To Teach or Not to Teach While Abroad? Examining Pedagogical Approaches in Hyper Short-Term Study Abroad Programs

• In Event: Roundtable Session 7
  In Refereed Roundtable Session: Teaching, Learning, and Identity in Higher Education: Perspectives from Reform, Mobility, and Networked Environments

Proposal

As short-term study abroad programs continue to grow in popularity, research increasingly demonstrates that these programs can be just as effective as longer-term experiences in fostering cross-cultural awareness and global engagement. This presentation examines how the academic structure of hyper short-term programs (defined here as those lasting fewer than two weeks) shapes students’ learning outcomes, cultural immersion, and reflective engagement.

Drawing on post-program survey data from three study abroad programs administered by Long Island University (each lasting 9 to 14 days and held either before or after the spring semester), I compare the effects of three distinct pedagogical delivery models:
1. In-Country Instruction: Course content was delivered on-site, with students attending morning classes followed by afternoon excursions.
2. Pre-Departure Virtual Instruction: A virtual course was taught during the spring semester prior to the abroad component, which took place in the summer.
3. Post-Return Virtual Instruction: Students traveled abroad during the winter term and completed the course through virtual instruction in the following spring semester.

By comparing these delivery models, this study offers insight into how instructional timing influences the academic and intercultural outcomes of short-term study abroad. In particular, this roundtable will explore how the timing of instruction (before, during, or after travel) affects students’ retention of course content. One key question for discussion is whether students learn more effectively when instruction occurs before or after experiencing cultural immersion. Additionally, we will consider how factors like fatigue or overstimulation during travel may impact classroom engagement.

Reflection is a cornerstone of study abroad learning, helping students connect personal experiences to global issues and develop an awareness of their own positionality. This session will explore how the timing and format of instruction influence students’ reflective practices and whether those practices enhance their overall experience abroad. Participants will also be invited to discuss how to design meaningful opportunities for reflection before, during, and after travel, as well as what “effective” cultural immersion looks like within the limitations of short-term programs.

Participants will leave this roundtable with a clearer understanding of how different instructional models shape student engagement, cultural learning, and reflection. The session will also explore logistical and pedagogical trade-offs—such as time constraints, student preparedness, and connection to course content—and provide space for dialogue on how to balance academic rigor with meaningful cultural experiences in hyper short-term study abroad programs.

Author

• Mackenzie Otterson, Long Island University