Online Experiential Learning
As many of us continue to enhance the migration of our courses online and/or into blended environments, I would like to share a pre-pandemic (December 2014) article on "Can you do experiential learning online? Assessing design models for experiential learning?" by Bates. The author shares Simon Fraser University definition of experiential learning as:
“the strategic, active engagement of students in opportunities to learn through doing, and reflection on those activities, which empowers them to apply their theoretical knowledge to practical endeavors in a multitude of settings inside and outside of the classroom.”
Design models which embed learning within real world contexts, include problem-based, case-based, project-based, inquiry-based, cooperative learning and apprenticeship. Core experimental design principles (on/offline) include:
carefully chosen experiences supported by reflection, analysis and synthesis.
structured for students to take initiative, make decisions and be accountable.
student is actively engaged.
learning tasks are authentic.
relationships are developed.
outcomes cannot totally be predicted.
spontaneous opportunities for learning.
possibility to learn from natural consequences, mistakes and successes
If you are interested in enhancing your course with experiential learning, the University of Georgia has created an analytical rubric.
References
Irby, D. (1994) Three exemplary models of case-based teaching Acad Medicine, 69 (12).
Kirshner, P., Sweller, J. & Clark, R. (2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching EdPsychologist, 41(2).
Larmer, J. & Mergendoller, J. (2010) Seven essentials for PBL. Ed Leadership, 68(1).
Moon, J. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. New York: Routledge Falmer.
