In this study it was hypothesized that collaborative learning in international higher education contributes to the development of intercultural competence. Two hundred and fifty-two students of an international business and management study programme of a Dutch university participated in two surveys on collaboration in a group learning activity and one survey on their development of intercultural competence. Additionally, three groups of four to six students took part in focus group interviews. The results indicated that when students perceive that the group process improves, the quality of the collaboration in terms of verbal interaction and equal contribution will also improve. Furthermore, the results revealed that a higher perceived quality of the collaboration relates to an increasing development of intercultural competence. The findings are discussed and related to implications for the use of group learning activities in international higher education. https://doi.org/10.1177/1028315319826226
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When studying the acquisition of social-communicative competence, it is important to take students' individual learning theories into account. Increased insight into the role ILTs play can be of help in improving social work education.
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The introduction of the program ‘working to learn and learning to work’ for the bachelor students at the department Logistics Management (of the HU) has adopted a next level of competence awareness with their students. The introduction of the working and learning program kicked off 4 years ago with an annual program for the bachelor students combining three days of traineeship with two days at school. In spite of the effort of the teachers involved, the students failed to grasp visible competence development through combining work tasks with competence development and feedback assignments. The main question was: How can students’ understanding be improved on transparent competence development. Clearly students took their responsibility but missed the required awareness. During the year even a decline in student engagement resulted. Both, knowledge from an assessment training for teachers, and the traineeship rubric helped altering the existing approach of students’ competence learning. Out of a class of 28, 6 students tested the new approach. Their results were astonishing with higher average grades, happier attitudes, clear reflections on their improvements, and improvedunderstanding of the need for feedforward and feedback at work tasks related personal (competence) developed.
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Learning processes towards the integration of knowledge, skills and attitudes are currently still a mystery. In this article, three integration processes are developed: low-road integration, high-road integration and transformative integration. It also lays a basis for further empirical research by offering hypotheses regarding these different processes.
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In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.
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The purpose of this study was to gain insight into the development of student knowledge in Pre-Vocational Secondary Education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire. The development of knowledge was investigated using the method of concept mapping. The results showed students to develop slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organizational characteristics of the learning situations were further found to be distinctive for the development of knowledge.
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The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
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Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.
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This study aims to map VE teachers’ perceived importance of assessment competence. The study was conducted in the Netherlands among teachers of professional studies in Universities of Applied Sciences. A large-scale study was conducted to represent a broad population of teachers, including various vocational fields, roles, and situations, allowing for the exploration of differences across these contextual variables.
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