Design-based research with mARC ID model: designing experiential learning environments

Abstract

The relationship between experience (through practice) and knowledge (by theory) is becoming increasingly important in contemporary educational research and development. Where educational curricula aim to support students in linking practical experience to their academic knowledge development, experiential learning appears complex to design with high instructional prerequisites that make it difficult to achieve. This article reports the process of redesigning an experiential learning environment throughout iterative design-based research. For reasons of methodological consistency, we first introduce and discuss the mARC instructional design model that identifies three pillars of experiential learning (more Authenticity, Reflection, and Collaboration). We then present three empirical studies of how the implementation of the mARC model affected the quality of learning process and outcomes. The results of our design-based research show that the model offers powerful practical guidelines for experiential learning design. Application of the model: (a) improved students’ academic achievement, (b) helped students to engage with both re- and de-contextualisation of knowledge, and (c) improved reflection processes during learning. The study suggests that experiential learning, aligned with the pillars of mARC model, can successfully support learners in their effort to create knowledge through practical experience.

Designing Effective Experiential Curriculum: The Experiential Learning Map

“…Educators may need to implement various assessment methods to determine whether the learning objectives have been met successfully (Uyen et al, 2022, p. 4). In experiential learning environments, practical assessments may include formal or informal student evaluations based on classroom observation (Uyen et al, 2022), final academic reports, artifacts, student written reflections, self-assessment, discussion forums, post-experience questionnaires, and debriefing activities (Radovic et al, 2022).…”

“…By offering students the opportunity to bridge practical experience and theoretical knowledge, students are better equipped to recognize the connection between academic theory and its application in practice (Kolb, 2014;Radovic et al, 2022). These approaches allow students to construct and apply curricular knowledge, encode it within their contexts, and generalize and recontextualize it to apply in other settings (Radovic et al, 2022).…”

“…Experiential learning contributes to students becoming more thoughtful, reflective, and critical (Roberts, 2018). Additionally, students generally develop greater motivation, a heightened awareness of their learning, and improved self-awareness and communication abilities (Radovic et al, 2022). These approaches also enhance the quality and effectiveness of students' creativity, problem-solving, and critical-thinking skills (Uyen et al, 2022).…”

“…Designing learning experiences without the necessary foundational knowledge often fails to meet students' expectations, negatively impacting student engagement and hampering their learning (Hunter-Jones, 2012). On the other hand, when instructors possess the tools and knowledge to design the content, the experience, the learning activities, and the reflection, they can better create experiences that hold significant potential for academic and personal growth for students (Reeves et al, 2005;Radovic et al, 2022). Uyen et al (2022) point out that, historically, educators have regarded experiential learning as ancillary and have primarily employed it in professional programs, where a more natural compatibility exists between learning content and experiential learning pedagogy.…”

Impact of Teaching a Neuro-Computerized Course Through VLE to Develop Computational Thinking Among Mathematics Pre-service Teachers

“…It has become increasingly popular to use virtual reality (VR) in the classroom, as evidenced by recent systematic studies of VR applications in K-12 and higher education (Di Natale et al, 2020; Radianti et al, 2020). Radović et al, (2022) presented a process of designing an experiential learning environment (mARC) through an iterative design-based research course in a Master’s program for Educational Sciences. This Master is offered as distance learning and is mostly for teachers who want to get an academic degree and work while they study.…”