Using learning environments to create meaningful work for co-op students

Nevison, Colleen; Drewery, David; Pretti, Judene; Cormier, Lauren

doi:10.1080/07294360.2016.1229268

Cited by 11 publications

(10 citation statements)

References 26 publications

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“…To improve programs, Stirling et al (2017) recommend that explicit learning activities be established to help students integrate and connect their internship experience with relevant theory and coursework (p. 41). Other research draws similar conclusions about the need to link theory to practice in order for students to derive maximum educational benefit from experiential learning programs (Eames & Coll, 2010;Nevison, Drewery, Pretti, & Cormier, 2016;Sides & Mrvica, 2007;White & Devereux, 2017), including the ability to think critically about what "responsible development" means and how it can be fostered (Brown, 2015).…”

Section: What the Literature Says About These Kinds Of Programs And Tmentioning

confidence: 79%

The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada

Tiessen

Grantham

Cameron

2019

cjhe

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In this paper, we explore the relationship between experiential learning and career outcomes for international development studies (IDS) graduates from the perspective of program alumni, by presenting the results of a national survey completed by 1,901 IDS alumni across Canada. Employing study data, we answer the following research questions: (1) What do IDS alumni consider important experiential learning opportunities? and (2) What is the perceived relationship between experiential learning and career outcomes? We argue that documenting IDS graduate perspectives on the relationship between experiential learning and career paths can inform current program opportunities and highlight the relationship between work-integrated learning and career success in this field.

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Section: What the Literature Says About These Kinds Of Programs And Tmentioning

confidence: 79%

The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada

Tiessen

Grantham

Cameron

2019

cjhe

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“…Davis (2017) posited that the political and economic situation influenced the educational achievement and motivation of students. In short, a conducive learning environment greatly affects the meaningfulness of learning for students (Nevison, Drewery, Pretti, & Cormier, 2017). One of the participants stated that "My school often takes off when I was an elementary school because of an armed conflict between Indonesian soldiers and the Papuan Freedom Organization" (interview, March 13, 2017).…”

Section: Intrinsic Motivationmentioning

confidence: 99%

The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

Triyanto

2019

Sage Open

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The primary objective of learning engaged in higher education is to build graduate students who have great competence. This study aims to analyze the academic motivation of Papuan students at Sebelas Maret University. Data were collected through questionnaires and interviews. The participants were undergraduate students of Papua and West Papua. The results showed that the extrinsic motivation of the Papuan student is more dominant than is intrinsic motivation. The factors that influenced the low motivation of Papuan students are peers, family, teacher, the background of education, social conditions, economics, and politics. This research is expected to provide information and a basis for lecturers, universities, and policymakers to pay more attention to Papuan student motivation and further increase their learning motivation.

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“…According to Nevison, Drewery, Pretti and Cormier [29], international students find their co-op work term more significant than domestic students because of the work experience gained. The researchers imply that for students in co-op programs, an engaging learning environment is required so that their "work experiences become meaningful" [29, p. 817).…”

Section: Study Locationmentioning

confidence: 99%

Variability by Individual Student Characteristics of Student Satisfaction with Promising International Student Teaching Practices

Smith¹,

Zhou²,

Potter³

et al. 2019

LICEJ

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This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. Data were collected through an online survey at a mid-sized Canadian public comprehensive university. Variability of student satisfaction by individual student characteristics (e.g., level of study, year of study, age, gender, field of study, country of origin, length of time studying outside country of origin, parents' educational level, and study location) is presented. Recommendations for professional practice are discussed along with potential areas for further research.2.1.1. Gender. D'Allegro, and Dickinson [10] stated that there are differences in the way male and female students absorb new content. They found that male and female students have preferences for doing research and testing out

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Using learning environments to create meaningful work for co-op students

Cited by 11 publications

References 26 publications

The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada

The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada

The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

Variability by Individual Student Characteristics of Student Satisfaction with Promising International Student Teaching Practices

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