Situated Learning – Foreign Sites as Learning Contexts
Keywords:foreign sites, learning contexts, situated learning, socio-cultural learning, study abroad
As part of the globalization effort, study abroad has been researched in the fields of education, business, language, etc. However, what is not well-discussed is how foreign sites in study abroad programs can function as learning contexts to promote in-depth learning in various subject areas, which was the purpose of this study. Twelve participants from one public research university involved in some study abroad programs were interviewed. Documents such as syllabi and travel plans relevant to participants’ trip were also collected. The data were analyzed inductively. The findings show that foreign sites serve as learning context to support students’ learning by (a) providing cues to understand new knowledge from different perspectives; (b) providing a context to understand the meaning behind words; (c) providing minute details tying facts towards abstract knowledge; and (d) creating a space for stimulating emotional attachments.
Alnufaishan, S., & Alrashidi, A. (2019). Democracy and education through the eyes of Kuwaiti politicians: A phenomenological study. Education Sciences, 9(1), 60. https://doi.org/10.3390/educsci9010060
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. https://doi.org/10.2307/1176775
Artemeva, N. (2008). Toward a unified social theory of genre learning. Journal of Business and Technical Communication, 22(2), 160-185. https://doi.org/10.1177/1050651907311925
Chang, B. (2017). Transformative learning: Reader’s guide. International Journal of Adult Vocational Education and Technology (Special issue), 8(1), 16-22. https://www.igi-global.com/article/transformative-learning/179872
Chang, B. (2018). Patterns of knowledge construction. Adult Education Quarterly, 68(2), 108–136. https://doi.org/10.1177/0741713617751174
Berger, P. L., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. Anchor Books.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.2307/1176008
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80.
Davenport, T., & Prusak, L. (1998). Working Knowledge. Harvard Business School Press: Boston.
Doerr, N. M. (2015). Learner subjects in study abroad: discourse of immersion, hierarchy
of experience and their subversion through situated learning. Discourse: Studies in the Cultural Politics of Education, 36 (3), 369–382. http://dx.doi.org/10.1080/01596306.2013.871448
Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2001). Abstraction in context II: The case of peer
interaction. Cognitive Science Quarterly, 1, 307-368.
Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008(120), 7-18. https://doi.org/10.1002/ace.311
Dolby, N. (2004). Encountering an American self: Study abroad and national identity. Comparative Education Review, 48(2), 150-173. https://doi.org/10.1086/382620
Fasching-Varner, K. J., Denny, R. K., Stone, M. P., Stewart, L. M., Albornoz, C. F., Mora, R., … Denny, M. A. (2018). Love in a "glocal" world: Living and learning to teach through study abroad. Multicultural Perspectives, 20(3), 135-147. https://doi.org/10.1080/15210960.2018.1480955
Goldoni, F. (2013). Students' immersion experiences in study abroad. Foreign Language Annals, 46(3), 359-376. https://doi.org/10.1111/flan.12047
Gopal, A. (2011). Internationalization of higher education: Preparing faculty to teach cross-culturally. International Journal of Teaching and Learning in Higher Education, 23(3), 373-381. https://files.eric.ed.gov/fulltext/EJ946163.pdf
Gustafsson, J. (2017). Single case studies vs. multiple case studies: A comparative study. https://www.diva-portal.org/smash/get/diva2:1064378/FULLTEXT01.pdfig
Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative research methods: When to use them and how to judge them. Human Reproduction (Oxford), 31(3), 498-501. doi:10.1093/humrep/dev334
Ikeda, D. (2010). Soka education: For the happiness of the individual. Middleway Press.
Kassam, K-A. (2009). Biocultural diversity and indigenous ways of knowing: Human ecology in
the arctic. University of Calgary Press.
Kishino, H., & Takahashi, T. (2019). Global citizenship development: Effects of study abroad and other factors. Journal of International Students, 9(2), 535-559. https://doi.org/10.32674/jis.v9i2.390
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kolb, Boyatis, Mainemelis (1999). Experiential learning theory: Previous research and new directions. https://learningfromexperience.com/downloads/research-library/experiential-learning-theory.pdf
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate peripheral participation.
Cambridge University Press.
Long, T. E. (2013). From study abroad to global studies: Reconstructing international education for a globalized world. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 25-36.
Marcus, B., Weigelt, O., Hergert, J., Gurt, J., & Gelléri, P. (2017). The use of snowball sampling for multi-source organizational research: Some cause for concern. Personnel Psychology, 70(3), 635-673. https://doi.org/10.1111/peps.12169
Marijuan, S., & Sanz, C. (2018). Expanding boundaries: Current and new directions in study abroad research and practice. Foreign Language Annals, 51(1), 185-204. https://doi.org/10.1111/flan.12323
Maza, H. (1963). American students abroad: A proposal for standards. The Modern Language Journal, 47(1), 4-7. https://doi.org/10.1111/j.1540-4781.1963.tb06184.x
Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–109. https://doi.org/10.1177/074171367802800202
Montrose, M. (2015). International study and experiential learning: The academic context. https://frontiersjournal.org/wp-content/uploads/2015/09/MONTROSEFrontiersVIII-InternationalStudyandExperientialLearning.pdf
Niedenthal, P. M., Barsalou, L.W., Ric, F., & Krauth-Gruber, S. (2005). Embodiment in the acquisition and use of emotion knowledge. In L. F. Barrett, P. M. Niedenthal, & P. Winkielman (Eds.), Emotion and Consciousness (pp. 21-50). Guilford.
Nummenmaa, L., Glerean, E., Hari, R., & Hietanen, J. K. (2014). Bodily maps of emotions. Proceedings of the National Academy of Sciences of the United States of America, 111(2), 646-651. https://doi.org/10.1073/pnas.1321664111
Roberts, E., & Sayer, K. (2017). Introducing "the matrix classroom" university course design that facilitates active and situated learning though creating two temporary communities of practice. International Journal on Teaching and Learning in Higher Education, 29(2), 293.
Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of Graduate Medical Education, 4(1), 1-3. https://doi.org/10.4300/jgme-d-11-00307.1
Pasquale, J. (2016). Mathematical beauty in Rome: A study-abroad program for STEM students. 2016 IEEE Integrated STEM Education Conference (ISEC), 50-57. http://dx.doi.org/10.1109/ISECon.2016.7457554
Priest, K. L., Saucier, D. A., & Eiselein, G. (2016). Exploring students' experiences in first-year learning communities from a situated learning perspective. International Journal on Teaching and Learning in Higher Education, 28(3), 361.
Santos, M. E. C., Lübke, A. i. W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11(1) http://dx.doi.org/10.1186/s41039-016-0028-2
Singh, J. K. N., & Jack, G. (2018). The benefits of overseas study for international postgraduate students in Malaysia. Higher Education, 75(4), 607-624. http://dx.doi.org/10.1007/s10734-017-0159-4
Subbotsky, E. (n. d.). Vygotsky's distinction between lower and higher mental functions and recent studies on infant cognitive development. https://psych.hanover.edu/vygotsky/subbot.html
Pitri, E. (2004). Situated learning in a classroom community. Art Education, 57(6), 6-12.
Stein, D. (1998). Situated learning in adult education (ERIC Digest No. 195). Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC Identifier No. ED 418250).
Take, H., & Shoraku, A. (2018). Universities' expectations for study-abroad programs fostering internationalization: Educational policies. Journal of Studies in International Education, 22(1), 37-52. https://doi.org/10.1177/1028315317724557
Thomas, D. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246. https://doi.org/10.1177/1098214005283748
Tsui, A. B. M., & Ng, M. M. Y. (2010). Cultural contexts and situated possibilities in the teaching of second language writing. Journal of Teacher Education, 61(4), 364-375. https://doi.org/10.1177/0022487110364855
Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43-58. https://doi.org/10.1007/BF02297091
Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (Eds.). (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- 2021-05-07 (2)
- 2021-05-05 (1)
How to Cite
Copyright (c) 2021 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.