Abstract
The Georgetown Consortium Project derived from Georgetown University's Office of International Programs along with several partner institutions. The large-scale and multi-year study was developed to understand components about U.S. student learning abroad. Of the three broad conclusions, the study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students abroad. This article presents an analysis that concentrates on this conclusion. The relationships between student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Frontiers: The Interdisciplinary Journal of Study Abroad
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
