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Toward Transformative Learning During Short-Term International Study Tours: Implications for Instructional Design

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Toward Transformative Learning During Short-Term International Study Tours: Implications for Instructional Design Pond, Uriah (2018) Toward transformative learning during short-term international study tours: implications for instructional design. Ed.D thesis. http://theses.gla.ac.uk/8525/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten:Theses http://theses.gla.ac.uk/ [email protected] TOWARD TRANSFORMATIVE LEARNING DURING SHORT-TERM INTERNATIONAL STUDY TOURS: IMPLICATIONS FOR INSTRUCTIONAL DESIGN URIAH POND BSc, MAdEd, MDiv, MTS, MA SUBMITTED IN FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF DOCTOR OF EDUCATION SCHOOL OF EDUCATION COLLEGE OF SOCIAL SCIENCES © 2017 ABSTRACT Short-term international study tours are increasingly available as an elective academic credit course at Canadian universities and seminaries. My research examined the pedagogy of such study tours to ascertain whether a study tour that encourages critical reflection assists students to synthesise learning to the extent that their pre-existing conceptual framework is modified or transformed. Since all the tours had a spiritual or religious theme, I also investigated the extent to which these study tours encouraged transcendent experiences and spiritual learning. I investigated four study tours, two of which went to Spain and included a pilgrimage along El Camino de Santiago, another to Israel/Palestine exploring both historical sites and contemporary issues, and the fourth to Cyprus, Malta, and Rome, exploring the history and legacy of Paul, the Christian apostle. In addition, I participated in a local Ontario, Canada, pilgrimage and a service learning trip to an orphanage in Mexico as comparatives to the study tours. Adopting an interpretivist methodology, data was gathered from students and professors through questionnaires and interviews, and from my observations as a participant researcher. The data were interpreted to map how learning is occurring using Kolb’s experiential learning cycle and Illeris’ three−dimensional learning model, and to identify what contributes to learning. The research discovered that the student’s localised conceptual framework associated with the home context can be modified or transformed by the experience on-the-ground at the tour destination, resulting in transformative learning or moving students toward transformative learning. To encourage student learning, pre-tour preparatory studies should address the potential gap in student’s background knowledge and their existing meaning schemes, and should prepare the students for experiential learning. Reflective time and space should be provided during the tour to allow students to process their experiences, including emotional responses. And, post-tour assignments should encourage critical reflection that integrates and consolidates learning. To encourage spiritual learning requires accommodating students’ diverse i interpretations of spirituality, and allowing students similar space and time, particularly at sacred places, to process spiritual experiences. ii TABLE OF CONTENTS ABSTRACT ..................................................................................... i TABLE OF CONTENTS ....................................................................... iii LIST OF FIGURES ........................................................................... vii ACKNOWLEDGEMENT ..................................................................... viii AUTHOR’S DECLARATION .................................................................. ix DEFINITIONS .................................................................................. x ABBREVIATIONS ............................................................................ xii CHAPTER 1: INTRODUCTION................................................................ 1 SHORT-TERM INTERNATIONAL STUDY TOURS ........................................... 1 FOCUS OF THE ENQUIRY ................................................................... 2 PURPOSE ..................................................................................... 3 SECONDARY INVESTIGATION .............................................................. 3 CONCEPTUAL TOOLS AND ASSUMPTIONS ................................................ 4 NARRATIVE SIGNATURE .................................................................... 5 PLAN OF PRESENTATION ................................................................... 6 CHAPTER 2: REFLECTION AND LEARNING................................................. 7 REFLECTION ............................................................................... 13 TRANSFORMATIVE LEARNING ........................................................... 18 INTERCULTURAL LEARNING ............................................................. 24 CHAPTER 3: SPIRITUALITY ................................................................ 29 SPIRITUALITY .............................................................................. 29 CHRISTIAN SPIRITUALITY ................................................................ 31 SPIRITUALITY AND HIGHER EDUCATION ............................................... 33 CHAPTER 4: RESEARCH METHODOLOGY AND METHODS .............................. 37 METHODOLOGY ........................................................................... 37 METHODS .................................................................................. 38 Participant observation ................................................................ 39 Journal ................................................................................... 42 Questionnaire ............................................................................ 42 Interviews ................................................................................ 43 iii Data Analysis ............................................................................ 44 SCOPE AND LIMITATIONS OF THE STUDY .............................................. 45 CHAPTER 5: DISCUSSION OF STUDY TOURS ............................................ 48 TOUR 1: THE WAY OF ST. JAMES LEADERSHIP PILGRIMAGE (SPAIN)............... 48 The Students’ View ..................................................................... 49 Motivations and Expectations ........................................................ 50 Participant Learning................................................................... 50 Pre-Tour Preparations and Post-Tour Assignments ............................... 52 Reflection and Transformative Learning ........................................... 52 Spiritual Experience and Learning .................................................. 53 Additional Student Assessment ...................................................... 55 The Professors’ View ................................................................... 57 Mapping Learning ....................................................................... 62 TOUR 2: HOLY LAND STUDY TOUR (ISRAEL/PALESTINE) ............................ 66 The Students’ View ..................................................................... 67 Motivations and Expectations ........................................................ 67 Participant Learning................................................................... 68 Pre-Tour Preparations and Post-Tour Assignments ............................... 72 Reflection and Transformative Learning ........................................... 73 Spiritual Experience and Learning .................................................. 75 Additional Student Assessment ...................................................... 76 The Professors’ View ................................................................... 78 Mapping Learning ....................................................................... 82 TOUR 3: EDUCATOR’S SEARCH FOR PURPOSE AND MEANING (SPAIN) ............. 85 The Students’ View ..................................................................... 86 Motivation and Expectations ......................................................... 86 Participant Learning................................................................... 87 Preparations and Post-Tour Assignments ........................................... 89 Reflection and Transformative Learning ........................................... 90 Spiritual Experience and Learning .................................................. 92 Additional Student Assessment ...................................................... 93 The Professors’ View ................................................................... 95 Mapping Learning ...................................................................... 100 TOUR 4: IN THE STEPS OF PAUL (CYPRUS, MALTA, ITALY) ........................ 103 The Students’ View .................................................................... 104 iv Motivations and Expectations ....................................................... 105 Participant Learning.................................................................. 106 Pre-Tour Preparations and Post-Tour Assignments .............................. 107 Reflection and Transformative
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