Experiential Learning: Being a Real-Event Planner

Integrating authentic assessment tasks in work integrated learning hospitality internships

“…The key impetus of EL is about gaining concrete or authentic experience relevant to real-world situations, internalising the learned experience through reflection to generate abstract theoretical understanding, and applying this understanding to inform action (Goh and Ritchie 2011). The 'learning by doing' concept (Lin et al 2017;Kim, Lin, and Qiu 2015) encourages deep learning through active engagement and reflection, reduces the abstractness of traditional classroom teaching, and develops competencies for success in the real world (Dressler, Cedercreutz, and Pacheco 2011). In particular, assessment in internship, such as the reflective journal and problem-based project, may facilitate the movement along the two dimensions (i.e., concrete -abstract and reflective observation -active experimentation) in Kolb's learning cycle.…”

“…Studies have shown that EL enhances students' learning experience, satisfaction and employability (Frawley, Goh, and Law 2019;Jackson and Collings 2018;Bosco and Ferns 2014). The efficacy of EL beyond the classroom has been demonstrated in learning activities such as WIL, including internships (Dressler, Cedercreutz, and Pacheco 2011), field trips (Goh and Ritchie 2011), organising events (Kim, Lin, and Qiu 2015), community-based service learning (Mak, Lau, and Wong 2017), and location-based learning (Croy 2009). While prior research has found a positive correlation between EL with higher levels of Kolb (1984) learning and improvements in generic competencies (Mak, Lau, and Wong 2017), Maier and Thomas (2013) cautioned that the acquisition of knowledge is lower compared to traditional classroom-based learning.…”

“…Limited research has examined the role of assessments in EL despite assessment tasks being a common element of EL units (Croy 2009;Kim, Lin, and Qiu 2015;Maier and Thomas 2013). Studies have analysed students' assignments (e.g.…”

“…Despite such calls, limited research has been conducted in this space (Jack, Stansbie, and Sciarini 2017;Zopiatis and Constanti 2012). Most WIL research has focused on the actual work experience rather than academic assessment as the main measurement of WIL outcomes (Lin et al 2017;Mak, Lau, and Wong 2017;Kim, Lin, and Qiu 2015). This is a key research gap that warrants further investigation as assessment tasks are commonly incorporated in WIL units (Kim, Lin, and Qiu 2015;Maier and Thomas 2013).…”

“…Most WIL research has focused on the actual work experience rather than academic assessment as the main measurement of WIL outcomes (Lin et al 2017;Mak, Lau, and Wong 2017;Kim, Lin, and Qiu 2015). This is a key research gap that warrants further investigation as assessment tasks are commonly incorporated in WIL units (Kim, Lin, and Qiu 2015;Maier and Thomas 2013). Yet, how equitable robustness between classroom and practice learning can be assured remains a matter of ongoing debate (Jackson, Fleming, and Rowe 2019).…”