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Study Abroad in Graduate Adult Learning Curriculum: Enhancing Learning through the Lived-Experience

Study Abroad in Graduate Adult Learning Curriculum: Enhancing Learning through the Lived-Experience
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Author(s): Robin Rimmer Hurst (Virginia Commonwealth University, USA)
Copyright: 2016
Pages: 18
Source title: Advancing Teacher Education and Curriculum Development through Study Abroad Programs
Source Author(s)/Editor(s): Joan A. Rhodes (Virginia Commonwealth University, USA) and Tammy M. Milby (University of Richmond, USA)
DOI: 10.4018/978-1-4666-9672-3.ch012

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Abstract

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

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