Students’ Perceptions of Gained and Lost Value: A Case Study of a Summer School That Had to Suddenly Move Online

Stranger, Alvaro Pina; Varas, Germán; Mobuchon, Gaëlle

doi:10.3390/educsci12050364

Cited by 4 publications

(1 citation statement)

References 44 publications

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“…The VSS had four main aims: The ability to have effective interactions with others from diverse cultural groups is a key employability skill (Watkins & Smith, 2018). Previous literature on VSSs has valued cultural diversity in the programme in that participants can engage in intercultural dialogues and develop collaborative thinking (Pina Stranger et al, 2022;Verouden et al, 2018).…”

Section: Objectives Of the Vssmentioning

confidence: 99%

Designing a collaborative and virtual exchange-embedded virtual summer school

Ganassin,

Satar,

Pham

et al. 2023

JVE

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This practice report describes the design and implementation of a collaborative and virtual exchange-embedded virtual summer school for postgraduate students in the context of European Higher Education. The two-week virtual summer school on multilingualism and intercultural learning brought together 40 students who collaborated to produce ten video-case studies based on their experiences as educators in a number of contexts. We share our experiences as organisers and participants and offer insights from the process of planning for, engaging with and evaluating the summer school. Our paper draws on quantitative and qualitative data, i.e., a pre and post summer school survey, a qualitative evaluation questionnaire and a student-participant account to evidence how the experience benefitted participants. Our findings demonstrate the effectiveness of the model presented here: participants’ understanding of key concepts of interculturality and multilingualism increased, there was a statistically significant difference in perceived development of digital competences and presentation skills, and more than 90% of the participants were very satisfied with their training and international collaboration opportunities. In conclusion, we propose a set of learning points that may support others to design and deliver a collaborative model of summer school and the use of ‘skills passports’ in alternative to accreditation.

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Section: Objectives Of the Vssmentioning

confidence: 99%

Designing a collaborative and virtual exchange-embedded virtual summer school

Ganassin,

Satar,

Pham

et al. 2023

JVE

View full text Add to dashboard Cite

show abstract

Navigating the COVID-19 pandemic: Learning experiences of an online Sino-Nordic doctoral summer school on aging

Xu,

Aavikko,

Kärnä

et al. 2023

Educational Gerontology

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Digital University: A Study of Students’ Experiences and Expectations in the Post-COVID Era

et al. 2023

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In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as their expectations for the future. The study was conducted in the form of an online survey addressed to the entire population of science recipients at the Jagiellonian University, around 800 respondents completed the questionnaire. The obtained results show that most students rate remote education relatively high, although there are statistically significant differences in specific questions (e.g., theoretical classes are more suitable for online learning than practical classes). The authors paid special attention to the differences in the attitudes of students depending on their characteristics, the approach to remote education differs, in particular, depending on the gender and field of study. Students of social and humanist faculties view remote education most positively, and science students opinions are mostly negative. It has also been observed that some students are uncritically satisfied with most aspects of distance learning (the so-called “Tiggers”), while others are strong supporters of face-to-face education, reluctant to accept any changes (so-called “Eeyores”), so regardless of the scope of pro-quality activities undertaken, both criticism and praise of remote education can be expected. The obtained results open the field for further studies that would allow to confirm the covariance of multidimensional characteristics of students and their attitudes towards the digital university, and on the other hand would allow planning activities aimed at different and perhaps mutually contradictory expectations of the recipients of education.

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Students’ Perceptions of Gained and Lost Value: A Case Study of a Summer School That Had to Suddenly Move Online

Cited by 4 publications

References 44 publications

Designing a collaborative and virtual exchange-embedded virtual summer school

Designing a collaborative and virtual exchange-embedded virtual summer school

Navigating the COVID-19 pandemic: Learning experiences of an online Sino-Nordic doctoral summer school on aging

Digital University: A Study of Students’ Experiences and Expectations in the Post-COVID Era

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