Evolving Needs
University of Valencia
Effective Learning Environment in Higher Education and Its Continuous Transformations View Digital Media
Paper Presentation in a Themed Session Victoria Appatova
A student’s effective learning environment (ELE) is comprised of multiple factors, both internal and external, that are largely shaped by the student’s perceptions. Starting in 2006, the ELE concept was initiated and explored by an international group of scholars through the creation of an ELE survey which was adopted in eight countries and translated into five languages. The ELE survey made it possible to compare students’ perceptions of their learning environments across cultures as well as distinguish similarities and differences in the students’ needs related to their learning. In the past decade, the technology revolution has transformed students’ learning and the education system, which has brought us to question if there is a shift in the students’ perceived needs related to their learning environment and self-efficacy. More broadly, we are exploring if technology has influenced students to be more independent and in control of their learning or if there is perhaps a growing culture of student dependency. The new ELE survey was constructed to allow us not only to compare with past data but to accurately capture the distinct needs of today’s students.
Teaching and Learning Neurobiology: Making Connections Through Service Learning View Digital Media
Paper Presentation in a Themed Session Benjamin Navia
An effective method to engage students in learning is by providing them with opportunities where they can teach their subject of study while serving the community. Biology courses in general and neurobiology courses specifically, are not particularly known for integrating a service-learning component into its curriculum, mainly because of the heavy contents. A service-learning component for an undergraduate neurobiology class offered by the Biology Department at Andrews University, was designed with the purpose of providing the students with an opportunity to apply and explain to first graders the information and knowledge they have acquired in the classroom, while sparking the interest in children for neurobiology. In this paper, I share the experience from both, the student and the instructor’s perspective in regard to this practice. Additional implications are also addressed.
Will We Ever Be Able To Do This Again?: How the Political Context and COVID Interrupted Two International Cross-cultural Experiences View Digital Media
Paper Presentation in a Themed Session Noela Haughton, Marcella Kehus
Colleges and universities, including those in the United States, have long recognized and valued internationalization of curricula, in which international, intercultural, or global dimensions are integrated into programs (Gay, 2018; Knight, 2008). Students develop both academic and non-academic skills related to cultural competence, communication, and collaboration (Haughton, 2018; Haughton & Schödl, 2020; Mansilla & Jackson, 2011). Existing challenges related to resources, travel logistics, and geopolitical problems (Altbach & de Wit, 2018; Jiang & Carpenter, 2013) and exacerbated by the Covid-19 pandemic, have interrupted and even suspended many traditional study abroad programs. Therefore, access to more non-traditional and flexible options that require shorter travel time and “at-home” non-travel experiences might re-engage students and increase participation. This is especially important in fields of study with historically low participation such as Education [(Institute of International Education (IIE), nd]. American pre-service teacher (PST) preparation includes a grounding in pedagogical and assessment practices including issues related to equity, 21st century technology, and cross-cultural competences in instructional planning, delivery, and assessment. Participation in international cross-cultural contexts further supports development in these critical areas (Malewski, Sharma, & Phillion, 2012; NCES, 2021; Soria & Trosi, 2014). This paper describes two non-traditional study abroad experiences that were interrupted by political events and Covid-19. Strategies and implications for re-establishing each program is offered and discussed.
