TY - JOUR
T1 - Student educational responsibility
T2 - A case study of emotional response to international education
AU - Hains, Bryan J.
AU - Ricketts, Kristina G.
AU - Tubbs, Jonathan A.
PY - 2012
Y1 - 2012
N2 - This study focuses on student emotional reactions toward new events or stimuli within a learnercentered, international education course. Using the primary tenets of appraisal theory, researchers analyzed novel stimuli, as identified by the students, and students' emotional reactions toward each stimulus. Participants were immersed into two separate Scottish island communities for a 22-day period. The primary course objective included students developing leadership skills associated with community development while working with rural Scottish communities. Results indicated that students experienced a wide range of emotions associated with multiple stimuli. Identified stimuli were dichotomized into two categories, the international immersion process as well as the shift in educational responsibility from instructor to student. Emotional magnitude and coping mechanisms differed from student to student. Post international study reflections indicated that students experienced a deeper learning experience when using a learner-centered approach to international education.
AB - This study focuses on student emotional reactions toward new events or stimuli within a learnercentered, international education course. Using the primary tenets of appraisal theory, researchers analyzed novel stimuli, as identified by the students, and students' emotional reactions toward each stimulus. Participants were immersed into two separate Scottish island communities for a 22-day period. The primary course objective included students developing leadership skills associated with community development while working with rural Scottish communities. Results indicated that students experienced a wide range of emotions associated with multiple stimuli. Identified stimuli were dichotomized into two categories, the international immersion process as well as the shift in educational responsibility from instructor to student. Emotional magnitude and coping mechanisms differed from student to student. Post international study reflections indicated that students experienced a deeper learning experience when using a learner-centered approach to international education.
KW - Experiential Learning
KW - Higher Education
KW - Qualitative Research
KW - Student Issues
UR - http://www.scopus.com/inward/record.url?scp=84870014016&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84870014016&partnerID=8YFLogxK
U2 - 10.5191/jiaee.2012.19302
DO - 10.5191/jiaee.2012.19302
M3 - Article
AN - SCOPUS:84870014016
SN - 1077-0755
VL - 19
SP - 15
EP - 29
JO - Journal of International Agricultural and Extension Education
JF - Journal of International Agricultural and Extension Education
IS - 3
ER -