Lessons from the Field: Using Inquiry-Based Learning for Study Abroad Programming

Abstract

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

Citation

Sindt, P.E. and Lucas, J.M. (2014), "Lessons from the Field: Using Inquiry-Based Learning for Study Abroad Programming", Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 393-420. https://doi.org/10.1108/S2055-364120140000001020