scholarly journals More Than a Vacation: Short-Term Study Abroad as a Critically Reflective, Transformative Learning Experience

2012 ◽  
Vol 03 (05) ◽  
pp. 679-683 ◽  
Author(s):  
Lane Perry ◽  
Lee Stoner ◽  
Michael Tarrant
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Experience ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

scholarly journals Talking with ‘Others’: Experiences and perspective transformation in a short-term study abroad program

2021 ◽  
Vol 33 (2) ◽  
pp. 35-60
Author(s):  
Emmanuelle S. Chiocca
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Intercultural Competence ◽  
Classroom Culture ◽  
Student Experiences ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Multiple Data ◽  
Short Term Study

With the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than “upgraded” tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a gestalt. Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways.

scholarly journals Beyond “Just Do It”

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668604 ◽  
Author(s):  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald L. Rubin ◽  
Lee Stoner
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Short Term ◽  
Learning Outcomes Assessment ◽  
Short Term Study ◽  
Study Abroad Program

Study abroad is believed to be a transformative learning experience for students. However, the extent to which study abroad adds value beyond what is possible on campus needs to be demonstrated. In this paper, we document the learning outcomes assessment undertaken by a faculty-led study-abroad program at a large university in the U.S. Southeast. Specifically, we describe the development of a theory-based pedagogical model of global citizenship for short-term study abroad and efforts to document student learning associated with its constructs. The results of these efforts indicate that when student learning outcomes and study-abroad pedagogy are aligned with theory, and rigorously assessed, the opportunity to demonstrate learning is possible, and opportunities for instructional improvement present themselves.

The benefits of short‐term study abroad as a blended learning experience

2012 ◽  
Vol 5 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Michael H. Slotkin ◽  
Christopher J. Durie ◽  
Jarin R. Eisenberg
Keyword(s):  
Study Abroad ◽  
Blended Learning ◽  
Learning Experience ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Disrupting Liberal Discourse in a Neoliberal World: The Potential of Transformative Education During a Short Term Study Abroad Course in Cuba

2009 ◽  
Vol 2 (3) ◽  
pp. 25-43 ◽  
Author(s):  
Catharine Chaput ◽  
Michael D. O'Sullivan ◽  
Christine Arnold
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Experiences ◽  
Student Thinking ◽  
Transformative Education ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study

Can transformative learning experiences be achieved in short term study abroad programs given the hold that liberal and neoliberal ideologies have on student thinking? Basing ourselves on Hall's and Foucault's analyses of liberalism and neoliberalism respectively and Mezirow's work on transformative learning, we examine, and learn from, the experiences of two groups of Canadian students who visited Cuba within the framework of a supposedly transformative program.

scholarly journals Chinese Undergraduate Students’ Perceptions of Learning:

2020 ◽  
Vol 11 (Winter) ◽  
pp. 85-88
Author(s):  
Sara Bano ◽  
Qing Xia
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Transformative Learning ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

Impact of Short-Term Study Abroad Experiences on Transformative Learning

2016 ◽  
Vol 15 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Colleen Walters ◽  
Jennell Charles ◽  
Sue Bingham
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Minority Population ◽  
Degree Programs ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

In recent years, there has been a rapid rise in the number of universities offering students opportunities to study abroad. Traditional semester-long programs have been shortened with many new programs ranging anywhere from 1 to 8 weeks in length. The increased number of short-term programs has enabled professional degree programs, such as nursing, to increase student participation in these programs. These changes are supported by growing evidence of the impact of these programs on student learning, personal and professional development, and understanding of self as a global citizen. Utilizing Mezirow’s transformative learning theory to conceptualize critical reflection, this quantitative study examined the impact of six short-term study abroad programs on critical reflection as a core element of transformative learning. A modified version of the Reflection Questionnaire developed by Kember et al. was completed by 20 participants at 6 weeks following the completion of the study abroad experience. Participants were largely female (90%) and minority students (75%). The results showed that mean critical reflection scores across programs were moderately high (3.84/5.00). Nursing students who went to Haiti scored highest on critical reflection (4.70/5.00) compared to students in the other five programs. Reflective journaling and participation in service learning activities were linked to the highest critical reflection scores. Short-term study abroad programs support transformative learning for students representing a minority population and those in professional and traditional degree programs.

scholarly journals Supporting Learning During Short-Term Study Abroad: Evaluating a Pedagogical Intervention

2021 ◽  
Vol 2020 (1) ◽  
pp. 169
Author(s):  
Kristen Sullivan
Keyword(s):  
Study Abroad ◽  
Learning Experience ◽  
Target Language ◽  
Short Term ◽  
Term Study ◽  
Pedagogical Intervention ◽  
Reflection Process ◽  
Short Term Study ◽  
Feedback Questionnaire ◽  
Study Abroad Program

This paper will discuss a pedagogical intervention that was implemented during a short-term study abroad program conducted in the summer of 2019 to Brisbane, Australia. The aim was to create a deeper learning experience by encouraging participants to actively engage with their study abroad communities in the target language and to reflect on their experiences. The effectiveness of the intervention, titled the Challenges Project, is considered through an analysis of the reflection reports students wrote as part of the intervention, as well as responses to a post-program feedback questionnaire. From this analysis the paper suggests that the effectiveness of the intervention could have been strengthened by providing more support of the reflection process before, during, and after the study abroad program. Specific recommendations for how this can be achieved are given. 本論文は、短期留学プログラムにおける学生の留学経験をより有意義なものにすることを目指して、2019年夏にオーストラリア・ブリスベンでの短期留学期間中に実施した教育的介入について分析した。その教育的介入では、筆者が参加者に対して、留学先のコミュニティと対象言語を使って積極的に関わることを目的としたアクティビティへの参加とその経験について振り返ることを促した。ここでは、介入の一環として参加学生が留学中に書いた振り返りレポートの内容分析および帰国後に行ったアンケート調査の分析結果から介入の効果を考察した。分析からは、留学開始前・留学中・留学後の各過程において、振り返りのあり方に関するサポートをより充実させることによって、教育的介入の効果を高めることができるという結論に至った。教育的介入においては、学生の振り返り活動をどのようにして支えればよいかに関する具体的な方法を提示する。

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Sign in / Sign up

Export Citation Format

Share Document