Exploring learning in the experience of being a hosting family
de la Fuente, Glenda (2024)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024073024041
https://urn.fi/URN:NBN:fi:amk-2024073024041
Tiivistelmä
While there is an extensive literature regarding the learning outcomes of students participating in study abroad programs, there aren’t so many studies exploring the learning processes and outcomes experienced by host families. The present study aims to explore the nature of learning process and outcomes that hosts families experience while hosting international students.
Experiential, informal and incidental learning frameworks were used as a theoretical bases for the analysis. Motivation and interest were also explored to examine how they may drive or constrain learning processes. Personal relevance was put to the test to explore the degree by which these experiences were transformational. Being a cross-cultural experience, the concepts of intercultural competences and sensitivity were also analysed.
A qualitative method approach was used by means of a semi-structured interview applied to twelve host family members of varied gender, age and family arrays. The host families participating in the study have had extensively hosted international students from different programs. Virtual interviews were carried out in Portuguese, recorded, and transcribed. Respondents signed informed consent to participate and be recorded. A thematic analysis was then carried out, identifying relevant information and patterns that were organized in themes.
The results revealed how contextual factors and motivation may hinder or promote experiential learning and pointed out to the limits of the experiential learning theoretical framework. It unveiled it transformative potential and the diverse learning outcomes in terms of knowledge, skills and competences, including intercultural competence and a shift in intercultural sensitivity. Recommendation were made at the end on how to enhance the learning potential of the experience of being a homestay.
Experiential, informal and incidental learning frameworks were used as a theoretical bases for the analysis. Motivation and interest were also explored to examine how they may drive or constrain learning processes. Personal relevance was put to the test to explore the degree by which these experiences were transformational. Being a cross-cultural experience, the concepts of intercultural competences and sensitivity were also analysed.
A qualitative method approach was used by means of a semi-structured interview applied to twelve host family members of varied gender, age and family arrays. The host families participating in the study have had extensively hosted international students from different programs. Virtual interviews were carried out in Portuguese, recorded, and transcribed. Respondents signed informed consent to participate and be recorded. A thematic analysis was then carried out, identifying relevant information and patterns that were organized in themes.
The results revealed how contextual factors and motivation may hinder or promote experiential learning and pointed out to the limits of the experiential learning theoretical framework. It unveiled it transformative potential and the diverse learning outcomes in terms of knowledge, skills and competences, including intercultural competence and a shift in intercultural sensitivity. Recommendation were made at the end on how to enhance the learning potential of the experience of being a homestay.