Forms and issues in experiential learning

Abstract

Programs falling under the general rubric of experiential education take a number of forms, varying on several dimensions; what is offered here is a schematic overview. In general, they all involve students in activities that look rather different from more traditional classroom-based methods: the formal lecture and discussion, the reading assignment, and the sit-down examination. Although these experiential activities go by different names in different program formats, they share the core characteristic of students' direct engagement in productive work outside the classroom. In some way, the activity is thought to bring the student-intern in contact with the phenomena, concepts, and problems addressed in classes, curricula, and disciplines (Sweitzer and King, 2004).

Educating Planners as Social Entrepreneurs: The Potential of Community-based Professional Training

“…a reluctance to use local knowledge (Innes & Booher, 2010). A similar anxiety was found among academics (Moore, 2010) and obviously among public officials (Taylor & de Loë, 2012).…”

“…The credibility and legitimacy of local knowledge in research and teaching, as well as in policy and decision-making has been controversial and thus widely debated (Corburn, 2007;Fenster & Yacobi, 2005;Innes & Booher, 2010;Moore, 2010). Many planners experienced what Taylor & de Loë (2012) defined as "epistemological anxiety" i.e.…”

Students Engaged in Learning

“…This approach helps bridge the gap between concepts and theories taught in class and real‐world experiences. Experiential learning can take place in the classroom, lab, or studio through the use of experiments, cases, simulations, or projects (Wurdinger and Carlson 2010), or it can be conducted under authentic situations such as field work, internships, research, clinical education, practica, service learning, and study abroad (Moore 2010). Experiential learning provides contextual relevance to students through practice and feedback, increasing motivation levels (Ambrose et al.…”

Roles And Satisfaction During Internship Program In Estonian Universities

“…In fact, they have the potential to transform higher education, to broaden and deepen the nature of knowledge and learning that goes on in the college, and to alter the relationship between student and teacher and between university and community. However, these transformative effects depend on careful planning and execution, on avoiding the tendency to fall back on the adage that "every experience is educational," on pushing students -and faculty -to think rigorously and extensively about the intersections between theory and practice (Moore, 2010).…”