Engagement in Continuing Subject Knowledge Development: A Year after Short-Term International Courses

Autor/in	Sakurai, Yusuke
Titel	Engagement in Continuing Subject Knowledge Development: A Year after Short-Term International Courses
Quelle	In: Journal of Studies in International Education, 26 (2022) 4, S.493-510 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakurai, Yusuke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153211004284
Schlagwörter	Student Attitudes; Study Abroad; Course Content; Knowledge Level; Student Characteristics; Learning Processes; Learner Engagement; Teaching Methods; Learning Motivation; Interdisciplinary Approach; Liberal Arts; Formative Evaluation; Student Evaluation; Undergraduate Students; Foreign Countries; Outcomes of Education; Individual Development; Transformative Learning; Cultural Context; Social Influences; Japan + Suchen Sie Ihr Suchwort? Schülerverhalten; Studies abroad; Auslandsstudium; Kursprogramm; Wissensbasis; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulnote; Studentische Bewertung; Ausland; Lernleistung; Schulerfolg; Individuelle Entwicklung; Pädagogische Transformation; Sozialer Einfluss
Abstract	This article examines how students' subject knowledge acquired in short-term international courses (SICs) developed while engaging in university studies in the year following their SICs. It also explores factors associated with their engagement and disengagement. Two interviews with a 1-year interval with 25 students revealed their transformations in their SIC subject matter knowledge. Some students' engagement in continuing studies of the SIC-related subject matter was supported in a multifaceted manner by their personal motivation, teaching-learning environment, educational structure, and wider social relationships. However, the analysis demonstrated that many students discontinued deepening their knowledge of the subject matter. Students' personal factors and certain dimensions of the institutional educational system explained their disengagement in continuing studies. Concerning the continuing SIC impacts on students in interdisciplinary liberal arts programs, the study discusses some suggestions drawing on the concepts of integrative learning and formative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01