Deepening Learning and Inspiring Rigor

Long, Susan; Akande, Yemi; Purdy, Roger W.; Nakano, Keiko

doi:10.1177/1028315308327952

Cited by 39 publications

(14 citation statements)

References 14 publications

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“…Over the past 15 years, short-term study abroad programs lasting eight weeks or less have replaced longer term programs as the most common form of study abroad for students in the United States (IIE, 2017). Short-term programs have played a major role in bolstering student enrollment and diversifying the range of students who study abroad on account of affordability and less time commitment (Donnelly-Smith, 2009; Long, Akande, Purdy, & Nakano, 2010; Mills, Deviney, & Ball, 2010).…”

Section: Current State Of Study Abroad In the United Statesmentioning

confidence: 99%

“…Results were mediated by the inclusion of supportive interventions like service learning activities, weekly reflective blogs that engaged students with their experience of local issues, and providing students with pretrip information on living and learning abroad. Taken together, these studies suggest advantages of short-term study abroad programs may be the potential for faculty control over the learning environment and the inclusion of intentional pedagogical interventions (Donnelly-Smith, 2009; Long et al, 2010). In other words, effective short-term programs create culturally immersive and focused learning environments through intentional program structure and pedagogy.…”

Section: Current State Of Study Abroad In the United Statesmentioning

confidence: 99%

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Place as Pedagogy: Toward Study Abroad for Social Change

Pipitone

2018

Journal of Experiential Education

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Background: Emergent bodies of literature have uncovered problematic trends in U.S. study abroad that reproduce hierarchies of power and colonialism, perpetuate views of an exotic cultural “other,” and privilege tourism over education. Purpose: This work responded to these problems by exploring ways of teaching and learning in study abroad that embrace the pedagogical power of place to foster awareness of the self in relation to other, cultivate relationality, and deconstruct the exotic. Methodology/Approach: Reflecting on two major findings from a longitudinal comparative case study with 19 students on short-term study abroad programs to Morocco and Bali, this article considers how educators can adapt the intentions and practices of their programs to embrace the pedagogical potential of place to foster the renegotiation of representations and heightened relationality. Findings/Conclusions: Findings indicate engagement with place was fundamental to the production of experiential learning space, mediated through pedagogies that engaged students with local rhythms, meanings, and histories; social interactions; and cultural tools that engaged students in alternative ways of knowing and being in the world before and during the trip. Implications: This article offers five epistemological commitments and several pedagogical strategies to guide future program development with an eye toward social change.

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Section: Current State Of Study Abroad In the United Statesmentioning

confidence: 99%

Section: Current State Of Study Abroad In the United Statesmentioning

confidence: 99%

Place as Pedagogy: Toward Study Abroad for Social Change

Pipitone

2018

Journal of Experiential Education

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“…Despite this progress, other than in the study of language, there is a relative paucity of research on how foreign students learn about China on both short and long stays in the country. Although we have found insights from accounts of similar tours to ours with Japan (Orpett Long et al 2010) and Russia (Moran & Round 2010) as the destination, extant research on study abroad in China suggests that the majority of programmes either focus on understanding business, for short stays (e.g. Hutchings et al 2002, Evans et al 2008, or language development, for long stays (e.g.…”

mentioning

confidence: 62%

Reflections on the Pedagogy of International Field-schools: Experiential Learning and Emotional Engagement

Mitussis

Sheehan

2013

Enhancing Learning in the Social Sciences

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We explore how field-schools can be used to enhance the learning of students who are interested in studying China to augment their non-Chinese Studies undergraduate or postgraduate programmes, drawing on relevant areas of the teaching and learning literature to help structure and make sense of our reflections. In the first part we consider subject-specific knowledge and its use in developing transferable skills and enhancing employability. In the second part we reflect on our approach, with a focus on activity design and the central place of the learning diary. In the third part we discuss the role and management of affective responses to the subject and mode of learning. While we can make no specific claims beyond the study of China, we suspect that our programmes and observations may provide useful insight for specialists in other fields seeking to draw new students and programmes into their orbit as well as those seeking insights from non-traditional modes of higher education to enhance practice more generally.

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“…Here is one of the figur 3. step of facilitation models for transformative learning in Schwarz's opinion. As the figure 3 shown that considering lecture process is not only structured in the classroom, but also independent learning outside the classroom, this model is very appropriate to be implemented in groups with independent learning or learning outside the classroom including study tour [30]. The results of this activity, then are discussed in the classroom by a multi-directional dialogue process and the lecturer acts as a facilitator.…”

Section: Fig 1 Line Graph Learning Mindset Of Milenial Generation Based On Personalitymentioning

confidence: 99%

Transformation the Meaning of Learning for Millennial Generation on Digital Era

Hardika

Aisyah

Raharjo

et al. 2020

Int. J. Interact. Mob. Technol.

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This study aims to uncover and describe the transformation of the meaning of learning at the millennial generation mindset. The research approach used is a qualitative research method through a naturalistic phenomenological design. The research subjects consisted of 80 students at the State University which consisted of 3 groups of students from 7 faculties whose average age was 19-24 years: 1) active in student organizations (Ormawa), 2) active in Student Activity Units (UKM) ), and 3) students who are not active at all only attend lecture activities. The data comes from the results of interviews and observations that are analyzed through the stages of synthesis and selection of data, data display, data verification and conclusion, then tested its reliability through cross-checking data sources, comparison of results of literature review, extension of research time, academic feasibility audits through experts, and confirmation to the data source about the accuracy of the meaning of information. The results of this study provide an understanding that there is a transformation of the meaning of learning in the mindset of the millennial generation which is based on changes in students' self as learners and the learning transformation environment in higher education that can support changes in learning outcomes. Changes in students' self as learners in the form of: 1) Self Change, Self Experience, Creativity, motivation, orientation, maturation. A learning transformation environment in higher education that can support changes in learning outcomes, in the form of: 1) Innovation, 2) technology-based, 3) creative and 4) positive condition

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Deepening Learning and Inspiring Rigor

Cited by 39 publications

References 14 publications

Place as Pedagogy: Toward Study Abroad for Social Change

Place as Pedagogy: Toward Study Abroad for Social Change

Reflections on the Pedagogy of International Field-schools: Experiential Learning and Emotional Engagement

Transformation the Meaning of Learning for Millennial Generation on Digital Era

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