Experiential Learning in Study Abroad: Comparing Online and In-Person Experiences

Abstract

With advancements in digital technology, virtual educational platforms can affordably provide learners with engaging learning experience about global histories, cultural values and technologies, yet questions remain about how internet-based learning compares to direct cultural immersion in fostering comprehensive global perspectives.  Thus, this study investigates how internet-based knowledge acquisition versus in-person experiences influence students' global perspectives, specifically examining a study abroad program to South Korea using Kolb's Experiential Learning Theory as the theoretical framework. A mixed-methods approach was employed with 13 STEM graduate students from a U.S. university participating in a short-term study abroad program to South Korea in summer 2024. Data collection included pre-trip and post-trip surveys measuring cultural knowledge, technological understanding, and learning satisfaction, complemented by qualitative analysis of student daily blog reflections documenting their experiences and cultural observations. Findings revealed statistically significant increases (p < 0.05) in students' self-reported knowledge across multiple domains, which provide immersive and interactive interaction opportunities with local environments that online methods alone cannot replicate.  This study also discusses how pre-trip preparation using virtual sources lays the groundwork for greater trip satisfaction during the on-the-ground experience. Students reported that while online resources provided foundational knowledge, in-person experience offered deeper, more nuanced cultural insights and transformative learning opportunities. Moreover, the role of faculty trip leaders emerged as crucial in this educational process, providing essential guidance and support that enhanced the overall learning experience. The study also discusses the limitations, including the small sample size and the focus on a single short-term program, suggesting the need for broader and longitudinal research. This research contributes to the ongoing discourse on effective study abroad programs, advocating for a balanced integration of online preparation with in-person cultural immersion that maximizes educational value in study abroad programs. Results suggest that digital learning serves as an effective preparatory tool, but direct experiential learning remains essential for developing comprehensive global competencies and intercultural understanding to become a better global citizen in an increasingly interconnected world. These findings have implications for educators designing study abroad programs and policymakers supporting international education initiatives.