'Those Lessons Learned Went Right out the Window Once I Was atop the Soil Where It All Happened': Transformative Learning in a Study Abroad Course
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| Title: | 'Those Lessons Learned Went Right out the Window Once I Was atop the Soil Where It All Happened': Transformative Learning in a Study Abroad Course |
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| Language: | English |
| Authors: | Michelle Jarman, Mary Burman, Mary Anne Purtzer, Katie Miller |
| Source: | Frontiers: The Interdisciplinary Journal of Study Abroad. Nov 2022 34(4):26-52. |
| Availability: | Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Study Abroad, Undergraduate Students, Student Experience, Emotional Response, Relevance (Education), Student Development, Sensory Experience, Transformative Learning, Student Attitudes, Beliefs, Self Concept, Program Effectiveness, Medical Services, Nursing, War, World History, Place Based Education |
| Geographic Terms: | United Kingdom (England), France, United States |
| ISSN: | 1085-4568 2380-8144 |
| Abstract: | This project investigated the learning process and outcomes of a study abroad course in England and France that focused on dramatic social shifts in the world war eras. Well-established adult learning theories provided the course framework, and this study examines the characteristics and elements contributing to transformative learning. Eleven undergraduate students participated in this descriptive qualitative study. Three themes emerged from the research: students experienced a journey of intense emotion (Theme I) and meaning making (Theme II) sparking profound developmental changes (Theme III). Learning involved the whole body with students referring to visceral sensations stimulated by specific places visited during the course. Subsequent disorientation triggered the transformative learning process. Dialogue, journaling, and follow-up projects led to critical self-reflection whereby students questioned their perspectives and self-concepts. Post-travel focus groups revealed the impact of the course on validation and/or revision of student perspectives which led to informed decisions and actions. These findings contribute to a deeper understanding of the complexities inherent in transformative learning, especially through place-based and embodied learning practices. Implications include embracing holistic learning, fostering awareness of the learning environment including historical context, developing authentic relationships, and role-modeling critical thought and reflection. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1359779 |
| Database: | ERIC |
| Abstract: | This project investigated the learning process and outcomes of a study abroad course in England and France that focused on dramatic social shifts in the world war eras. Well-established adult learning theories provided the course framework, and this study examines the characteristics and elements contributing to transformative learning. Eleven undergraduate students participated in this descriptive qualitative study. Three themes emerged from the research: students experienced a journey of intense emotion (Theme I) and meaning making (Theme II) sparking profound developmental changes (Theme III). Learning involved the whole body with students referring to visceral sensations stimulated by specific places visited during the course. Subsequent disorientation triggered the transformative learning process. Dialogue, journaling, and follow-up projects led to critical self-reflection whereby students questioned their perspectives and self-concepts. Post-travel focus groups revealed the impact of the course on validation and/or revision of student perspectives which led to informed decisions and actions. These findings contribute to a deeper understanding of the complexities inherent in transformative learning, especially through place-based and embodied learning practices. Implications include embracing holistic learning, fostering awareness of the learning environment including historical context, developing authentic relationships, and role-modeling critical thought and reflection. |
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| ISSN: | 1085-4568 2380-8144 |
