Cultural Immersion Learning: How the Reflective Learning Process Facilitates Meaning Making among Christian Higher Education Graduate Students

Autor/in	Sang, Suzanne Marsha
Titel	Cultural Immersion Learning: How the Reflective Learning Process Facilitates Meaning Making among Christian Higher Education Graduate Students
Quelle	(2018), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Trinity International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-5942-2
Schlagwörter	Hochschulschrift; Dissertation; Learning Processes; Christianity; Church Related Colleges; Graduate Students; Experiential Learning; Reflection; Immersion Programs; Cultural Awareness; Religious Factors; Cooperative Learning; Outcomes of Education; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning process; Lernprozess; Christentum; Kirchliche Hochschule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Experiental learning; Erfahrungsorientiertes Lernen; Immersionsprogramm; Cultural identity; Kulturelle Identität; Kooperatives Lernen; Lernleistung; Schulerfolg; Schülerverhalten
Abstract	Graduate student travel continues to reflect the desire for more intentional and immersive ways to engage in travel experiences for the purpose of learning. This basic qualitative study explored how graduate students made meaning of their cultural immersion experiences. The study invited twenty-three graduate students enrolled in three Christian Higher Education Institutions to describe how they made meaning of their culturally immersive experiences. Using an Experiential Learning framework as the basis for Cultural Immersion Learning, the findings revealed that participants cumulatively made meaning from immersive trips when they had specific influences that led them to participate, their trip was designed using a robust trip strategy, and their trip included a comprehensive reflective learning process. The implications for graduate students and Christian Higher Education Institutions include proposed pedagogical approaches that would incorporate cross cultural Experiential Learning in the curriculum; expand and broaden the learning capacity of participants in diverse settings and practical theology development through collaborative learning that is committed to local theology (Trokan 2005, 138). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01