Measurement of transformative learning in study abroad: An application of the learning activities survey

Stone, Garrett A.; Duerden, Mat D.; Duffy, Lauren N.; Hill, Brian J.; Witesman, Eva M.

doi:10.1016/j.jhlste.2017.05.003

Cited by 37 publications

(33 citation statements)

References 39 publications

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“…Here, findings revealed students did not necessarily leave Israel with positive emotions towards all the people they met, but rather a nuanced, "de-essentialized" view. This research therefore supports previous qualitative and quantitative studies arguing that transformative learning occurs in SA settings (Stone et al, 2017;Strange & Gibson, 2017;Trilokekar & Kukar, 2011). Despite its relative short time, this SA led to overall perspective transformation, suggesting that the type of experiences provided through SA can be more influential than the length of time regarding TL.…”

Section: Faculty-student Interactionssupporting

confidence: 86%

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

Chiocca

2021

Frontiers

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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.

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Section: Faculty-student Interactionssupporting

confidence: 86%

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

Chiocca

2021

Frontiers

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“…Moreover, study abroad has a lasting impact on student skills that directly impact their success in STEM-related fields—improved confidence and social competence (Walsh and Walsh, 2018), tolerance to ambiguity (Vande Berg et al, 2009), autonomy (Marcotte et al, 2007), critical thinking skills (Savicki et al, 2004), and cognitive flexibility (Tadmor et al, 2012a). In these ways and many more, experiences abroad are more likely to be transformative for students compared to traditional on-campus classes (Stone et al, 2017).…”

Section: Benefits Of Collaborative Research Abroadmentioning

confidence: 99%

Where in the World Is This Research Taking Us? Collaborating on Publishable Research With Undergraduates Abroad

Burns-Cusato

Cusato

2019

Front. Psychol.

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“…Learners often report in end-of-course surveys and feedback that the course has changed the way they think but without a means of demonstrating the ways in which they have been transformed, this is merely anecdotal evidence. Previous attempts to measure transformative learning in students have required the collection of extraneous data in the form of focus groups, (Stone et al, 2017) questionnaires (Springfield et al, 2015;Stone et al, 2017), field notes and learning journals (Lee and Brett, 2015). This paper sets out a rubric that allows for objective measurement of the extent of transformative learning experienced by learners on a MOOC.…”

Section: Discussionmentioning

confidence: 99%

Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC

Beer¹

2019

Journal of Interactive Media in Education

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This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow's theory of Transformative Learning as a theoretical framework, alongside the activity types used to inform design of FutureLearn courses. The literature review finds that there is a gap in the research in evaluating for-credit MOOCs against the intended educational aims of the accrediting institution. The rubric created for this research attempts to fill that gap, by providing a means to evaluate both student learning and learning design. The rubric identifies that the learners on this course are demonstrating elements of transformative learning at the lower levels of Mezirow's seven stages of critical reflection. Although the rubric was designed with the aim of evaluating MOOCs, it can be applied to any online learning experience that includes student engagement, either written or spoken. The paper makes recommendations for future developments and further research.

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Measurement of transformative learning in study abroad: An application of the learning activities survey

Cited by 37 publications

References 39 publications

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

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

Where in the World Is This Research Taking Us? Collaborating on Publishable Research With Undergraduates Abroad

Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC

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