encourages students to embrace public sociology. We present faculty and student assessment data (pretest from nonequivalent comparisons group) from six lower division sociology classes at a regional university (N = 157). Students entered with little a priori ability to examine images using a sociological lens, and students who completed the series successfully applied sociological concepts and theories to critically examine elements of their lives, achieving core sociology disciplinary learning goals.

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