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Date of Award

2014

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Lynn Beck

First Committee Member

Justin Low

Second Committee Member

Sandy Mahoney

Abstract

As other programs in education, international collaborative programs face challenges of quality assurance and accountability for students' learning outcomes. Through a survey of 1458 students, the present research employs a "program logic model" (input-activity-outcome) to measure students' perceived global learning outcomes in international collaborative programs in Shanghai, China. Multiple regressions were used to test the relationship between different aspects of students' learning experience and their perceived learning outcomes in the programs. Findings of this research suggest that students' learning experience had positive influence on students' perception of learning outcomes, even when students' personal variables, such as gender, grade level, major, pre-college grades, and international experience were controlled. This research further investigated the possible moderating effect of personal variables on the relationship between learning experience and perceived learning outcomes. Findings from the analysis show that the impact of students' learning experience on perceived learning outcomes may vary by pre-college grades and prior international experience. Although these differences are small in magnitude, they suggest that the effects of students' learning experience on their perceived learning outcomes should be carefully examined.

Pages

145

ISBN

9781303996658

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