“THE CONSTELLATIONS WERE IN A DIFFERENT PLACE”: USING BLOGS TO UNDERSTAND STUDENT LEARNING DURING STUDY ABROAD

2.50
Hdl Handle:
http://hdl.handle.net/11290/607932
Title:
“THE CONSTELLATIONS WERE IN A DIFFERENT PLACE”: USING BLOGS TO UNDERSTAND STUDENT LEARNING DURING STUDY ABROAD
Authors:
Pitman, Leslie
Abstract:
While a great deal of research has been done on the pedagogical implications and uses of blogging, and even more research has been done on the effects of study abroad, few studies has investigated the use of blogging as a way that learning is processed during study abroad. This study sought to understand how students use blogs during a study abroad semester and the ways in which the blogs reveal evidence of learning. Eleven blogs, written by students at the University of South Carolina (USC) during their respective semesters abroad, were read, coded, and analyzed in order to answer the research questions. Nine major themes of learning emerged: culture, food, travel, transportation, language, academics, people, reflection, and acknowledgement of learning. These written experiences were then compared with the known effects of study abroad, and also juxtaposed with the USC Study Abroad Learning Outcomes. Based on what is already known about student learning during study abroad and on USC’s Study Abroad Learning Outcomes, it was revealed that study abroad students write extensively and in surprising ways about their learning experiences on their personal blogs. Blogs may offer an alternative to the post-study abroad evaluations, instead capturing the student learning as it is occurring during the crux of the study abroad journey, and allowing researchers to see the context of the learning experiences.
Affiliation:
University of South Carolina
Issue Date:
2013
URI:
http://hdl.handle.net/11290/607932
Submitted date:
2015-09-28
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Qualitative
Learning Environment:
Formal
Subjects:
College Students
Construct:
Affective Belief/Identity Motivation/Attitude
Content:
Stars
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorPitman, Leslieen
dc.date.accessioned2016-05-04T08:58:11Zen
dc.date.available2016-05-04T08:58:11Zen
dc.date.issued2013en
dc.date.submitted2015-09-28en
dc.identifier.urihttp://hdl.handle.net/11290/607932en
dc.description.abstractWhile a great deal of research has been done on the pedagogical implications and uses of blogging, and even more research has been done on the effects of study abroad, few studies has investigated the use of blogging as a way that learning is processed during study abroad. This study sought to understand how students use blogs during a study abroad semester and the ways in which the blogs reveal evidence of learning. Eleven blogs, written by students at the University of South Carolina (USC) during their respective semesters abroad, were read, coded, and analyzed in order to answer the research questions. Nine major themes of learning emerged: culture, food, travel, transportation, language, academics, people, reflection, and acknowledgement of learning. These written experiences were then compared with the known effects of study abroad, and also juxtaposed with the USC Study Abroad Learning Outcomes. Based on what is already known about student learning during study abroad and on USC’s Study Abroad Learning Outcomes, it was revealed that study abroad students write extensively and in surprising ways about their learning experiences on their personal blogs. Blogs may offer an alternative to the post-study abroad evaluations, instead capturing the student learning as it is occurring during the crux of the study abroad journey, and allowing researchers to see the context of the learning experiences.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:58:11Z (GMT). No. of bitstreams: 1 13da682e-4691-4f79-96f1-663875b6a61d.pdf: 851133 bytes, checksum: b537b1140dbb774ac042acefe4887c2b (MD5) Previous issue date: 2013en
dc.language.isoEnglish Paperen
dc.title“THE CONSTELLATIONS WERE IN A DIFFERENT PLACE”: USING BLOGS TO UNDERSTAND STUDENT LEARNING DURING STUDY ABROADen
dc.typeDissertation/Thesisen
dc.contributor.departmentUniversity of South Carolinaen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructAffective Belief/Identity Motivation/Attitudeen
dc.istar.contentStarsen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQualitativeen
dc.istar.subjectCollege Studentsen
All Items in International Studies of Astronomy Education Research Database are protected by copyright, with all rights reserved, unless otherwise indicated.