International fieldwork as skills development: an exploratory study

Ito, Hiroshi; Igano, Chisato

doi:10.1080/03098265.2020.1836481

Cited by 7 publications

(4 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, only a few of the reviewed studies (i.e., six) suggest that traineeships abroad may influence participants' cognitive processes and strategies. These report that students increased their problem‐solving skills (Flander & Korada, 2020; Ito & Igano, 2021; Giannopoulou et al, 2020), their critical thinking skills (Flander & Korada, 2020; Ito & Igano, 2021; Zierer, 2017), their analytical thinking skills (Moise et al, 2013), and their learning agility (Predovic et al, 2021). Similarly, a small number of the reviewed studies (i.e., five) document an improvement in creativity following participation in international internships.…”

Section: Resultsmentioning

confidence: 99%

International internships and skill development: A systematic review

Pietro

2022

Review of Education

View full text Add to dashboard Cite

An increasing number of students complete an internship during their higher education studies in a country different from that of their home institution. A main advantage of this type of mobility is that it responds to employers' need for graduates with both hands‐on experience and global skills. In this paper, we attempt to review existing research on the types of skills higher education students gain through their participation in international internships. While there are several systematic reviews on study abroad programmes, this is, to the best of our knowledge, the first focusing on internship programmes abroad. Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) approaches were used to explore four electronic databases (Scopus, Google Scholar, ScienceDirect and Resources Information Center). From these, 31 relevant studies were identified, and data were examined using a combination of thematic and content analysis. Intrapersonal skills (e.g., open mindedness, self‐confidence) are found to be the most frequently cited skills learned by participants. Many of the reviewed studies also report learning gains in terms of practical knowledge and language proficiency. On the other hand, there is less evidence suggesting that international internships enhance cognitive skills and leadership skills. The large majority of the reviewed studies, however, have methodological problems. A future research agenda is outlined, along with suggestions for improving the research methodology.

show abstract

Section: Resultsmentioning

confidence: 99%

International internships and skill development: A systematic review

Pietro

2022

Review of Education

View full text Add to dashboard Cite

show abstract

“…Forced online learning experiences in geography can open the range of possibilities for working on spatial thinking and reasoning. One of the most effective learning strategies demonstrated in the development of spatial thinking and problem-solving skills, in this regard, is field trips (Ito & Igano, 2021). A key question that has inspired geographers for already a couple of decades is whether the benefits of field trips in geographic education are transferable to virtual contexts (Friess et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Hernández

Piskorski

Stoffelen

2023

EJG

View full text Add to dashboard Cite

In a context of online and blended-learning education, widely applied during the COVID-19 pandemic and retained after-wards, geography education found great support in Geographic Information Systems (GIS). Already long before the pandem-ic, GIS were one of the most used research tools by geographers. Since a few years, educative curricula have increasingly started to include GIS. However, people without a background in geography such as future teachers may struggle to manage these technologies, both technically and in terms of the required spatial reasoning. The purpose of this paper is to reflect on the design characteristics of online workshops with teacher trainees that should allow to deal with these struggles. The workshops used web GIS story maps and focused on local and foreign urban heritage in Madrid and Krakow, cities that both host a UNESCO World Heritage Site. The teacher trainees had to create digital didactic routes to allow prima-ry school pu-pils to become familiar with urban heritage processes. Fulfilling this task required the development of digital and didactic competencies, geographical reasoning, and critical thinking on familiar and unfamiliar urban heritage. In the Anthropocene epoch, accurate teaching projects like these workshops are needed to raise the spatial awareness of people, above all basic education teachers, who contribute to the making of future digital and global citizens. In conclusion, this paper could be-come a good-practice workshop design aimed at teacher trainees who at present show a lack of geographical and digital knowledge but will have to teach about this knowledge in the future.

show abstract

“…Considering the scope of our paper, we focus here on the value of (virtual) field trips and (web) GIS, which form key didactic instruments in geography (Kent et al, 1997). Ito and Igano (2021) showed that field trips can contribute to critical thinking, adaptability and problem-solving skills of students. A key question now is to what extent the benefits of field trips for geography education are transferable to virtual or online contexts?…”

Section: Online Gis and Spatial Reasoning As A Learning Objectivementioning

confidence: 99%

“…A key question now is to what extent the benefits of field trips for geography education are transferable to virtual or online contexts? At the minimum, elements such as enhanced affective response of students (Hope, 2009;Ito & Igano, 2021) may not be easy to replicate. Stainfield et al (2000) described the difference in learning experiences as interaction with people and places in 'real' field trips and with time and space in virtual alternatives.…”

Section: Online Gis and Spatial Reasoning As A Learning Objectivementioning

confidence: 99%

Obtaining geographical competences through online cartography of familiar and unfamiliar urban heritage: lessons from student workshops

Hernández

Stoffelen

Piskorski

2022

Journal of Geography in Higher Education

View full text Add to dashboard Cite

In times of the COVID-19 pandemic, teachers on all levels have had to adapt to an online or hybrid teaching environment. People in geography, a discipline that traditionally values field trips to connect theory to practice, have had to find online alternatives for educational activities that normally would have taken place in the field.This has led to several innovative practices, which, however, have only to a limited degree been purposively tested for efficacy because of the ad-hoc, enforced nature of the required changes. This project deals with this issue by studying, through student workshops dealing with the creation of online didactic walking routes in two cities, how students can obtain specific geographical competences such as interpreting different historical layers that collectively shape the current urban fabric through online cartography. We found that students reported clear improvements in geographical reasoning skills, regarding both GIS and heritage interpretation. There were no clear patterns regarding the role of familiarity with the studied city for the quality of the produced story maps. On final reflection, we argue that online cartographic exercises are a valuable addition to the geographers' educational toolkit to bounce forward to a more resilient, reflective educational practice after the pandemic.

show abstract

International fieldwork as skills development: an exploratory study

Cited by 7 publications

References 49 publications

International internships and skill development: A systematic review

International internships and skill development: A systematic review

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Obtaining geographical competences through online cartography of familiar and unfamiliar urban heritage: lessons from student workshops

Contact Info

Product

Resources

About