scholarly journals Examining the impact of tour guides on student immersions during a short-term study abroad experience

2019 ◽  
Vol 4 (2) ◽  
pp. 81-84
Author(s):  
James J. Tanoos
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Tour Guides ◽  
Short Term Study ◽  
The Impact

scholarly journals Assessing changes in mood state in university students following short-term study abroad

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261762
Author(s):  
Tsukasa Yamanaka ◽  
Noriko Yamagishi ◽  
Norberto Eiji Nawa ◽  
Stephen J. Anderson
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Satisfaction With Life ◽  
Mood State ◽  
Mood States ◽  
Satisfaction With Life Scale ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study-abroad (STSA) programs provide a more accessible alternative for students who would otherwise not consider engaging in academic activities overseas. Though improvements in the levels of intercultural sensitivity and general academic aspects attained by STSA programs have been previously examined, much less is known regarding the impact such programs have in the mood of students. Here, we examined changes in mood state associated with participation in an STSA program in a group of Japanese university students. Mood states were assessed using the Profile of Mood States (POMS), the Satisfaction With Life Scale (SWLS), and the Gratitude Questionnaire (GQ-6). Results indicated that the POMS mean scores of Vigor-Activity and SWLS peaked at the time immediately following participation in the STSA program; moreover, the same scores were found to be at comparable levels even one month after the end of the program. These results indicate that participation in STSA programs can positively influence the mood state of university students, suggesting that the benefits associated with participation in such programs extend beyond typically reported improvements in the academic domain.

scholarly journals The Impact of Short-Term Study Abroad on Online Learners

2020 ◽  
Vol 11 (Winter) ◽  
pp. 145-149
Author(s):  
Jennifer Malerich
Keyword(s):  
Online Education ◽  
Study Abroad ◽  
Assessment Tool ◽  
Professional Status ◽  
Short Term ◽  
Online Learners ◽  
Term Study ◽  
Design Elements ◽  
Short Term Study ◽  
The Impact

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.

scholarly journals Assessing Global Awareness over Short-Term Study Abroad Sequence: A Factor Analysis

2013 ◽  
Vol 23 (1) ◽  
pp. 22-41 ◽  
Author(s):  
Mark Kurt ◽  
Neal Olitsky ◽  
Paul Geis
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Student Outcomes ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
The Past ◽  
Short Term Study ◽  
Preparatory Course ◽  
The Impact

Over the past 10 years, U.S. undergraduate participation in study abroad has increased dramatically.  The majority of these study abroad experiences have durations of less than eight weeks.  Due to the rapid growth in both of these areas, there has been increased interest in assessing student outcomes associated with short-term study abroad (STSA) programs.  This paper investigates the impact of an STSA experience on undergraduate students' levels of global awareness over the entire STSA sequence: pre-preparatory course, post-preparatory course, and post-STSA program.  We adopt and extend the measures constructed in Chieffo and Griffiths (2004),by implementing a longitudinal study across 23 separate STSA courses. Findings indicate that students’ global awareness does not change significantly after the preparatory course, but that students' levels of global awareness experience statistically significant increases along several dimensions  after completing the STSA program.  We also find that students who have completed a previous study abroad experience still benefit from an additional STSA course.

Quantifying the Impact of Short Term Study Abroad

2008 ◽  
Author(s):  
Anja Gisela Boettcher ◽  
Leon G Schumacher
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Impact of Short-Term Study Abroad Experiences on Transformative Learning

2016 ◽  
Vol 15 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Colleen Walters ◽  
Jennell Charles ◽  
Sue Bingham
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Minority Population ◽  
Degree Programs ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

In recent years, there has been a rapid rise in the number of universities offering students opportunities to study abroad. Traditional semester-long programs have been shortened with many new programs ranging anywhere from 1 to 8 weeks in length. The increased number of short-term programs has enabled professional degree programs, such as nursing, to increase student participation in these programs. These changes are supported by growing evidence of the impact of these programs on student learning, personal and professional development, and understanding of self as a global citizen. Utilizing Mezirow’s transformative learning theory to conceptualize critical reflection, this quantitative study examined the impact of six short-term study abroad programs on critical reflection as a core element of transformative learning. A modified version of the Reflection Questionnaire developed by Kember et al. was completed by 20 participants at 6 weeks following the completion of the study abroad experience. Participants were largely female (90%) and minority students (75%). The results showed that mean critical reflection scores across programs were moderately high (3.84/5.00). Nursing students who went to Haiti scored highest on critical reflection (4.70/5.00) compared to students in the other five programs. Reflective journaling and participation in service learning activities were linked to the highest critical reflection scores. Short-term study abroad programs support transformative learning for students representing a minority population and those in professional and traditional degree programs.

scholarly journals The effect of short-term study abroad on second language Spanish phonetic development

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Silvina Bongiovanni ◽  
Avizia Y. Long ◽  
Megan Solon ◽  
Erik W. Willis
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Dominican Republic ◽  
Individual Variation ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
English Speaking ◽  
A Minor ◽  
The Impact

AbstractThis study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.

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