Does tourism nullify the academic component of education abroad? Join a scholarly discussion on how students’ tourist behaviors can be used to enhance course content and cultural development. The session will be driven by exploratory research of a multiphase project that explores students’ academic and travel expectations and motivations as inputs into an education abroad program based on Alexander Astin’s Inputs Environment and Outputs (IEO) model and John Dewey’s concept of play and work in curriculum.
Two Unlikely Characters: Can Education Abroad and Tourism Mix?
1. Two Unlikely Characters:
Can Education Abroad
and Tourism Mix?
Kristin Thomas, Ph.D Candidate, Penn State University
Janelle Papay, International Programs Advisor, Elon University
Dr. Deborah Kerstetter, Penn State University
3. The Plan
Gaps in the literature
Commonalities between tourism and education abroad
A collaborative framework
Phase 1: The pilot
Results: Next Steps
4. What we hear students saying…
Go to
another
country
Have fun
I just want to have fun in
another country
Meet new
people
Don’t care
about the
classes
I love to travel!
5. Gaps in the Literature – Travel/Tourism & EA
Analysis of EA using conceptual frameworks from travel/tourism
• Cardon, 2011
• Anderson, 2007
• Josephine, 2013
Studies mixing
tourism and EA
• Nyaupane, 2011
• Van Time, 2011 Tourism on EA
6. Gaps in the Literature – Motivations in EA
Analysis of motivations in Education Abroad
• Naffziger, Bott, Mueller, 2004
• Sanchez, 2006
• Relyea, 2008
Outside
Education
Abroad
• Li & Olsen, 2013
•Willis Allen, 2010
Inside
Education
Abroad
7. Little
consideration
for the role
travel may play
in a meaningful
education
abroad
experience
Education
Abroad
Traveler/
Tourist
8. Why care about the student as
traveler/tourist?
Activity!!
9. The views of some from Education Abroad
“…absent data regarding learning outcomes, some critics have contended that short-term study
abroad programs are at best tourism with a class course number attached.. (Sutton et al,
2007).”
There are many problems associated with the objective of “non-traditional-ism” and one of particular
concern is that it defines study aboard too readily in the language of tourism.
(Woolf, 2006)
"Finding support for both hypothesis, we suggest universities need to do a better job to
ensure that students understand that study abroad programs are more than just a
chance to travel and have a good time.“ (Relyea, 2008)
10. What do Travel/Tourism scholars know?
Studies and research on:
Constraints
Liminality
King or Queen for a day
Behaviors and repeat travel behaviors
Novelty
11. Tourism Scholars on Travel & Tourism
Definitions
“Tourism comprises the activities of persons traveling to and
staying in places outside their usual environment for not more
than one consecutive year for leisure, business, and other
purposes.”
“Tourists any person on a trip between two or more countries or
two more localities within his/her country or usual residence.
Typically described as visitors.
So what’s the problem?
19. CONCEPTUAL MODEL
Phase 1
Bean and Eaton’s Psychological Model of college Student Retention (2000)
20. Inputs: Motivation
Motivated by…
Novelty Seeking in Travel Academics
(Deci & Ryan, 2008)(Ryan & Deci, 2000)(Vallerand et al., 1992)
21. Correspondence Inference Theory
Target-based
Expectancies
Category-based
Expectancies
Cultural Feeling
Rules
Inputs: Expectations
Jones and McGillis (1976) and Hochschild (1979), in Wilson, Lisle, Kraft, & Wetzel, 1989
22. Pilot Study Purpose
To pilot an instrument that determines students’
motivations for and expectations of their education abroad
experience.
23. Research Questions
RQ1: What are students’ expectations for their education
abroad experience?
RQ1a:Do students expect travel and tourism to be
part of their education abroad experience?
RQ2: What are students’ motivations for their education abroad
experience?
RQ2a: Are students motivated by the
opportunity to travel during their
education abroad experience?
24. Population
• 633 students participating in an education abroad
program in spring 2014
Research design
• PSU Education Abroad advisers sent intro email
• I followed up with an email and link to the survey
• Internet-based questionnaire: Survey Gizmo
• Motivation and expectation items based on a review of
the travel and education abroad literature
• Background information collected on college, major,
gender, age, and past experience with study abroad.
Method
26. Results: Expectations
RQ1: What are students’ expectations for their
educational experience abroad?
6 Factors
• Being a tourist
• Pleasurable weekends
• Experience buying local
• Enhanced learning
• Testing and assignments
• Experience the local community
27. Results: Expectations
RQ1a: Do students expect travel and tourism to be
part of their education abroad experience?
• Reliabilities ranged from .58 to .75
• Cumulative variance = 60%
• “Being a tourist”
Mean = 4.82/5.00
• “Enhanced Learning”
Mean = 3.29/5.00
28. Results: Motivations
RQ2: What are students’ motivations for their
educational experience abroad?
8 Factors
1. Fun and adventure
2. Travel & New Experiences
3. Enhanced learning
4. Learning a language
5. Proof of achievement
6. To Escape
7. Self Development and satisfaction
8. Earn academic credit
29. Results: Motivations
RQ2a: Are students motivated by the opportunity to
travel during their educational experience abroad?
• Reliabilities ranged from .74 to .92
• Cumulative variance = 69%
• “Fun and Adventure”
Mean = 4.44/5.00
• “Enhanced Learning”
Mean = 3.70/5.00
• ‘To Escape”
Mean = 3.19/5.00
30. Results: Lingering Questions
Phase 1
Lingering Questions
• Unexpected results
• 60% variance
• Factor groups did not corroborate with literature
• New dimensions
• Language, meanings, ideas?
Next Steps
• Continue Literature Review
• Focus Groups
31. What do the Results Suggest?
Students prefer novel travel experiences
opposed to strict academic experiences.
32. What do the Results Suggest?
Research in Travel and Tourism (novelty, play,
liminality) suggest there are useful theories,
paradigms, and conceptual frameworks that could
be useful in education abroad.
33. What do the Results Suggest?
A Dewey, Zull , and Falk all approach to developing
education abroad programs would be beneficial to the
development of education abroad programs:
• Play is (can be) an educative process
• Is there anything we can learn from “vacation”
• Learn more about what students bring into the program
(Inputs)
34. Next Steps
Phase 1
1. Revise the questionnaire based on focus
feedback
2. Add learning styles
3. Consider other inputs: emotional development?
4. Administer a second pilot for the instrument
5. Identify relationships between the variables and
type of program selected
35. Thank You
Contact Info
Kristin Thomas
KLT16@psu.edu
Penn State
University
Janelle Papay
jpapay@elon.edu
Elon University
For references of citations please contact Kristin Thomas
36. References
Allen, H. W. (2009). What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of
Students' Motives and Goals. Journal of Studies in International Education, 14(5), 452-470. doi:
10.1177/1028315309334739
Anderson, B. D. (2007). Students in a global village: The nexus of choice, expectation, and experience in study
abroad: ProQuest.
Assaker, G., Vinzi, V. E., & O’Connor, P. (2011). Examining the effect of novelty seeking, satisfaction, and
destination image on tourists’ return pattern: A two factor, non-linear latent growth model. Tourism
Management, 32(4), 890-901.
Cardon, P. W., Marshall, B., & Poddar, A. (2011). Using typologies to interpret study abroad preferences of
American business students: Applying a tourism framework to international education. Journal of
Education for Business, 86(2), 111-118.
Cohen, E. (1985). Tourism as Play. Religion, 15(3), 291-304.
Crompton, J. L. (1979). Motivations for pleasure vacation. Annals of Tourism Research, 6(4), 408-424.
Dewey, J. (1916). Democracy and education: Simon & Brown.
Dewey, J. (2007). Experience and education: Simon and Schuster.
Dunn, R., & Griggs, S. (2000). Practical appraoches to using learning styles in higher education: The How-to
Steps. In R. Dunn, Griggs,Shirley (Ed.), Practical Appraoches to Using Learning Styles in Higher Education
(pp. 20-32). CT: Bergin & Garvey/Greenwood Publishing Group.
37. References
Dunn, R., & Griggs, S. (2000). Practical appraoches to using learning styles in higher education: The How-to
Steps. In R. Dunn, Griggs,Shirley (Ed.), Practical Appraoches to Using Learning Styles in Higher Education
(pp. 20-32). CT: Bergin & Garvey/Greenwood Publishing Group.
Falk, J. H., Ballantyne, R., Packer, J., & Benckendorff, P. (2012). Travel and learning: A neglected tourism
research area. Annals of Tourism Research, 39(2), 908-927.
Falk, J. H., Martin, W. W., & Balling, J. D. (1978). The novel field‐trip phenomenon: Adjustment to novel
settings interferes with task learning. Journal of Research in Science Teaching, 15(2), 127-134.
Godbey, G., Crawford, D. W., & Shen, X. S. (2010). Assessing hierarchical leisure constraints theory after two
decades. Journal of Leisure Research, 42(1), 111-134.
Gottlieb, A. (1982). Americans' vacations. Annals of Tourism Research, 9(2), 165-187.
Hall, C., Michael, & Weiler, B. (1992). What's special about special interest tourism? In C. Hall, Michael,
Weiler, Betty (Ed.), Special interest tourism (pp. 1-15). Londno: Belhaven Press.
Lee, T.-H., & Crompton, J. (1992). Measuring novelty seeking in tourism. Annals of Tourism Research, 19, 732-
751.
Naffziger, D., W., Bott, J., P., & Mueller, C., B. (2008). Factors influencing study abroad: Decisions among
college of business students. Innternational Business: Research Teaching and Practice, 2(1), 39-51.
Nyaupane, G., Paris, C. M., & Teye, V. (2011). Study abroad motivations, destination selection and pre-trip
attitude formation. International Journal of Tourism Research, 13, 205-217. doi: 10.1002/jtr.811
38. References
Nyaupane, G., Paris, C. M., & Teye, V. (2011). Study abroad motivations, destination selection and pre-trip
attitude formation. International Journal of Tourism Research, 13, 205-217. doi: 10.1002/jtr.811
Pritchard, A., Morgan, N., & Ateljevic, I. (2011). Hopeful tourism: A new transformative perspective. Annals of
Tourism Research, 38(3), 941-963.
Relyea, C., Cocchiara, F. K., & Studdard, N. L. (2008). The Effect of Perceived Value in the Decision to
Participate in Study Abroad Programs. Journal of Teaching in International Business, 19(4), 346-361. doi:
10.1080/08975930802427551
Ritchie, B. (2003). Managing educational tourism. In C. Cooper, C. Hall, Michael, Dr. & D. Timothy, Dr. (Series
Eds.), Aspects of Tourism,
Sanchez, C., Fornerino, M., & Zhang, M. (2006). Motivations and the intent to study abroad among U.S.,
French, and Chinese students. Journal of Teaching in International Business, 18(1), 27. doi:
10.1300/J066v18n01_03
Sutton, R., C., Miller, A., N., & Rubin, D., L. (2007). Research design in assessing learning outcomes of
education abroad programs. In M. Bollen, C. (Ed.), A guide to outcomes assessment (pp. 23-59).
Lancaster, PA: Forum on Education Abroad.
Van Tine, R. E. (2011). Liminality and the short term study abroad experience. University of Illinois at Urbana-
Champaign.
39. References
Vande Berg, M., Paige, M., & Lou, K. H. (2012). Student learning abroad: What our students are learning,
what they are not, and what we can do about it: Stylus Publishing.
Woolf, M. (2006). Come and see the poor people: the pursuit of exotica. Frontiers: The Interdisciplinary
Journal on StudyAbroad, XII, 135-146.
Zull, J. (2012). The brain, learning, and study abroad. In M. Vande Berg, M. Paige & K. H. Lou (Eds.), Student
Learning Abroad: what our students are learning, what they're not, and what we can do about it.
Virgina: Stylus Publishing.
Editor's Notes
Name and role
Masters in Ed leadership in student affairs in higher ed
Global Engagement Coordinator: promotion and outreach for education abroad, program development for US and international student integration; I created the Global Engagement and Leadership Experience at Penn State
I’ve worked with a faculty member on developing co-leading short-term embedded program for the last four years on developing curriculum for an embedded program for first year students to Jamaica
Explain who Deb is.
Jp/kt
Anecdotally, we’ve heard students say:
Which supports the research of Sanchez and Nauaypane. That students are interested in the non-academic piece. Now keep in mind, we are not saying throw the academic piece out the window. At this point, we are sharing an observation.
So given this information and our ah-ha moment. What is beneath this?
What are travel and tourism scholars researching that can help shed light on what has the attention of our students when they get on an airplane?
Jp (Should I go into great detail, or just kind of fly by?)
Studies mixing tourism and EA—discipline specific, seems to be in areas where faculty are becoming more creative in their approach to EA.
Cardon (Business EA)
Anderson dissertation
Josephine (Hospitality on EA)
Tourism talking about EA—If it seems obvious that tourism would talk about EA, why not the other way around?
Nyaupane
Van Time
Honorable mentions
Sanchez
Zull
The leading journal in education abroad, the Frontiers do not include in articles mentioning any travel and tourism frameworks (check JEL and others)
Analysis of EA using travel and tourism concepts have been outside the EA conversation and equally few, but fairly recent.
Jp (I wasn’t quite sure how to divide this information
Motivations in Education Abroad
Naffig… (Biz lit)
Li & Olsen
Willis Allen
Sanchez
Relyea (expectancy & risk, part of novelty, a motivation)
The leading journal in education abroad, the Frontiers do not include in articles mentioning any travel and tourism frameworks (check JEL and others)
Analysis of EA using travel and tourism concepts have been outside the EA conversation and equally few, but fairly recent.
jp
Despite what we’ve all known to be true
Despite what U.S. students are saying about their education abroad experience
Researchers, faculty, and staff have not considered or accounted for the role travel may play in a meaningful education abroad experience
activity
Kt
It is not that we do not understand what they mean.
This sort of view or division sets up silos.
It states that clearly tourism or some sort of travel for is something dichotomous to education abroad.
I think this underlying mindset has kept us away from some important research that could be potentially very insightful and useful to anyone involved in education abroad.
KT
In general, there is much there is much we can learn from travel and tourism scholars. Some research topics have been:
Constraints, which we term as barriers…have we explored this, could constraints theory help us increase education abroad #s
Liminality –behavior and thinking in a temporary “in between reality”
King/Queen for a day -
Novelty
Behaviors
Repeat travel behaviors
All of these themes could shed light on education abroad participant behaviors and mentality
So what is tourism?
Defining tourism is tedious and difficult. According to Goeldner and Ritchie, the problem is not trivial, and attempts have been made over the decades by scholars and organizations like the United Nations.
The United Nations World Tourism Organization defines tourism and tourist as:
But these definitions are not the problem. It is clear that education abroad fit into the parameter of these definitions
So what is the problem?
To be specific, I do not mean mass tourism itself, although it could be a problem.
More specifically, I mean the views, perspectives, and connotations associated with mass tourism.
Identify some characteristics of mass tourism:
A new identity emerged, a traveler as opposed to a tourist, both in academia and popular understanding.
A traveler is (QUOTE NEW ARTICLE, Week (2012). Naturally, because education abroad involves travel for students, the conflict embedded in this dichotomy exist within the education abroad context, although not spoken in the same disciplinary parlance. The debates are intensified by the need to assess academic learned outcomes. Administrators and governing bodies’ attention on formal educational travel increases the pressure for education abroad (EA) practitioners and faculty members to prove that EA is more than a hedonic tourist venture under the guise of an educational experience.
“Tourist themselves have experienced a growing discomfort with mass tourism, catalyzed by the proliferation of stereotypes that depict tourists as demanding, ostentatious, and culturally insensitive. (Bowen and Clark in Weeks, 2012)
(Ask the question to the audience?) Perhaps it’s like my sister and me when we were young, we share a lot of things, but I wouldn’t have necessarily called us compatible. Tourism and Education abroad share some of the same goals, aspirations and frustrations:
Shared Goals: immersion and community involvement, cultural and environmental sensitivity
Share Aspirations: Medium through which to build and improve cross-cultural relationships as well as empower individuals towards social and environmental justice
Shared Frustrations: How many times have I reminded students to “make smart decisions?” There is surely a shared frustration with lack of respect and consideration amongst participants.
Shared Outcomes:
Standards of Good Practice: FORUM
4 learning outcomes
Intercultural Understanding
Language and intercultural communication skills
Academic growth
Student development (e.g. leadership skills, service orientation, maturity, tolerance for ambiguity)
NAFSA concept of “Global Learning”
Questions of social justice, interconnections, power, and privilege. Attention to such issues makes global learning closely related to diversity work as well as civic engagement work.
This is what we looked that gave us the conceptual and theoretical frameworks to move forward with considering the partnership between Travel & Tourism and Education Abroad.
Educative Travel – What can formal (credit-bearing) and informal educational travel learn from one another?
Interventions on Education Abroad
Vande Berg – we need to consider a paradigm shift in Ed abroad (he didn’t suggest tourism, I’m suggesting travel and tourism as a lens), interventions
Zull – suggestion looking at what travel experiences student bring to the EA program, and asking is there something we can learn from travel or vacation travel
Which overlaps with Dewey
Play & Education and Experiential Education – who discusses considering what a student brings into the educational environment and overlaps with scholars like Kolb and Dunn in experiential learning, and the need for active, engaged, participatory learning
Dewey also emphasizes the importance for play in education, for adults, this may be work, but work/education should not be dichotomous
Lastly
Travel as Play and Novelty Seeking Travel
At this point, what have we done or talked about
Gaps in the Literature
Commonalities between Tourism and Ed Abroad?
We are not saying that we should become travel agents and cater to every whim of the students, what I am saying is what can we learn fromT & T that will help optimize the SA experience. What are the travel scholars said happens during that liminal space when the student is traveling?
jp
Why I chose these three
I
In phase I
Focus on an instrument to identify expectations and motivations for travel and academics
Which will be the focus of this discussion
After selecting or writing the items that are valid and reliable, will add learning styles.
Also considering “emotional development” as a input variable, based on Zull’s connection between cognitive, emotion and learning.
Lastly, we will review results to determine if certain types of students are attracted to certain types of programs.
For now however, the focus is on expectations and motivation
Novelty of Travel and academics are the two main dimensions of motivation at which I was looking
Novelty is touted by Berlyne as being the curator of creativity, innovation, and imagination
Zull stated that during novel experience is when the brain is most engaged and primed for learning
The travel experience is novel in and of itself…and are we taking advantage of this.
Novel according to Lee & Crompton include
Thrill seeking
Alleaviate boredom
Change or routine/escape
Surprise
Then Academics. Academics is not considered on the travel side and these two need to be considered together to address the overlap in the Vinn diagram
Quotes from Wilson, Lisle, Kraft & Wetzel (1989)
Target-based Expectancy - which are expectations based on one's own previous reactions to stimulus. Thus, a person may expect like the new Woody Allen film because he or she has liked all the previous ones.
Category-based Expectancy - category-based expectancies, which are based on people's knowledge of how others reacted to a stimulus. Thus, a person may never have seen a Woody Allen film but expect to like the new one because all of his or her friends said they enjoyed it
Cultural Feeling Rules. These are cultural norms dictating how people expect to feel in different social situations (e.g. happy at weddings and sad at funerals)
My goal is to bridge the gap within the literature. To open the door for EA researchers and practitioners to look to the Travel researchers and vice versa.
Specifically, the purpose of this pilot study was to determine the importance of travel and education to the education abroad experience
(NOTE TO DEB: I realize the proposal said “decision to study abroad” I did not catch that. One of the specifications I had early on was not to look at students decision “to” study abroad, that has been researched a lot, but to look at their travel behaviors (which we decided is influenced by expectations and motivations). The wording on the instrument is below.
Instrument: Please indicate to what extent you feel that each item represents an expectation you have for your study abroad experience using a scale from 1 (Not at All) to 5 (Definitely).
We selected expectations and motivations as the two variables to begin our exploratory study because we support the concept that expectations and motivations influence behavior and decision making (FIND A SOURCE)
To try to get at expectations and motivations (novelty and academic) I asked two main questions with 1 sub question each.
RQ1 What are students’ expectations for their educational experience abroad?
RQ1a Do students expect travel and tourism to be part of their study abroad experience?
RQ2 What are students’ motivations for their educational experience abroad?
RQ2a To what extent are students motivated by the opportunity to travel during their educational experience abroad?
Bullet statements
Pull from the proposal
Exploratory at Penn State
Questionnaire created after extensive review of travel and education literature
3 expectations, motivations, student background
All items pulled from the Lit (talk through the process)
Explain expectations and motivations (just a sentence nothing long)
633 confirmed / expected to study abroad sp 2014
Email sent, giving the access to the online questionnaire
Email sent by adviser, then me to increase chances
169 students completed the survey
27% response rate
State that they were representative the typical study abroad population (female, age..etc) (fits best on other slide)
Principle Factor analysis (PCA) with varimax rotation was used to determine relationships among the 27 expect items 33 motivation items
Have a hand out with the expectation & motivation items on the back
On the Slide (Reference pg 7)
6 factors emerged from the data
being a tourist, pleasurable weekends, experiences buying local, enhanced learning testing, and assignments, and experience the local community.
There were three striking outcomes
the first was the strength of factor 1, being a tourist. It has the strongest reliability evidenced by a Chronbach’s alpha of .75. The M of the factor grouping is 4.82 on a 5-point Likert scale meaning students were in high agreement that tourist activities is an important component or expectation while on education abroad.
Second, the significant drop in eigenvalue and percentage of variance explained with the remaining factors, however, mean values continued to run high or in the mid-range per factor. There will be more discussion on this later.
Lastly, the cumulative variance was 60.147 which means that the instrument captured or explained only 60% of the phenomenon in question
<END NOTES WITH DEB 3/27/2014>
Question for Deb 4/1/2014
Triple checking my understanding: In terms of saying “least important” we’re saying the one that had the lowest eigenvalue, meaning it did not group very well? It explained only 4.57%
There were three striking outcomes
the first was the strength of factor 1, being a tourist. It has the strongest reliability evidenced by a Chronbach’s alpha of .75. The M of the factor grouping is 4.82 on a 5-point Likert scale meaning students were in high agreement that tourist activities is an important component or expectation while on education abroad.
Second, the significant drop in eigenvalue and percentage of variance explained with the remaining factors, however, mean values continued to run high or in the mid-range per factor. There will be more discussion on this later.
Lastly, the cumulative variance was 60.147 which means that the instrument captured or explained only 60% of the phenomenon in question
Question for Deb 4/1/2014
I was not sure if we should include the last factor. I believe we thought it had no face value. We did not believe the two items grouped well.
“to better learn about human civilization”
“to help be able to work in another country in the future”
Duplicate expectations slides with motivation info
The nine factor groupings emerged from the data for motivations: fun and adventure, pleasurable weekends, experience and buy local, enhanced learning, testing and assignments, and experience the local community, self-development, earn academic credit and _____ (Table 2)
<END NOTES WITH DEB 3/27/2014>
Deb: based on what we choose (face value of 9th factor) data will change on this slide to:
Range .63 to .92
Least important factor “Unnamed” with a mean of 3.82/5.00
Do what you for previous slide
A particularly notable outcome is the low eigenvalues for self-development, academic credit and _____.
Second, similar to expectations, there is a significant drop in the eigenvalue and percentage variance between factor one, fun and adventure, and the remaining factors.
So what
Although previously tested items were used in this study with similar groupings, the factor analysis did not result in the same factors produced by previous researchers.
Factor groupings did not corroborate, factor groupings that we did not understand
Because they were not studying study abroad, we knew it would not be perfect, but we did expect that it would be more closely related
We had to modify so maybe that is why responses did not turn out the way we expected (concerned with the wording)
Research in Travel and tourism on novelty, travel as play, constraints, liminality that suggest there is useful theories, paradigms and conceptual frameworks that describe traveler/tourist behavior that are or could be useful for in education abroad.
Results of the questionnaire strongly suggest that students are more interested in the travel and tourism components of education abroad as opposed to the pure academic component (depending on the program)
Thomas and Papay suggest taking a Dewey and Zull approach
Dewey- incorporating play as a means to education, content learning, knowledge building.
Zull proposed the question "if we accept nature's message that cognition and emotion go together...we may need to ask questions such as 'Is anything learned on a vacation? or 'What might students learn at a party--academically?“ – not to say that education abroad is a vacation, but what can we learn from a fun experience?
Berlyne espouses that novelty ___ innovation, curiousity,
Taking Dewey, Zull and the work in Travel and Tourism on travel & tourist behavior,
into consideration
Research in Travel and tourism on novelty, travel as play, constraints, liminality that suggest there is useful theories, paradigms and conceptual frameworks that describe traveler/tourist behavior that are or could be useful for in education abroad.
Results of the questionnaire strongly suggest that students are more interested in the travel and tourism components of education abroad as opposed to the pure academic component (depending on the program)
Thomas and Papay suggest taking a Dewey and Zull approach
Dewey- incorporating play as a means to education, content learning, knowledge building.
Zull proposed the question "if we accept nature's message that cognition and emotion go together...we may need to ask questions such as 'Is anything learned on a vacation? or 'What might students learn at a party--academically?“ – not to say that education abroad is a vacation, but what can we learn from a fun experience?
Berlyne espouses that novelty ___ innovation, curiousity,
Taking Dewey, Zull and the work in Travel and Tourism on travel & tourist behavior,
into consideration
Research in Travel and tourism on novelty, travel as play, constraints, liminality that suggest there is useful theories, paradigms and conceptual frameworks that describe traveler/tourist behavior that are or could be useful for in education abroad.
Results of the questionnaire strongly suggest that students are more interested in the travel and tourism components of education abroad as opposed to the pure academic component (depending on the program)
Thomas and Papay suggest taking a Dewey and Zull approach
Dewey- incorporating play as a means to education, content learning, knowledge building.
Zull proposed the question "if we accept nature's message that cognition and emotion go together...we may need to ask questions such as 'Is anything learned on a vacation? or 'What might students learn at a party--academically?“ – not to say that education abroad is a vacation, but what can we learn from a fun experience?
Berlyne espouses that novelty ___ innovation, curiousity,
Taking Dewey, Zull and the work in Travel and Tourism on travel & tourist behavior,
into consideration
Kate questions
Shows what we know and building a framework
At what point do we say that you want to travel, the real priority is your academic experience
Not clear from the beginning that I was leading up to the pilot study** want to know earlier on about the pilot