Intervening in student learning abroad: a research‐based inquiry
Intervening in student learning abroad: a research‐based inquiry
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干预学生出国学习：基于研究的调查
DOI：
10.1080/14675980903370821
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发表时间：
2009
影响因子：
1.2
通讯作者：
M. Berg
中科院分区：
文献类型：
--
作者：
M. Berg
本文总结了一项为期四年的研究的主要结论，该研究旨在测量在61个海外项目注册的1300多名美国本科生的跨文化和第二语言学习情况。围绕核心研究问题--美国学生在国外靠自己的设备学习是否有效，或者当教育者主动干预他们的学习时，学生是否表现得更好--论文确定了一系列与海外跨文化学习成果显著相关的项目设计元素和学习者特征。乔治敦大学联盟的研究提供了重要的证据，表明大多数学生通过在国外注册旨在促进他们的跨文化学习的项目(即具有与学生学习密切相关的关键设计特征的项目)而受益。在记录重要的基于性别的学习差异(根据测试前后的跨文化发展问卷衡量，研究中的男性学生在跨文化学习方面的进步并不比美国校园里的对照组学生进步更大，而女性学生确实表现出显著的进步)方面，该研究还认为，有意识地专注于海外学习对男性学生尤其重要。
This paper summarizes the major conclusions of a four‐year study designed to measure the intercultural and second language learning of more than 1300 US undergraduates enrolled at 61 programs abroad. Focusing on the central research question – whether US students learn effectively when left to their own devices while abroad, or whether students perform better when educators proactively intervene in their learning – the paper identifies a series of program design elements and learner characteristics that are significantly associated with gains in intercultural learning abroad. The Georgetown Consortium study provides significant evidence that most students benefit through enrolling in programs abroad that are intentionally designed to promote their intercultural learning (that is, programs that feature key design features that are strongly associated with student learning). In documenting important gender‐based learning differences (as measured by the pre‐ and post‐test Intercultural Development Inventory, the study’s male students made no more progress in their intercultural learning than did control students at campuses back in the US, while female students did show significant gains), the study also argues that focusing intentionally on learning abroad is especially important for male students.