Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century

Itin, Christian

doi:10.1177/105382599902200206

Cited by 336 publications

(262 citation statements)

References 8 publications

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“…Dewey (1916) stated, "Formal instruction, on the contrary, easily becomes remote and dead -abstract and bookish, to use ordinary words of depreciation " (p. 8). If the goal is to develop critically thinking, self-motivated, problemsolving individuals who participate actively in their communities, education must mirror the context in which students ultimately will be placed (Itin, 1999;Resnick, 1987). This more holistic approach, aligned more closely to the goal of readying students for the real world is experiential learning (Kolb, 1984).…”

Section: Introduction and Review Of Literaturementioning

confidence: 99%

The Effects of Kolb’s Experiential Learning Model on Successful Intelligence in Secondary Agriculture Students

Baker¹,

Robinson²

2016

JAE

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Section: Introduction and Review Of Literaturementioning

confidence: 99%

The Effects of Kolb’s Experiential Learning Model on Successful Intelligence in Secondary Agriculture Students

Baker¹,

Robinson²

2016

JAE

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“…Competition as Experiential Learning Experiential Learning has been defined by Itin (1999) as "the change in an individual that results from reflection on a direct experience and results in new abstractions and applications" (p. 92), while Kolb (1984) defined it as a "process whereby knowledge is created through the transformation of experience" (p. 38). Although there are many reasons why a professor might prefer to stick with a pure lecture format (Smith and Van Doren 2004), the benefits of experiential learning techniques within business education are extensively published (Daly 2001, Cotner et al 2004, Paul and Mukhopadhyay 2004, Williams and Chinn 2009, Webb et al 2014.…”

Section: Student Peer Evaluated Line Balancingmentioning

confidence: 99%

Student Peer Evaluated Line Balancing Competition

Snider

Southin

Weaver

2017

INFORMS Transactions on Education

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Abstract. The Student Peer Evaluated Line Balancing Competition is a 30-minute in-class problem-based learning experiential exercise that challenges student groups to design a feasible and efficient laptop computer assembly line. Each student group's proposed design is publicly peer-reviewed by the rest of the class, enabling students to evaluate various alternatives and realize the key requirements for optimally balancing an assembly line. Evidence of effectiveness is provided, including student survey results and a statistical analysis of exam question performance both before and after the exercise was incorporated into our business undergraduate operations management class. The survey revealed that 96% of students recommended continued usage and 92% believed the competition helped them to be able to determine a feasible solution for line balancing problems. Exam question performance analysis revealed that our initial instructions for the competition actually resulted in lower performance compared to traditional lecture. We subsequently improved the instructions and found that this change has resulted in similar exam question performance as traditional lecture. The result is an exercise that significantly improves student engagement while maintaining student performance previously achieved through traditional lecture.

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“…A successful learning experience was contingent on the facilitator's ability to effectively transform experience using diverse pedagogies and relevant content (Atkinson & Murrell, 2012;Itin, 1999;Kayes, 2002;Kolb, 1984;Piaget, 1962;Stutsky & Laschinger, 1995). The facilitator consistently used informal assessment techniques to gather the data necessary in understanding the learning challenges of the participants.…”

Section: Facilitatormentioning

confidence: 99%

Cross-Cultural Experiential Learning Excursion: The Story of Awakening and Awareness: A Case Study

Cheeseman¹

2016

JPR

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This is a case study that critically explored issues of diversity in a state with a large American Indian population.Despite the success of some universities many are still struggling to identify the characteristics of a healthy diversified campus as evidenced by the constant scrutiny of higher education accreditation bodies. The scrutiny stems from a wide range of issues including: aspects of institutional life, student enrollment and retention, faculty engagement, curriculum development and institutional outcomes. Perhaps the most important challenge facing many universities is the need to improve the effectiveness of their diversity initiatives. In fact, many universities are feeling a heightened sense of urgency to improve their initiatives as well as generate positive diversity outcomes.The Cross-Cultural Experiential Learning Excursion (C-CELE) is an initiative that provides a profound experience using diverse pedagogies including Indigenous and critical pedagogies that places agents of change throughout the institution and around key faculties.

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Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century

Cited by 336 publications

References 8 publications

The Effects of Kolb’s Experiential Learning Model on Successful Intelligence in Secondary Agriculture Students

The Effects of Kolb’s Experiential Learning Model on Successful Intelligence in Secondary Agriculture Students

Student Peer Evaluated Line Balancing Competition

Cross-Cultural Experiential Learning Excursion: The Story of Awakening and Awareness: A Case Study

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