Global Learning Experiences - Annotated Bibliography Example

Summary- Global Learning Experiences (GLE) Name: Lecturer: Course: Date: Summary 1 The study by Salyers et al. (2012) explored the motivations, expectations, and experiences of students studying abroad. The objective of the study was to examine the factors that influence students’ global learning experiences (GLE). The theory underlying the study is that students studying in global setting are likely to improve their language proficiency, cultural sensitivity, openness to diversity, personal growth as well as develop better sense of civic responsibility. The study was based on students’ perspectives on their motivations, expectations, and experiences while studying in global settings. The study used mixed research methodology study to collect data, mainly the quantitative and qualitative research designs to survey nearly 13,570 students. The study took a period of three days and was undertaken in two phases at a mid-sized university in Western Canada. The study established that a majority of the students were motivated to study in global settings and further highlighted that the students developed the desire to understand foreign cultures. They also acknowledged that cultures influence how they make decisions (Salyers et al. 2012). Additionally, the students who participated in the study revealed the professional, social and education aspiration as influencing their decision-making process. When it comes to students’ expectations, a majority of the students acknowledged they expected to meet a highly engaging and secure learning experience in global settings. In regards to experiences, the students emphasised the need to have a clearly defined pre-departure planning and programs that would orientate to their new learning settings (Salyers et al. 2012). The study had some limitations. It seems not to be an empirical investigation of student motivation, expectations, and experiences, as it fails to review in detail the significance of the three constructs to students who study in global experiences. This could have provided better insight into the significance of the three constructs. Summary 2 The study by Adnan et al. (2014) examined self-regulated learning and motivation of Islamic studies, and non-Islamic studies stream students. The objective of the study was to investigate the divergence in motivation and self-regulated learning and motivation between the non-Islamic and Islamic students, as well as the relationships between academic performance, motivation, and self-regulated learning. The theoretical framework driving Adnan’s et al. (2014) research is the self‐regulated learning theory, which hypothesises that self‐regulated learning consists of a comprehensive learning process, which happens whenever people seek to change the features of their personal motivations, cognitions and behaviours that fit their learning. The study hypothesised that motivation and self-regulated learning is critical aspects of academic performance and learning within the classroom setting. The study used a quantitative research design. In particular, research questionnaires were used, based on the Motivated Strategies for Learning Questionnaire (MSLQ), to collect data from 825 students in Malaysia’s higher learning institutions. The findings indicated that self-efficacy has a significant positive correlation with the metacognitive self-regulation. Additionally, students who view themselves to be capable were prone to using the meta-cognitive strategies. Additionally, they are also efficient in planning, monitoring and regulating their studies. When it comes to the intrinsic goals, the study established that the extrinsic and intrinsic goals are positively correlated to meta-cognitive self-efficacy, self-regulation, and seeking help. The findings from the regression analysis indicated that test intrinsic goal orientation and anxiety predict academic performance in Islamic studies and non-Islamic studies. The study had certain limitations. While many factors influence the learning strategies that students use, Adnan’s et al. (2014) study only focused on self-regulated learning strategy, which implies that the scope of the research was limited. Additionally, since the study was only carried out in Malaysia, it limits the generalisability of the results globally. Summary 3 In the study by Creed et al. (2015), the researchers examined the “role conflict” and facilitation model within the university setting based on the depletion and enrichment theories. The objective of the study was to evaluate the role of various benefits and demands in facilitation and conflict within the university setting. The study was mainly based on the role-conflict theory. In particular, Creed et al. (2015) tested the theoretical model using the enrichment and depletion aspects of role conflict where it considered the benefits and demands associated with paid employment and the role of facilitation and conflict in university student. The study used a quantitative research design, mainly a cross-sectional study, to examine the consequences and events of role-facilitation and role-conflict in 185 students (77% female and 23% male) taking social science programmes at a university in Australia. The antecedents reviewed included work-based benefits, such as involvements, rewards. The key finding was that working while at the same time studying at the university affects the students' well-being and engagement. This is in spite of the fact that the role-conflict theory can explain some modest effects. The study found positive correlations between facilitation, demands, conflicts, and work-based conflicts. However, there was a weak correlation between conflict, demands, facilitation and work-based benefits, and conflict, well-being, facilitation and engagement. The results further indicate that university students who work while studying experience both positive and negative impacts on college life (Creed et al. 2015). The study had certain limitations. The sample population used was highly homogenous, as only university students in one university who study social sciences programs were surveyed. This limits the extent to which the results of the study can be generalised. Again, since a majority of those surveyed were females (77%), then it only means the study cannot be equitably generalised across gender. Personal reflection and conclusion Description I focused on being objective, as well as collecting multitude information as much as possible in order to come to a conclusion. The first step entailed identifying the problem each research needed to resolve, in order to establish the objective of each study. This was quite challenging, as all the articles were less direct about their objectives. However, using this approach, I managed to establish the objective of the three articles. Defining the methods of research and defining the population was less hectic since they were directly stated in the articles. For instance, it was easy to establish the research design and the specific groups of people, in this case, students. Additionally, the findings of the articles were also easy to identify, as they were directly stated. However, interpreting them in simpler terms demanded that I had to read their respective literature reviews, and the research analysis methods used. Reflection It is clear to me that most students are motivated to study in global settings due to the desire to understand foreign cultures, which influence the decisions they make to study abroad. Apart from the foreign cultures, I also understand that professional, social, and educational aspirations also influence the decision students make to study in global settings. Students also expect to meet an environment that is highly engaging and secure for learning in their target global settings. I have learnt that both the students’ extrinsic and intrinsic goals are connected to meta-cognitive self-efficacy, self-regulation, and the need to seek help. In respect to the intrinsic features, it has become clear to me that self-efficacy has a significant positive correlation with the metacognitive self-regulation. In which case, students who view themselves to be capable are likely to be efficient in planning, monitoring, and regulating their studies. In respect to the extrinsic features, working while studying affects the students' well-being and level of engagement at the University. There is a strong correlation between facilitation, demands, conflicts, and work-based conflicts. University students who work while studying experience both positive and negative impacts on college life. I also understand that having well-set pre-departure planning and an orientation program in the new environment affect the students’ experiences while studying in global settings. Reference List Adnan, M, Mohamad, S, Buniamin, S & Mamat, A 2014, "Self-Regulated Learning And Motivation Of Islamic Studies And Non-Islamic Studies Stream Students," GESJ: Education Science and Psychology, vol 6 no 32, pp.3-17 Creed, P, French, J & Hood, M 2015, "Workingwhile studying at university: The relationship between work benefits and demands and engagement and well-being," Journal of Vocational Behavior vol 8, pp.48-57 Salyers, V, Carston, C, Dean, Y & London, C 2015, "Exploring the Motivations, Expectations, and Experiences of Students Who Study in Global Settings," Journal of International Students vol 5 iss 4, pp.368-382 Read More