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Author: Erin K. Riley
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
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Book Description
Experiential study abroad programs continue to face pressure to provide evidence of their stated outcomes. In recent years many college programs have produced outcomes assessments, but there is a continuing need for outcomes information for younger students. This research explores the participants' perceptions of the longterm outcomes of shortterm study abroad programs for middle school students. Individuals who participated in Educational Safaris' international programs during their middle school years served as a case study for this research. An email survey was used to collect both quantitative and qualitative data. The research revealed that participants' study abroad experience during their middle school years may have both direct and indirect impact on their choices later in life. The research also noted an increase in personal growth, foreign language competency, and intercultural awareness that can lead to a greater level of intercultural competence. This study adds a new voice to the outcomes assessments of study abroad programs and expands their use to middle school programs. It provides data to support the anecdotal evidence that practitioners in the field have experienced for so long. The research may be of interest to middle school program providers, program leaders, investors, parents, and middle school students.
Author: Erin K. Riley
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
Get Book Here
Book Description
Experiential study abroad programs continue to face pressure to provide evidence of their stated outcomes. In recent years many college programs have produced outcomes assessments, but there is a continuing need for outcomes information for younger students. This research explores the participants' perceptions of the longterm outcomes of shortterm study abroad programs for middle school students. Individuals who participated in Educational Safaris' international programs during their middle school years served as a case study for this research. An email survey was used to collect both quantitative and qualitative data. The research revealed that participants' study abroad experience during their middle school years may have both direct and indirect impact on their choices later in life. The research also noted an increase in personal growth, foreign language competency, and intercultural awareness that can lead to a greater level of intercultural competence. This study adds a new voice to the outcomes assessments of study abroad programs and expands their use to middle school programs. It provides data to support the anecdotal evidence that practitioners in the field have experienced for so long. The research may be of interest to middle school program providers, program leaders, investors, parents, and middle school students.
Author: Sharon J. Riskedahl
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study analyzes changes in student attitudes toward classroom learning and behavior, specifically in the areas of structure and formality in the classroom, the importance of questioning and creative self-expression in the classroom, and the importance of self-expression in testing in the classroom. Participants in this two-year study were third year students from a women's college in Japan taking part in a three-week education/homestay experience at a small liberal arts college in the Midwest. Quantitative and qualitative data were collected upon students' arrival, at the end of classes, and six months after their return to Japan. At the end of the American study session, results revealed changes in students' perception of education and self, and showed very favorable responses to new ways of learning and interaction. Within six months of their return to Japan, however, students had resumed their prior patterns of classroom learning. This study could productively be extended to evaluate the effectiveness of short-term cross-cultural learning experiences in the context of an intended purpose, and/or replicated to determine the value and significance of short term study abroad programs.
Author: Jeremy L. Pickard
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 340
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Book Description
This case study examined the phenomenon, through a basic interpretive approach, of 13 students who participated in a short- term study abroad program at a community college. Participants shared experiences from their programs that provided meaning to their lives and how that meaning has shaped their life socially, academically, professionally, and personally. The goal of the study was to describe their experiences of community college students who participate in a short-term study abroad program, describe how a short-term study abroad program at a community college impacts a student's life, understand how short-term study abroad programs in community colleges are moving toward the outcomes of long-term programs, and determine the impact this study will have on senior level administrators from Community Colleges for International Development and other government agencies affiliated with study abroad programs. Data were collected from 13 participants via interviews, travel journals, trip reports, and photographs taken while the students were studying abroad. The themes identified in the data were: International experiences encourage participants to study abroad; student perception of faculty leading the study abroad program is key to study abroad participation; expanded worldview through human interaction; studying abroad produces a desire to travel internationally; participants earn intellectual, social, professional, and personal capital as a result of studying abroad. These themes suggest that short-term study abroad programs that use the Troika model produced a significant impact on students who participate in them.
Author: Ashley A. Brenner
Publisher:
ISBN:
Category :
Languages : en
Pages : 244
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Book Description
This case study examined how participating in a short-term education abroad program fostered transformative learning for a small group of community college students. As a participant-observer, I utilized ethnographic methods, including interviews, observations, and document analysis, to understand students' perceptions of their experiences studying in Peru for two weeks. The following questions guided the research: How do participants describe their perceptions of their experiences studying abroad? How do participants' biographies impact their perceptions of their experiences? How do programmatic features influence participants' perceptions of studying abroad? To investigate these questions, I utilized Glaser and Strauss' (1973) constant comparative method, in which I systematically and simultaneously collected and analyzed the data. Kiely's (2005) transformative learning model for service-learning served as a frame through which I analyzed participants' experiences. Four key themes concerning learning processes and outcomes emerged from this analysis. The new relationships that students forged and the intensive language classes provided the most impactful learning experiences. As a result of studying abroad, the participants reflected on and reassessed their own lives and expressed a desire to engage in future international travel. This study's findings illustrate the transformative potential of short-term study abroad programs for community college students. Previous short-term study abroad research has primarily investigated the outcomes of students' participation in four- to eight-week programs at four-year institutions; few studies have documented community college students' learning processes in very short education programs. The insights gained from this study contribute to the extant study abroad literature and inform community college administrators and faculty as they design and implement education abroad programs at their institutions.
Author: Michael Vande Berg
Publisher: Taylor & Francis
ISBN: 1000980162
Category : Education
Languages : en
Pages : 414
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Book Description
A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified—and what can be done if they are.The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to “immerse” them in the experience abroad.Student Learning Abroad reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Contributors:Laura BathurstMilton BennettGabriele Weber BosleyJohn EngleLilli Engle Tara HarveyMitchell HammerDavid KolbBruce La Brack Kris Hemming LouKate McClearyCatherine MenyhartR. Michael PaigeAngela PassarelliAdriana Medina-López PortilloMeghan QuinnJennifer Meta RobinsonRiikka SalonenVictor SavickiDouglas StuartMichael Vande BergJames ZullWhile the authors who have contributed to Student Learning Abroad are all known for their work in advancing the field of education abroad, a number have recently been honored by leading international education associations. Bruce La Brack received NAFSA’s 2012 Teaching, Learning and Scholarship Award for Innovative Research and Scholarship. Michael Paige (2007) and Michael Vande Berg (2012) are recipients of the Forum on Education Abroad’s Peter A. Wollitzer Award.
Author: Zachary Black
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 92
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Book Description
This study investigated seven students who participated in a short-term study abroad program in Italy, and the effects that they perceived. Researching the students' perceptions, utilizing rubrics adopted from the American Association of Colleges and Universities (AAC&U), of knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning was completed through questionnaires, journals, and blogs. A questionnaire was formulated, with adopted AAC&U rubrics, for the seven students to complete prior to their study abroad experience, and again when they returned to the U.S. Also considered for data collection were the course journals and student blogs, which had been completed during the experience. Data analysis was guided by the adopted AAC&U rubrics to measure the students' perceptions. Quantitative data was analyzed via change scores to show the effect that the study abroad program had on the students' perceptions. The results of the data found that studying abroad did have an impact on the student's knowledge, skills, and dispositions related to intercultural knowledge and competence, and life-long learning. Students in this study proclaim that in this study abroad experience they learned a lot and gained new perspectives. This study found that the study abroad experience affected them and was evidenced by the qualitative data and the quantitative change scores. This study suggests that further research on short-term study abroad programs is needed and alternative data tools can be beneficial.
Author: Michael Byram
Publisher: Multilingual Matters
ISBN: 1853599107
Category : Education
Languages : en
Pages : 293
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Book Description
'Living and Studying Abroad' looks at students who travel to other countries for study. It includes students travelling within Europe, from Europe and America to East Asia and China and vice versa. The articles report the results of research and also give detailed accounts of the research methods used.
Author: Cathryn Johnson Brubaker
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 394
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Book Description
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 125
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Book Description
What motivates students to study abroad and what are the implications of intrinsic and extrinsic forms of motivation to study abroad? These questions served as the foundation for this dissertation, which is comprised of an integrative literature review and two empirical studies. Specifically, the literature review systematically investigated research, published between 2006 and 2015, on factors affecting student choice to study abroad. The review revealed that students’ desire to experience something new most positively affected choice to study abroad and the financial costs of participating in study abroad most negatively affected choice to study abroad. The first empirical study was a quantitative investigation of predictors of California State University (CSU) student participation in study abroad programs of four weeks or shorter. The results included positive correlations between amotivation and short-term program participation and positive correlations between the international experience requirement (IER) and shortterm program participation. The second empirical study was a qualitative analysis of perceived outcomes of study abroad for CSU students whose degrees included an IER. Several positive outcomes emerged for all participants. However, self-discovery and developing a sense of global human connectedness were themes for participants who would have studied abroad without the IER (Group 1) but not for those who would have chosen to stay home (Group 2) if not for the IER. Financial debt was a theme for Group 2 but not Group 1. Recommendations for research and practice are extended.
Author: Robert D. Larson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 98
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Book Description
This exploratory study examines the impact of short-term study abroad programs on students at one small, religious, comprehensive university on the West Coast. In particular, four dimensions of influence are investigated: academic impact, personal impact, social impact, and spiritual impact. The primary objective of this investigation is to determine whether the shortterm study abroad programs at this institution provide substantive opportunities for student growth in these four dimensions. A secondary objective utilizes Astin's Student Involvement Theory to discover the extent to which student engagement affects this student growth. The literature review examines the impact of study abroad experiences in each of this study's four dimensions, as well as the implications of study abroad duration on student outcomes. All participants in this study attend the same university and enrolled in a short-term study abroad program nine-months prior to participating in this research. The survey instrument relied on student self-assessment. Findings revealed that the short-term study abroad experience did have a measurable impact on study participants. Each of the four dimensions studied exhibited areas of positive impact, with the greatest impact occurring in the areas of personal and social growth. While less substantial, some degree of impact was felt in the areas of academic and spiritual growth. Further, the research found a positive correlation between quality and quantity of student investment in the short-term study abroad experience and the impact that students realized as a result. This study builds on a shallow base of scholarship specifically pertaining to the impact of short-term study abroad. Due to its methodology, this study is limited in its universality. The findings and conclusions are directly applicable to the institution and participants studied, but are not intended to be representative of all short-term study abroad programs.
