Author(s): Samuel Ikendi

Abstract: Preflection learning breaks fears of the unknown among prospective global service-learners. This inquiry was based on a social constructivism theoretical orientation and adopted a case study methodology to explore the perceptions of Iowa State University students engaged in pre-departure orientations for their 2020 spring break service-learning trip to Uganda. Five students were purposively selected, and only three students were accessed due to the declaration of the COVID-19 pandemic in March 2020. In-depth interviews were conducted and triangulated with structured observation notes, and were analyzed thematically. Thick descriptions and verbatim statements are presented to share students’ perspectives. Findings revealed that students had preconceived ideas about the program relating to its influence on academics, skills, knowledge, community service, intercultural development, career, inspiration, and adventure, which motivated their participation. Students expressed satisfaction with preflections for creating awareness of the program activities and health precautions, and also based on the program structure of learning in teams and through current affairs. Additionally, students had preconceived ideas about the agricultural systems in Uganda, expressed through their low scale of production and technology, gender disparities, crop improvement prospects, livestock integration, food insecurity, and limited infrastructures. We also uncovered internal barriers, including cultural shock, homesickness, vaccination side effects, personal security, individual commitment, shyness, foreign environment, and parental restrictions to travel; and external barriers such as financial, diseases, limited healthcare, and travel bans likely to impede students’ participation in the global program. Some of the students’ preconceived perceptions were informed by students’ experiences with preflections, some of which changed after preflection training. Conducting preflections with experienced facilitators in global programs and program alumni helps to address such perceptions to allow learning to proceed smoothly. Preflection learning should be followed with experiential learning reflections and post-trip reflections to help students with the management of reverse cultural shocks after trips.

DOI: 10.22271/27891607.2025.v5.i2c.333

Pages: 219-232 | Views: 240 | Downloads: 142

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