Learning across Distances: An International Collaborative Learning Project between Berlin and Turku

Autor/inn/en	Hautala, Johanna; Schmidt, Suntje
Titel	Learning across Distances: An International Collaborative Learning Project between Berlin and Turku
Quelle	In: Journal of Geography in Higher Education, 43 (2019) 2, S.181-200 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hautala, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2019.1599331
Schlagwörter	Geography Instruction; Learning Processes; Cooperative Learning; Student Research; Pilot Projects; Student Attitudes; Foreign Countries; International Cooperation; Educational Cooperation; Alignment (Education); Student Mobility; Teamwork; Geographic Location; Program Descriptions; Research Projects; Case Studies; Universities; Germany (Berlin); Finland + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Learning process; Lernprozess; Kooperatives Lernen; Studentenforschung; Pilot project; Modellversuch; Pilotprojekt; Schülerverhalten; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Forschungsvorhaben; Case study; Fallstudie; Case Study; University; Universität; Finnland
Abstract	Many geographers graduating from universities enter an international and project-based professional life, which includes working in geographically dispersed project teams. In Europe, the Bologna process aligned study programs and supported student mobility to prepare students for such a work environment. However, research on higher education has reported few examples of international courses that include collaborative learning during which students have experience of both co-location and geographical dispersion. This paper reports on a pilot course that implemented international student-led research projects in two Geography Departments: the Humboldt-Universität zu Berlin and the University of Turku. We monitored the students' learning processes via a survey that was administered at the beginning, middle and end of the course, complemented by observations, informal discussions and student team reports. We analysed the survey and observations within a proximity-distance framework to identify the key challenges and good practices for supporting collaborative learning. We developed a model for organising an international course that applies both geographical distance and co-location. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01