A Canadian Case of Experiential Learning and Capital Acquisition through a Domestic Student Exchange Program
Bibliographic record
Abstract
The present study focuses on former participants from one publicly funded pan-Canadian student exchange program, Explore. The mixed-methods study is guided by three main theoretical perspectives of experiential learning, social capital, and cultural capital. A total of 28 semi-structured interviews were held and 55 unique survey responses collected from former participants.Findings suggest that, in addition to experiential learning, there is substantial collaborative learning that occurs in domestic student exchange program settings. Participants built ties upon which they could draw resources during and after the exchange, such as, information about the host community; French language learning, professional, academic, and travel information and opportunities; and, continued companionship. Moreover, participants acquired cultural resources in the domains of identity, mobility, and regionality. Altogether, the findings point to students’ social ties that undergird the conversational exchange of sociocultural resources. In this vein, resources acquired on exchange (i.e., social capital and cultural capital) were available not merely as private goods to the individual student, but rather as public goods available to the wider social network of students. Finally, on an ideological level, the study suggests that the program can be conceptualized as a state tool that carries potential to promote social democratic values to build intercultural competence, social cohesion, and ultimately, as a way of state-building. Overall, the necessity and nature of social learning on exchange led to certain benefits of social connection. This, in turn, resulted in social consequences from the domestic exchange program. As such, through one case of a pan-Canadian student exchange program, the current study illustrates the ways in which the domestic model is unique, and thus distinct from, international models of student exchange.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.033 | 0.008 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".