Master of Education
Professor Goli Rezai-Rashti
This study applies the Experiential Learning Theory and the Transformational Learning Theory to International Service-Learning (ISL) in post-secondary education. International engagement in post-secondary institutions has become an important element in education. Developing global citizenship is a significant focus for many students and institutions. Higher educational institutions are increasingly being challenged to meet the demands of international connectivity and enhance the quality of learning for prospective students (Garrison & Kanuka, 2004, p. 95). ISL provides the opportunity for students to experience perspective transformation. In order for institutions to foster transformational learning, it is important for educators and researchers to have the capability to measure what is being learned, how the learning occurs, and how to support learning. This study sought to investigate how international learning experiences transformed the lives of students who participated in an ISL program, what the participants learned, and how they applied what they learned once they returned to their home country. A qualitative case study was conducted to investigate the perspective of students who participated in an ISL experience in East Africa between seven weeks to four months. Participant recommendations’ regarding ISL were also provided as a means to assist the learning potential of ISL experiences for future students. Findings for this study suggest that areas of transformational learning did occur; however, increased preparation and support throughout the experience would have enhanced their learning.
Crowder, Shannan Lee, "International Service-Learning: Transformational Learning Through Experience" (2014). Electronic Thesis and Dissertation Repository. 2304.