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Situated Learning – Foreign Sites as Learning Contexts  

Authors

  • Bo Chang Ball State University

DOI:

https://doi.org/10.32674/jcihe.v13i2.2615

Keywords:

foreign sites, learning contexts, situated learning, socio-cultural learning, study abroad

Abstract

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.

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Published

2021-05-05

Versions

How to Cite

Chang, B. (2021). Situated Learning – Foreign Sites as Learning Contexts  . Journal of Comparative & International Higher Education, 13(2), 5–22. https://doi.org/10.32674/jcihe.v13i2.2615

Issue

Section

Empirical Article