Adult experiential learning in short-term study abroad :an heuristic study of the power of place /by Jason Dearden Flora.

Study abroad programs play an important role in the learning pursuits of college and university students. The purpose of this heuristic study was to understand and portray the lived experiences of young adult student participants engaged in a short-term study abroad program in order to explore potential intersections between experiential learning and adult learning theory. With the focus of the study being the Brigham Young University--Idaho European Humanities travel study program, this study sought to describe the essence of experiential learning. As participant-observer, data was collected from 46 student participants during April-July, 2007, in the form of informal conversational interviews, observational field notes, travel journals, and audio-visual materials.;Dual grand tour questions guided this study: (1) What is the essence of experiential learning for young adult student participants engaged in a short-term study abroad program? and (2) How does our understanding of such support adult learning theory? Sub-questions considered include: What is the educative value of a university short-term study abroad program for participants based on their lived experiences? What can participant experiences gleaned during a short-term study abroad contribute to adult learning theory? What experiences can be purposefully provided for student participants in order to contribute to their andragogical growth? What is the overall transferability of experiential learning, based on study abroad, to other life settings?;Through various screening and sampling processes, 11 students were purposely selected as co-researchers. According to phenomenological and heuristic procedures, data was gathered and analyzed to determine emerging themes and categories relative to participant experiences within the context of experiential learning and study abroad. Further connections were made between experiential learning and adult learning theory, specifically andragogy.;Results of the study revealed several essential elements of experiential learning within the context of short-term study abroad. These elements include primary experiences, aesthetic experiences, personal realizations and discoveries, universal realizations, learning connections, and the experience of self-challenge and recognition for change, leading to future personal transformation and growth.;The study concludes with a discussion and proposal of how experiential learning might be further integrated with andragogical principles within the short-term study abroad setting.Thesis (Ph. D., Education)--University of Idaho, December 2008