Exploring Students' Conceptions of Internationalised Learning: Experiences from International Online Collaborative Seminars

Autor/in	Dorner, Helga
Titel	Exploring Students' Conceptions of Internationalised Learning: Experiences from International Online Collaborative Seminars
Quelle	In: Innovations in Education and Teaching International, 55 (2018) 3, S.304-313 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2016.1210530
Schlagwörter	Seminars; International Educational Exchange; Educational Cooperation; Electronic Learning; Online Courses; Graduate Students; Qualitative Research; Interdisciplinary Approach; Social Sciences; Humanities Instruction; Interviews; Videoconferencing; Student Attitudes; Integrated Activities; Collegiality; Student Experience; Foreign Countries; United States; Hungary (Budapest); Estonia + Suchen Sie Ihr Suchwort? Seminar; Internationaler Austausch; Education; cooperation; Kooperation; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Qualitative Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Schülerverhalten; Integrierender Unterricht; Kollegialität; Studienerfahrung; Ausland; USA; Estland
Abstract	This paper outlines the findings from a research project on students' conceptions of learning in a series of international online collaborative seminars that involved partner institutions from Europe and the US. The lead institution was an international, graduate university in Europe. The study was conducted with the aim of exploring the qualitatively different ways in which graduate students conceive of learning in an international, interdisciplinary and multimodal setting. Of the 82 participants in the seminars, 42 students in social sciences and humanities volunteered to be interviewed. The transcripts were analysed using a phenomenographic approach. A hierarchical system of qualitatively different conceptualisations was created; according to which students conceptualised internationalised learning as (1) a process to integrate information, skills and knowledge, (2) international encounters designed to harness diversity of views and (3) an opportunity for interdisciplinary learning. The varying forms of fragmented and cohesive conceptions are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01