Binational learning communities: A work in progress

2015 ◽  
Vol 8 (2) ◽  
pp. 86-94 ◽  
Author(s):  
Joan Gross
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Experience ◽  
State Institution ◽  
Food Culture ◽  
Studying Abroad ◽  
Pros And Cons ◽  
Teaching Learning

Studying abroad can be a life-altering experience, but not necessarily. I credit the two study-abroad experiences I had as an undergraduate as setting my course as an anthropologist. At this stage in my career, having directed, taught and evaluated five study-abroad programmes in three different countries, I felt ready to create my own based on the pros and cons I had observed. In December 2013, I completed a pilot run of a binational learning community focused on food, culture and social justice in Ecuador and Oregon and would like to share the experience in order to encourage other higher education teachers to invent similar programmes. It is not an easy model to pull off, especially in a large state institution, but it achieved the kind of coherence that I have found lacking in other study-abroad programmes and was a very satisfying teaching/learning experience. I will outline some issues concerning study-abroad programmes and then describethe programme I was involved in implementing in 2013.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

Professional Learning Communities and Adult Learning and Teaching

2018 ◽  
pp. 125-147
Author(s):  
Eric J. Dimmitt
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Public Service ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Multiple Type

In addition to providing strategies to build professional learning communities within an environment of adult learners, this chapter has the objective that adult learners will carry the principles of professional learning communities from their own learning experience back to their own learning organizations as both followers and leaders. In this way, and based upon the author's own experiences, the learning and teaching strategies described here have impact beyond the adult learning classroom by influencing how multiple type of organizations in the field of business, K12 and higher education, public service, and non-profits learn, collaborate, and achieve results.

A Qualitative Look at the Impact of the COVID-19 Pandemic on American College Students Studying Abroad

2021 ◽  
Vol 33 (3) ◽  
pp. 70-100
Author(s):  
Eric Pedersen ◽  
Reagan Fitzke ◽  
Kathryn Bouskill ◽  
Angeles Sedano
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Preliminary Evidence ◽  
Academic Programs ◽  
Financial Loss ◽  
Studying Abroad ◽  
Abrupt Changes ◽  
The Impact ◽  
Emotional And Behavioral Health ◽  
Study Abroad Students

COVID-19 has impacted higher education greatly, with many colleges and universities being forced to quickly implement procedures for operation as closures and restrictions shifted many programs online. These abrupt changes amounted to uncertainty and challenges for students worldwide. Students who were studying abroad during the onset of the COVID-19 pandemic faced unique challenges as programs shut down and many returned home from overseas. The current study investigated the impact of COVID-19 on U.S. study abroad students through a qualitative lens. Students reported unique stressors related to being abroad during the onset of the pandemic, such as missed experiences, financial loss, travel difficulties, and stressors related to academic programs. Additionally, many reported considerable and lasting impacts on emotional and behavioral health. This study provides preliminary evidence for the effects of COVID-19 on study abroad students, and highlights the importance of addressing the needs of this population during and after the pandemic.

Creating Collaborative and Convenient Learning Environment Using Cloud-Based Moodle LMS

2016 ◽  
Vol 11 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Vikas Kumar ◽  
Deepika Sharma
Keyword(s):  
Higher Education ◽  
Pervasive Computing ◽  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Portable Devices ◽  
Theory Approach ◽  
Computing Platform ◽  
Learning Management ◽  
Teaching Learning

Students in the digital era are habitual of using digital devices not only for playing and interacting with their friends and peers, but also as a tool for education and learning. These digital natives are highly obsessed with the internet driven portable devices and always demand for a multimedia rich content. This specific demand needs to be addressed by college teachers in the teaching -learning pedagogy design and implementation. The integration of pervasive computing in traditional classroom pedagogy can boost new learning experience for cyber savvy students in higher education. Learning Management System (LMS) as a pervasive computing can be embedded in classroom pedagogy to support learning inside and outside the classroom. LMS can play a supportive role to teachers and administrators in higher education to facilitate them in their work. This becomes more significant to the teachers and administrators, when the LMS is based upon the cloud computing platform. This paper explores the significance of various components of cloud-based open source Moodle Learning Management System with a specific focus on teachers and administrators in higher education. A learning theory approach has been followed to map the requirements of the teachers and the administrators and specific cases and examples have been presented.

scholarly journals Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions

2019 ◽  
Vol 7 (2) ◽  
pp. 106-120
Author(s):  
Leslie E. Drane ◽  
Jordan Y. Lynton ◽  
Yarí E. Cruz-Rios ◽  
Elizabeth Watts Malouchos ◽  
Katherine D. Kearns
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Learning Communities ◽  
Learning Community ◽  
Educational Development ◽  
Community Model ◽  
Academic Settings ◽  
New Vision ◽  
Graduate Instructors ◽  
Impostor Syndrome

In this paper we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a Transgressive Learning Community (TLC) that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The Transgressive Learning Community model that we propose in this paper functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.

scholarly journals Application of Learning Analytics to Improve Higher Education

2021 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Chemical Engineering ◽  
Learning Experience ◽  
Big Data Analytics ◽  
Data Analyst ◽  
Digital Era ◽  
The Subject ◽  
And Performance ◽  
Teaching Learning

<p>In the digital era, the teacher assumes very diverse roles among which are to be an adviser, a generator of multimedia content, and more recently a data analyst. Big data analytics may play a major role in Higher Education for all the agents involved, the teachers and educators, the students themselves and the managers or heads of university centers. This paper applies learning analytics to the subject of Theory of Machines and Strength of Materials of the bachelor's degree in Chemical Engineering at Universitat Politècnica de València (Spain). The aim of analyzing the available information is to improve teachers’ actions and communication, to enhance resource efficiency, to assess classroom procedures, the achievement of transversal competences, the student typology and their results, or the attitudes and commitment they acquire with the subject taught. Results show the existence of niches with competitive advantages, improvements in the quality and performance of the teaching-learning experience.</p>

scholarly journals COVID-19 AND EDUCATION MANAGEMENT: THE CASE OF SILESIAN REGION - POLAND

2021 ◽  
Vol 2 ◽  
pp. 162-168
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska ◽  
Zofia Gródek-Szostak ◽  
Anna Szeląg-Sikora
Keyword(s):  
Higher Education ◽  
Social Relations ◽  
Education System ◽  
Learning Experience ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Higher Education System ◽  
Face To Face ◽  
E Learning ◽  
Teaching Learning

COVID-19 outbreak has changed the economic and social relations and caused a critical impact on the higher education system. The closure of University campuses to prevent community transmission of the Coronavirus SARS-CoV-2 has shifted face-to-face classes to online learning, distance learning, e-learning, mobile learning, and social learning. E-Learning and virtual education may become an essential component of the higher education system in the next years. Accordingly, teaching staff had to adapt their teaching methodology and tools to eLearning tools and platforms for effective student engagement. This paper reports on a first study conducted from December 2020 to January 2021, involving one hundred Higher Schools teachers of Management in the Silesia Region.The study showed many serious problems related to the emergency teaching-learning experience since it was essentially based on the translation of face-to-face approach in the online environment. 

scholarly journals Theoretical and Empirical Background for a Higher Education Model of Active Community Learning

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Zsuzsanna Demeter-Karászi ◽  
Tímea Szűcs
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Community Learning ◽  
Research Directions ◽  
Non Traditional Students ◽  
Basic And Applied Research ◽  
New Research ◽  
Teaching Learning ◽  
The University ◽  
Development Center

Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for  researchers, where they have opportunity to discuss  their formulating new research directions  and to interpretat data and research results together. The Center supports talent esplorations and -development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teaching-learning process during the research. Further more the concentration of professional development increases a special form of social capital.

scholarly journals Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

2017 ◽  
pp. 325-345 ◽  
Author(s):  
Niki Sol
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Identity Negotiation ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Global Citizens ◽  
Studying Abroad ◽  
Pedagogical Design ◽  
Intercultural Identity

Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

scholarly journals 463 Keeping in Touch While Studying Abroad

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 473E-474
Author(s):  
Tim Rhodus
Keyword(s):  
Study Abroad ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Study Abroad Programs ◽  
Threaded Discussions ◽  
Studying Abroad ◽  
Home Institution ◽  
New Students ◽  
Study Abroad Program ◽  
At Home

Study Abroad programs are designed to provide a variety of learning opportunities for students. Experiencing firsthand the culture, environment, and/or industry is often described as the most memorable benefit by those who study for a quarter or semester in another country. Unfortunately, it is difficult to share this learning experience with classmates and family members who are back at home. One solution that has been implemented with the College's Study Abroad program at The Ohio State Univ., is to design a web site that chronicles the experiences and activities of students while they are abroad. In addition to the photos and stories being contributed from abroad, classmates and other individuals from the home institution can submit questions and participate in threaded discussions with those abroad. For example, students at home can post questions regarding an upcoming tour location and utilize the responses and photos for a class they are attending. Finally, being able to review experiences from previous trips is an outstanding strategy for promoting the program to new students. Online experiences from the Dominican Republic and England programs are available at: http://cfaes.ohio-state.edu/studyabroad.

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