Improving Global Competence in Classroom-Based Experiential Learning Activities
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| Title: | Improving Global Competence in Classroom-Based Experiential Learning Activities |
|---|---|
| Language: | English |
| Authors: | Lee, Juyoung, Kobia, Caroline, Son, Jihyeong |
| Source: | Journal of Global Education and Research. Jul 2023 7(2):131-145. |
| Availability: | University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Institute of Food and Agriculture (NIFA) (USDA) |
| Contract Number: | 1005639 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Global Approach, Competence, Experiential Learning, Clothing Instruction, Textiles Instruction, College Students, Learning Activities, Cultural Awareness, Asian Culture, Foreign Countries, Student Journals, Peer Teaching, High School Students |
| Geographic Terms: | United States, Japan |
| ISSN: | 2577-5081 2577-509X |
| Abstract: | The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students' reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence--affective, cognitive, and behavioral dimensions--throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1360343 |
| Database: | ERIC |
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