A Virtual Educational Exchange: A North-South Virtually Shared Class on Sustainable Development

Autor/inn/en	Abrahamse, Augusta; Johnson, Mathew; Levinson, Nanette; Medsker, Larry; Pearce, Joshua M.; Quiroga, Carla; Scipione, Ruth
Titel	A Virtual Educational Exchange: A North-South Virtually Shared Class on Sustainable Development
Quelle	In: Journal of Studies in International Education, 19 (2015) 2, S.140-159 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315314540474
Schlagwörter	Sustainable Development; Interdisciplinary Approach; Rural Areas; Undergraduate Students; Cultural Awareness; International Educational Exchange; Course Descriptions; Service Learning; Partnerships in Education; STEM Education; Majors (Students); Study Abroad; Computer Simulation; Social Sciences; Course Content; Universities; Electronic Publishing; Assignments; Computer Mediated Communication; Foreign Countries; Bolivia; New York + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Rural area; Ländlicher Raum; Cultural identity; Kulturelle Identität; Internationaler Austausch; Kursstrukturplan; Service-Learning; Hochschulpartnerschaft; STEM; Studies abroad; Auslandsstudium; Computergrafik; Computersimulation; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Kursprogramm; University; Universität; Elektronisches Publizieren; Assignment; Auftrag; Zuweisung; Computerkonferenz; Ausland; Bolivien
Abstract	Increasingly, international competence is considered an important skill to be acquired from an undergraduate education. Because international exchange presents a challenge to many students, there is a need to develop and implement alternative means for incorporating international and cross-cultural experiences into the undergraduate classroom. We report on the implementation of a semester-long, virtually shared course offering between a U.S. and a Bolivian university. As STEM (science, technology, engineering, and mathematics) majors tend to be under-represented in study-abroad programs, this class sought to provide a multidisciplinary experience that could be relevant to both hard and social science majors. Furthermore, the relevance and learning impact of this class was enhanced through the incorporation of a service-learning component in conjunction with a rural Bolivian partner organization. The results of this experience show that virtually shared classroom experiences can successfully facilitate international experiences for undergraduate students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01