Abstract:
The purpose of this article is to present a model for engaging learners during study abroad activities based on the literature related to experiential learning and cognition. Such a framework will help educators facilitate learning activities before, during and after an international experience that have positive cognitive and affective impacts on students. The framework was developed through content analysis and synthesis of learning theory and cognitive science literature. It was learning theory provide a solid framework to help educators facilitate learning before, during and after an international experience. A model was developed to guide educators through this process. Before an experience, it was concluded that educators should focus on preflection. The authors also concluded that during an experience educators should implement activities for learner reflection. Finally, it was concluded that after a study abroad experience educators should also facilitate reflection activities.
Key Words:
Engaging learners, learning and cognition, framework
 10. Roberts NACTA Special Issue Sept 2013.pdf | [ ] | 684 kB |
