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'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
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
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  Data: '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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  Data: <searchLink fieldCode="AR" term="%22Michelle+Jarman%22">Michelle Jarman</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Burman%22">Mary Burman</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Anne+Purtzer%22">Mary Anne Purtzer</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+Miller%22">Katie Miller</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Frontiers%3A+The+Interdisciplinary+Journal+of+Study+Abroad%22"><i>Frontiers: The Interdisciplinary Journal of Study Abroad</i></searchLink>. Nov 2022 34(4):26-52.
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  Data: 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
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  Data: 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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  Data: EJ1359779
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 26
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Study Abroad
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Experience
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      – SubjectFull: Emotional Response
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      – SubjectFull: Relevance (Education)
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      – SubjectFull: Student Development
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      – SubjectFull: Sensory Experience
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Beliefs
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      – SubjectFull: Self Concept
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      – SubjectFull: World History
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      – SubjectFull: Place Based Education
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      – SubjectFull: United Kingdom (England)
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      – SubjectFull: France
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              Type: published
              Y: 2022
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