Student Educational Responsibility: A Case Study of Emotional Response to International Education

Abstract

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.

An Examination of Pre-service Agricultural Science Teachers’ Interest and Participation in International Experiences: Motivations and Barriers

“…It is possible that a trip to a developed country could lead to a trip to an undeveloped country in the future. In fact, prior research has documented this impact on students with international experiences in developed countries such as Scotland (Hains, et al, 2012) and England / Ireland (Anderson, et al, 2006). Motivation is critical in encouraging participation.…”

“…Given that previous research has documented a positive impact on students' global competency due to an international experience (Foster, et al, 2014), it is critical that we investigate ways to encourage students to participate in these types of experiences. As noted by Hains, et al (2012), planning is critical and will impact the outcome of the international experience. Given that so few respondents have participated in an international experience, we question whether or not the students truly understand the benefits of participating in these types of experiences.…”

“…An examination of college agriculture students' attitudes and perspectives towards cultural diversity revealed that students who had more interaction with international people had an increased global perspective and "more positive attitude toward cultural diversity" (Zhai & Scheer, 2004, p. 48). The study conducted by Hains, et al (2012) revealed that college student engagement in an international setting has the potential to elicit emotional response which can facilitate the learning process. Anderson, et al (2006) documented that a short term study abroad program can have a positive effect on the cross-cultural sensitivity of college participants.…”

“…Studies regarding international experiences in the context of agriculture have included research focused on the impact of these experiences on faculty (Dooley, Dooley, & Carranza, 2008;Harder et al, 2012;Sandlin, Murphrey, Lindner, & Dooley, 2013), Extension educators (McClure, Danjean, Bunch, Machtmes, & Kotrlik, 2014), and students (Anderson, et al, 2006;Farrell & Suvedi, 2003;Foster, Rice, Foster, & Barrick, 2014;Hains, Ricketts, & Tubbs, 2012;Zhai & Scheer, 2004). We were particularly interested in the impact related to college students.…”

21st Century Crofting: Strengths and Opportunities for Community Development

“…Furthermore, it is important to remember that this study provides an external interpretation by representatives from a southern U.S. land-grant institution over a three-week period; results cannot be generalized to other populations or times, but can inform the understanding of similar populations and practices. It is recognized that while the researchers took steps to limit cultural misconception, cultural bias still may exist (Hains, Ricketts & Tubbs, 2012).…”