The connection between experience and learning: student perspectives on the significance of international study

Life-experience learning is a key part of adult learning as there is potential in every experience for personal growth. Learning, however, is not an automatic result of experience. The learner needs to interpret their experiences to facilitate change to their sense of self and/or capabilities. A significant learning experience impacts a person in ways that have personal value, through a meaning-making process where the person makes sense of their experiences using their unique frame of reference. This kind of learning involves the learner assigning meaning to their experiences to determine what was significant, how the experience has changed them, and why those changes matter. \ua0This research explores the connection between experience and learning, through the construct of significance and the meaning-making process of understanding and articulating the significance of life experiences. The two dimensions of the construct of significance – personal impact and subjective value – explain how an experience is significant (because it has an impact on the learner) and why an experience is significant (because it is subjectively valued). International study was selected as the vehicle for this investigation as, outside of the formal academic component, there are endless opportunities for significant learning from living and studying in another country. There are, however, concerns in the international study community about what students are learning from study abroad and how learning is recognised and measured. There are calls to take seriously student claims that their international study experiences were valuable, and find better ways to understand what students are trying to say about those experiences.Drawing on a constructivist research paradigm, this research uses a qualitative descriptive case study to explore the relationship between experience and significant learning in the context of international study. The single case study with embedded units design provided the researcher with 14 instances where the significance of the international study experience was described. The 14 returned study abroad students who participated in this study undertook meaning-making work to first identify the significant elements of their experience using a mind map. The participants then reflected on how and why those elements were significant. A framework that synthesises scholarly literature on meaning-making and significant learning was used to inform the students’ reflections and analyse the findings to create a picture of what, how and why international study was significant to the participants.This research found that students identified the ‘ordinary’ experiences of living away, studying and learning, and travelling as personally significant. These everyday experiences occurred in extraordinary and uncomfortable circumstances, where the students could explore liminal spaces and transition to independence in a dynamic and unbounded environment. This learning environment facilitated the kinds of personal impact that the students described. They articulated that impact as realisations about self, others and the world that framed the extension of their personal capabilities and enhancement of their self-efficacy. They described why they valued their experiences and the perceived impact, using their unique frame of reference in their meaning-making work.This study contributes to ongoing work to theorise how adults learn, using the construct of significance to bridge the gap between life experience and learning. The research provides insight into the construct, revealing that learning that changes us (i.e. has personal impact) changes our identity and our perceptions of our personal capabilities. The research reveals the influence of the learner’s frame of reference on all stages of meaning-making, and how social and contextual factors underpin the learning process.A key outcome of this study is a meaning-making protocol which consists of a framework, a mind map, and set of reflective prompt questions for supporting learners to understand and articulate the significance of experiences outside of formal learning environments. This innovative inquiry protocol has the potential to transform how universities support students to making meaning of, and recognise the impact of, their study abroad experiences.\ua0 It has wider implications for how to appreciate the value of study abroad and other informal learning experiences that happen outside of classroom contexts and how to measure that value.Application of the inquiry protocol to the study abroad experience revealed new insight into the significance of the experience to participants. The study showed that students experienced a changed sense of self and a broadened perspective on people and the world. This thesis argues that for young adults who are exploring their identities and their place in society, this learning is profound. It further argues the need to acknowledge participant claims that their study abroad experiences had an impact on their personal growth and continue to explore ways to recognise, value, and measure this growth