Examining Relationships between Education Abroad Program Design and College Students' Global Learning

Autor/inn/en	Hudson, Tara D.; Morgan, Rachel Tomás
Titel	Examining Relationships between Education Abroad Program Design and College Students' Global Learning
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 31 (2019) 2, S.1-31 (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Study Abroad; College Students; Correlation; Program Design; Time; Learner Engagement; Cultural Awareness; Consciousness Raising; Learning Activities; Catholic Schools; Church Related Colleges; Service Learning; Summer Programs; Semester System; Knowledge Level; Self Esteem; Cultural Context; Interpersonal Relationship; Self Concept; Social Responsibility + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Collegestudent; Korrelation; Programme design; Programmaufbau; Programmplanung; Zeit; Cultural identity; Kulturelle Identität; Bewusstseinsbildung; Lernaktivität; Katholische Schule; Kirchliche Hochschule; Service-Learning; Sommerkurs; Semester; Semesterferien; Wissensbasis; Self-esteem; Selbstaufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Soziale Verantwortung
Abstract	Education abroad is a high-impact practice that can lead to transformational learning because it challenges students emotionally and intellectually. However, differences in program design may have differential impacts on students' learning. The purpose of this study was to understand the relationships between design features of education abroad programs--specifically, program duration and the extent of students' engagement in learning and with local communities while abroad--and participants' pre-test to post-test growth in global learning, measured via the nationally validated Global Perspective Inventory survey. Using structural equation models, we found program duration and frequency of engagement in certain learning and engagement abroad to have positive effects on participants' growth, although the relationships varied depending on the dimension of global perspective being measured. Nonetheless, our results provide further support for the need to intentionally design education abroad programs that facilitate deep learning and community interaction in order to ensure student learning. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06