CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Connecting Beyond the Classroom: Why You Should Be Globally Connecting Your Courses and How It Benefits You and Your Students

Tác giả

Johnston D.; López I.

Năm xuất bản

2021

Source title

The Wiley Handbook of Collaborative Online Learning and Global Engagement

Số trích dẫn

0

DOI

10.1002/9781119634867.ch1

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144455026&doi=10.1002%2f9781119634867.ch1&partnerID=40&md5=7ea7e57c0ec975002a14b385e7992d69

Tóm tắt

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book reports on extensive assessments of globally-connected courses, based on 21 course connections across 13 countries, that provide research-based solutions for optimizing the global course experience. It discusses the implementation of a global course connections program run by the Global Liberal Arts Alliance. The book then discusses issues concerning the development of global self-awareness, the encouragement of perspective-taking, the understanding of cultural diversity, the development of personal and social responsibility, as well as the knowledge and application of global systems and contexts. It also demonstrates how remote online global collaborations can be utilized to enhance global self-awareness through the use of dance. The book details a collaboration between journalism and physiology students in Egypt and the USA, using oral histories to engender cultural perspective-taking. © 2022 John Wiley and Sons, Inc.

Từ khóa

cultural diversity; dance Professors; global course connections program; Global Liberal Arts Alliance; global self-awareness; journalism; oral histories; perspective-taking; social responsibility

Tài liệu tham khảo

Allport G.W., The nature of prejudice, (1954); (2016); Global Learning VALUE Rubric, (2015); Recent trends in general education design, learning outcomes, and teaching approaches: Key findings from a survey among administrators at AACandU member institutions, (2016); Bell P., Coates R., Colombo E., Dolgon C., Hernandez S., Margulis M.E., Nyamathi A., Pavlish C., Romo H., Globalizing the classroom: Innovative approach to national and international learning, Humanity and Society, 39, 2, pp. 236-253, (2015); Chun D.M., Developing intercultural communicative competence through online exchanges, CALICO Journal, 28, 2, pp. 392-419, (2011); COIL 2018 conference proceedings, COIL 2018 Conference Proceedings, pp. 1-224, (2018); Falk R., The making of global citizenship, The condition of citizenship, pp. 127-140, (1994); Guth S., The COIL Institute for Globally Networked Learning in the Humanities Final Report (to NEH), (2013); Guth S., Case Studies from the COIL Institute for Globally Networked Learning in the Humanities, (2014); Haas R.N., Knell G.E., What college-aged students know about the world: A survey on global literacy, (2016); Hartman E., Kiely R., A critical global citizenship, Crossing boundaries: Tension and transformation in international servicelearning, pp. 215-242, (2014); Hartman E., Kiely R., Boettcher C., Friedrichs J., Community-based global learning: The theory and practice of ethical engagement at home and abroad, (2018); Hardrick J., Landorf H., Doscher S., Making global learning universal: Promoting inclusion and success for all students, (2018); Kuzhabekova A., Hendel D.D., Chapman D.W., Mapping global research on international higher education, Research in Higher Education, 56, 8, pp. 861-882, (2015); Landorf H., Doscher S.P., Defining global learning at Florida International University, Diversity and Democracy, 18, 3, pp. 24-25, (2015); Marginson S., van der Wende M., The new global landscape of nations and institutions, International Organisations Research Journal, 5, 3, pp. 45-86, (2009); Musil C.M.T., Assessing global learning: Matching good intentions with good practice, (2006); Paige R.M., Cohen A.D., Kappler Mikk B.K., Chi J.C., Lassegard J.P., Maximizing study abroad: An instructional guide to strategies for language and culture learning and use, (2009); Pettigrew T.F., Tropp L.R., A meta-analytic test of intergroup contact theory, Journal of Personality and Social Psychology, 90, 5, pp. 751-783, (2006); The world in 2050: Will the shift in global economic power continue?, (2015); Rainie L., Anderson J., The future of jobs and jobs training, (2017); Redden E., Teaching with tech across borders, (2014); Rhodes T., Assessing outcomes and improving achievement: Tips and tools for using rubrics, (2010); Sen A., Development as freedom, (1999); Shaftel J., Shaftel T., Ahluwalia R., International educational experience and intercultural competence, Journal of Business and Economics, 6, 1, pp. 25-34, (2007); Soria K., Troisi J., Internationalization at home alternatives to study abroad: Implications for students’ development of global, international, and intercultural competencies, Journal of Studies in International Education, 18, 3, pp. 261-280, (2013)

Nơi xuất bản

wiley

Hình thức xuất bản

Book chapter

Open Access

Nguồn

Scopus