Lived Experiences of Online and Experiential Learning in Four Undergraduate Professional Programs

Abstract

This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programing, are presented. Using Kolb’s Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning.
 
 Notre article présente les observations et les réflexions de quatre enseignants qui ont mis au point des parcours d’apprentissage expérientiel en ligne pour des étudiants inscrits dans divers programmes professionnels. Nous discutons des difficultés et des possibilités de l’apprentissage expérientiel en ligne par rapport aux attentes des programmes de soins infirmiers, d’éducation et de commerce. De plus, nous présentons la construction et l’élaboration de l’apprentissage en ligne dans un programme de premier cycle universitaire qui conduit à l’élaboration de programmes professionnels. En utilisant le modèle expérientiel de conception de l’apprentissage de Kolb pour structurer la discussion, les enseignants réfléchissent aux réussites dans la mise en œuvre de leurs différentes fonctions de chefs de programme et d’instructeurs. Ils se posent des questions – pour leur propre compte et pour les enseignants – sur la faisabilité de la conception d’apprentissages expérientiels en ligne et se demandent comment cela peut contribuer au perfectionnement de leur pratique professionnelle. Nous nous penchons enfin sur les conséquences de notre étude pour la pratique d’autres éducateurs, au niveau postsecondaire, qui envisagent peut-être l’apprentissage expérientiel en ligne.

Teacher-Centered versus Student-Centered Teaching

“…Thus, the utilization of both active teaching methods and carefully crafted activities will foster increasing a student's skills, allowing for improved clinical decisions as future exercise science practitioners. Other approaches using student-centered methods like experiential teaching methods are widely utilized in a variety of professional disciplines that include education, nursing, criminal justice, business, exercise science, and social work (Grant et al, 2016;Martin, 2010;Snow et al, 2019;Williams & McClure, 2010).…”

The role of online tourism education and its impact on student wellbeing during a ‘COVID-pause’

“…This implies that online platforms require direct interaction to enhance communication and feedback, such as through facial expressions, gestures, feedback and personal connection. Researchers have shown that hybrid modes of delivering courses, such as experiential online learning, hold considerable promise (Snow et al, 2019) because students can connect, reflect, share, and interact with teaching staff and peers. Similarly, blended learning platforms in tourism programs have been found to positively impact students' cognitive engagement and emotional participation and, ultimately, their satisfaction (Gao et al, 2020).…”

Walking Through a Maze: The Struggles of Accountancy Students with Online Learning in the Context of the COVID-19

“…However, these delved into and explored the experiences of other programs before the pandemic. Studies were conducted on the lived experiences of online and experiential learning programs in four undergraduate professional programs like nursing, education, and business (Snow et al, 2019). Another study is the students' positive and negative experiences in a hybrid and online class by Mansour and Mupinga (2007).…”