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Cairns, D. (2023). Outside learning: Blending formal, informal, and non-formal higher education during the COVID-19 pandemic. In Johanna Wyn, Helen Cahill, Hernan Cuervo (Ed.), Handbook of children and youth studies. Singapura: Springer.

D. C. Cairns,  "Outside learning: Blending formal, informal, and non-formal higher education during the COVID-19 pandemic", in Handbook of children and youth studies, Johanna Wyn, Helen Cahill, Hernan Cuervo, Ed., Singapura, Springer, 2023

@incollection{cairns2023_1721647674190,
	author = "Cairns, D.",
	title = "Outside learning: Blending formal, informal, and non-formal higher education during the COVID-19 pandemic",
	chapter = "",
	booktitle = "Handbook of children and youth studies",
	year = "2023",
	volume = "",
	series = "",
	edition = "",
	publisher = "Springer",
	address = "Singapura",
	url = "https://link.springer.com/referenceworkentry/10.1007/978-981-4451-96-3_97-1"
}

TY  - CHAP
TI  - Outside learning: Blending formal, informal, and non-formal higher education during the COVID-19 pandemic
T2  - Handbook of children and youth studies
AU  - Cairns, D.
PY  - 2023
DO  - 10.1007/978-981-4451-96-3_97-1
CY  - Singapura
UR  - https://link.springer.com/referenceworkentry/10.1007/978-981-4451-96-3_97-1
AB  - Internationalized higher education underwent dramatic changes during the Covid-19 pandemic,
with many mobile students confined to the domestic sphere for prolonged periods. While the
dissatisfaction of these students at this time was made quite apparent, limited possibilities for
social interaction also had pedagogical consequences, especially in relation to the impact on
short duration stays abroad hosted by platforms including the European Commission Erasmus+
programme. These exchanges have typically entailed a blend of formal, informal and nonformal learning, and intense levels of social interactions. This arrangement became unfeasible
during the most intensive lockdowns, with the closure of university campuses and restrictions
placed on conviviality effectively moving learning outside its traditional spaces. Using findings
of research conducted in Portugal during the initial months of the pandemic, the chapter
discusses the pedagogical approach to what is referred to as ‘credit mobility’ and some of the
transformations that took place during the pandemic, that resulted in a devaluation of the internationalized learning experience. Looking towards future developments, although disruption appears to have been largely temporary, there are potential long term consequences
for students and educators, with belated recognition that non-essential mobility is a contributor
to the climate emergency.
ER  -