Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative...

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Autores principales:	Jane MacKenzie, Jane Pritchard
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	Student engagement residential courses awareness of learning accelerated courses study abroad Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a3a02fad1ae84a7db31f58f55f4a1b20
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spelling	oai:doaj.org-article:a3a02fad1ae84a7db31f58f55f4a1b202021-11-29T14:03:51ZVariation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience10.47408/jldhe.v0i6.2011759-667Xhttps://doaj.org/article/a3a02fad1ae84a7db31f58f55f4a1b202013-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/201https://doaj.org/toc/1759-667X This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literature Analysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching). Jane MacKenzieJane PritchardAssociation for Learning Development in Higher Education (ALDinHE)articleStudent engagementresidential coursesawareness of learningaccelerated coursesstudy abroadTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 6 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Student engagement residential courses awareness of learning accelerated courses study abroad Theory and practice of education LB5-3640
spellingShingle	Student engagement residential courses awareness of learning accelerated courses study abroad Theory and practice of education LB5-3640 Jane MacKenzie Jane Pritchard Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
description	This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literature Analysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).
format	article
author	Jane MacKenzie Jane Pritchard
author_facet	Jane MacKenzie Jane Pritchard
author_sort	Jane MacKenzie
title	Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
title_short	Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
title_full	Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
title_fullStr	Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
title_full_unstemmed	Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
title_sort	variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional he experience
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/a3a02fad1ae84a7db31f58f55f4a1b20
work_keys_str_mv	AT janemackenzie variationinstudentsexperienceoflearninginanacceleratedresidentialstudyabroadsettingincomparisontotheirtraditionalheexperience AT janepritchard variationinstudentsexperienceoflearninginanacceleratedresidentialstudyabroadsettingincomparisontotheirtraditionalheexperience
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Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

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