Improving Global Competence in Classroom-Based Experiential Learning Activities

Autor/inn/en	Lee, Juyoung; Kobia, Caroline; Son, Jihyeong
Titel	Improving Global Competence in Classroom-Based Experiential Learning Activities
Quelle	In: Journal of Global Education and Research, 7 (2023) 2, S.131-145, Artikel 3 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	Global Approach; Competence; Experiential Learning; Clothing Instruction; Textiles Instruction; College Students; Learning Activities; Cultural Awareness; Asian Culture; Foreign Countries; Student Journals; Peer Teaching; High School Students; United States; Japan + Suchen Sie Ihr Suchwort? Globales Denken; Kompetenz; Experiental learning; Erfahrungsorientiertes Lernen; Collegestudent; Lernaktivität; Cultural identity; Kulturelle Identität; Ausland; Studentenzeitung; Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; USA
Abstract	The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students' reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence--affective, cognitive, and behavioral dimensions--throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy. (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01