TY - JOUR
T1 - Re-orientating experiences : considerations for student development through virtual mobility in STEM
AU - Hardiman, Brittany
AU - Reynolds, Jason
AU - Pizzica, Jenny
AU - Renshaw, Adrian
PY - 2022
Y1 - 2022
N2 - Outbound mobility experiences (OMEs) provide a catalyst for learning environments that foster student development to occur in a global context. In STEM, OMEs foster critical thinking, creativity and scientific literacy. However, the sudden disruption to international travel due to the recent global pandemic has seen countries worldwide plunged into lockdown and borders closed. While the shift to online learning has been challenging, it has also provided the higher education sector an opportunity for wider implementation of online experiential learning environments, such as virtual mobility. Currently there has been little exploration of the potential of transforming physical, short-term, face-to-face mobility programs to an online environment for undergraduate science, technology, engineering and mathematics (STEM) students. This paper seeks to understand, through existing literature, how we can meet the desired program outcomes of a physical OME to support critical thinking of undergraduate natural science students, when the OME occurs online.
AB - Outbound mobility experiences (OMEs) provide a catalyst for learning environments that foster student development to occur in a global context. In STEM, OMEs foster critical thinking, creativity and scientific literacy. However, the sudden disruption to international travel due to the recent global pandemic has seen countries worldwide plunged into lockdown and borders closed. While the shift to online learning has been challenging, it has also provided the higher education sector an opportunity for wider implementation of online experiential learning environments, such as virtual mobility. Currently there has been little exploration of the potential of transforming physical, short-term, face-to-face mobility programs to an online environment for undergraduate science, technology, engineering and mathematics (STEM) students. This paper seeks to understand, through existing literature, how we can meet the desired program outcomes of a physical OME to support critical thinking of undergraduate natural science students, when the OME occurs online.
UR - https://hdl.handle.net/1959.7/uws:67423
M3 - Article
SN - 2591-801X
VL - 5
SP - 1
EP - 8
JO - Journal of Applied Learning and Teaching
JF - Journal of Applied Learning and Teaching
IS - 1
ER -