Transformational Learning Through Shifting Global Perspectives

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-09-09 DOI:10.32674/jis.v12is3.4642

T. Devereux, A. Glenn

引用次数: 0

Abstract

The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative Global Agriculture iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better understand student experiences in global education. Students reported an increase in technical skills, “global perspective,” and feelings of “empowerment” through being able to work internationally on community-driven activities. This longitudinal study illuminates the impact of COVID-19 on a unique global learning experience, and highlights the broader opportunities and challenges found in designing truly collaborative global learning while also providing insights for practical implementation.

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通过转变全球视角进行转型学习

全球课堂模式（GCM）是一门基于项目、跨文化和虚拟的课程，由高等教育机构合作开展。马里兰大学（UMD）和利比里亚国际基督教学院（LICC）的讲师共同开发并指导了全球课堂（GC）课程的新颖创新的全球农业迭代，并从学生（n=46）和利益相关者（n=18）那里收集了2019年、2020年和2021年的数据。这项研究使用了前后访谈的混合方法来解决态度、愿望和看法的变化，并更好地了解学生在全球教育中的经历。学生们报告说，通过能够在国际上从事社区驱动的活动，他们的技术技能、“全球视野”和“赋权”感有所提高。这项纵向研究阐明了新冠肺炎对独特的全球学习体验的影响，并强调了在设计真正协作的全球学习时发现的更广泛的机遇和挑战，同时也为实际实施提供了见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.