30 low hypnotizable Ss were administered the Carleton Skills Training (CST) program, while 8 were assigned to a practice group. Prior to treatment, an attempt was made to facilitate training by altering the ecological conditions of the laboratory. All Ss were tested immediately after treatment, and trained Ss were retested after 5-7 months. Immediate training gains were large and were comparable in magnitude to those routinely found at Carleton University. In addition, (a) trained Ss responded comparably whether screened once or twice, (b) practice alone did not enhance hypnotic performance, and (c) natural high hypnotizable Ss obtained significantly larger Field Inventory of Hypnotic Depth (Field, 1965) scores than created high hypnotizables. Follow-up scores fell between scores posted at screening and immediately after training. Current findings are interpreted in the context of existing evidence concerning the CST program.
Purpose
Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.
Design/methodology/approach
This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.
Findings
This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”
Originality/value
This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.
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