scholarly journals Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

2013 ◽  
Author(s):  
Jane MacKenzie ◽  
Jane Pritchard
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Experiences ◽  
Opportunity To Learn ◽  
International Study ◽  
Field Work ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
University Settings

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literatureAnalysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2018 ◽  
pp. 1542-1560
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 112-130
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 1438-1456
Author(s):  
Patricia A. Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Putting the Anthropological Toolkit to Use in International and Intercultural Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Kiran Cunningham
Keyword(s):  
United States ◽  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Student Learning ◽  
International Study ◽  
Intercultural Learning ◽  
Learning Programs ◽  
Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

scholarly journals Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Li Xin ◽  
Zhang Jiayi
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Combining Data ◽  
The Uk ◽  
The University

<p>This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?</p>By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

scholarly journals Lecturer Identities and Perceptions of CPD for Supporting Learning and Teaching in FE and HE in the UK

2020 ◽  
Vol 7 (4) ◽  
pp. 432-453
Author(s):  
Charles Buckley ◽  
Gary Husband
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Compulsory Education ◽  
Learning Needs ◽  
Longitudinal Impact ◽  
Initial Training ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
Teaching Qualifications

This paper draws together the findings of two separate studies that were focused on the professional learning of lecturers working in the post compulsory education sector. The studies were conducted independently in separate locations and institutions in the United Kingdom and focused in different sectors of post compulsory education (further and higher). Each study aimed to discover the ongoing professional learning needs of lecturers some years after initial training had been completed. Through conducting semi structured interviews, each researcher gained a situational understanding from the perspective of the respondent lecturers through a lens of their experience and agency. This paper acts an extending study as the researchers bring together their independent results and findings in a further analysis. Focusing on understanding the similarities and differences in experiences, the paper reports several additional findings based on this cross analysis. Further to the pedagogical developments and support for undertaking teaching practice, this research reports that in both communities of further and higher education lecturers, their initial teaching qualifications and related experiences had a more profound and longitudinal impact on their professional identity and practices than they had previously considered. Organisationally, these finding prove to be interesting as it demonstrates that initial training and induction support networks and courses of study, have a longer lasting impact on individuals and consequently, the cultural and social aspects of associated organisations. By looking at the both combined studies, it was possible to broaden the sample size and ascertain whether observed phenomenon were present in a cross sectoral capacity.

scholarly journals Transformative Learning of Pre-Service Teachers during Study Abroad

2015 ◽  
pp. 42-55 ◽  
Author(s):  
Angela Vatalaro ◽  
Judit Szente ◽  
Judith Levin
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Study ◽  
Reggio Emilia ◽  
Global Competence ◽  
Future Research ◽  
Global Awareness ◽  
Study Abroad Programs ◽  
Study Abroad Program

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.

Duty, desire, and Japaneseness

2017 ◽  
Vol 2 (2) ◽  
pp. 206-239
Author(s):  
Levi Durbidge
Keyword(s):  
High School ◽  
High School Students ◽  
Study Abroad ◽  
Language Learning ◽  
Structured Interviews ◽  
School Students ◽  
Before And After ◽  
High School Programs ◽  
The Usa ◽  
The Uk

AbstractThis qualitative study draws on identity theory to explore the short-term study abroad and language learning experiences of Japanese high school students from a private high school near Tokyo as they travelled to the UK and the USA. Data were collected through semi-structured interviews both before and after the program, combined with daily journals written by the students, and then subjected to thematic analysis. Several themes emerged among the students’ accounts of their experiences, including drawing on Japanese cultural identities to interpret difficult intercultural experiences, seeing English-mediated identities as a means to overcome pressure to conform to idealized notions of Japanese femininity, and feeling a sense of duty to parents as a motivator to study abroad. These findings demonstrate the diversity of experiences in high school programs and highlight a need for further research on students travelling from non-English-speaking backgrounds to study abroad.

scholarly journals Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

2016 ◽  
Vol 6 (1) ◽  
pp. 116 ◽  
Author(s):  
Emre Debreli
Keyword(s):  
Teacher Education ◽  
Learning Experiences ◽  
Education Programme ◽  
Educational Programme ◽  
Belief Formation ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Northern Cyprus ◽  
Teachers Beliefs ◽  
Previous Learning

It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers’ beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes’ influence on teachers’ beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers’ belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers’ belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.

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