ABSTRACT

Experiential learning (EL) projects require planning, patience, and commitment on the part of the organizing and facilitating instructors. Language, culture, time zone, and institutional diversity exacerbates the inherent difficulties in conducting virtual, international EL projects. This manuscript discusses an ongoing multi-country project between a prestigious private university in the United States and several Latin American university contributors to execute a joint student experiential learning consulting project. The authors develop an intuitive instructor-focused jobs demands-resources model of involvement in international, virtual, experiential learning projects and triangulate the propositions with extant literature, interview responses in the ongoing case project, and survey data from participants in a similar project.

摘要

体验式学习（EL）项目要求组织和协助讲师方面进行计划，耐心和投入。语言，文化，时区和机构的多样性加剧了开展虚拟国际EL项目的固有困难。该手稿讨论了美国一所著名私立大学与几家拉丁美洲大学捐助者之间正在进行的多国项目，以执行一项联合的学生体验学习咨询项目。作者开发了一个以讲师为中心的直观工作需求资源模型，参与了国际，虚拟，体验式学习项目，并用现有文献对命题进行了三角剖分，对正在进行的案例项目进行了访谈，并调查了来自类似项目参与者的数据。