XVII Congress of the Brazilian Studies Association

Education, Globalization, & The Child in Brazil: A Hybrid Approach to International Learning Experiences

• In Event: US Academic Mobility in Brazil: Innovations and Advancements in International Education

Abstract

The Education, Globalization, and the Child in Brazil program is a hybrid study abroad program that examines the experiences of childhood and how educational experiences are often contextualized by region, country, and culture. The program includes online sessions with Brazilian partners to introduce students to Brazilian education and set the stage for the embedded spring break study abroad experience. While in Brazil, students visit schools and universities to engage in ongoing comparative analysis and critically examine the influence and impact of globalization on childhood and education. Together, these experiences build on the strengths of the hybrid modality and engage students in international educational experiences to meet the learning objectives of the program.

The accompanying mixed-methods research examines the ways in which international learning experiences contribute to students’ cognitive, interpersonal, and intrapersonal learning. The study further aims to explore academic, cultural, and social aspects of study abroad programs that contribute to students’ learning and development. Data include a combination of qualitative and quantitative data, specifically surveys with closed and open-ended questions and collected student artifacts related to study abroad experiences. Utilizing both quantitative and qualitative data provides a better understanding of student perspectives of what aspects of the study abroad program are the most impactful. Emerging findings suggest that short-term study abroad experiences have a positive impact on students’ collaborative learning, flexibility, leadership skills, and interpersonal skills. Findings further support the need to expand and strengthen academic mobility and cost-effective opportunities for students.

Authors

• Jennifer Olson, University of Illinois Chicago

• Kyle Rausch, University of Illinois Chicago