Crisis as Opportunity: Reimagining Global Learning Pathways through New Virtual Collaborations and Open Access during COVID-19

Autor/inn/en	Brandauer, Samantha; Carnine, Julia; DeGuzman, Katie; Grazioli, Bruno; Lyons, Lindsey; Sandiford, Nedra; Hartman, Eric
Titel	Crisis as Opportunity: Reimagining Global Learning Pathways through New Virtual Collaborations and Open Access during COVID-19
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 34 (2022) 1, S.9-23 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	COVID-19; Pandemics; Study Abroad; Distance Education; School Closing; Open Educational Resources; International Cooperation; Foreign Countries; Higher Education; Educational Technology; Teamwork; Team Teaching; Communities of Practice; Teaching Methods; Interpersonal Communication; College Students; Student Attitudes; College Faculty; Teacher Attitudes; Pennsylvania; United States; Spain; Italy; France + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Teamteaching; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Collegestudent; Schülerverhalten; Fakultät; Lehrerverhalten; USA; Spanien; Italien; Frankreich
Abstract	In the spring of 2020, as COVID-19 forced the suspension of most U.S. education abroad programs, study abroad students returned home, summer programs were canceled, and international educators pondered the unlikelihood of resuming fall 2020 study abroad; larger questions about the future of international education and global learning with limited student mobility weighed heavily, Dickinson and Haverford colleges in Pennsylvania and the membership of the Community-based Global Learning Collaborative started reimagining the future of global learning. What drove us was our collective commitment to building just, inclusive and sustainable communities, a spirit of collaboration and a desire to seek out future-forward and innovative opportunities for continued global learning. Around the world, xenophobia and nationalism were on the rise. One of the clearest continuous mechanisms for combating those horrors, student international mobility, would cease. It was clear that global educators had to do something, but what? This article is a case study about how we began to answer the question of what we could do. It follows the evolution of our thinking, emergent projects, lessons learned and new collaborative pathways. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01