Experiential Education during the COVID-19 Pandemic: A Reflective Process

Abstract

The COVID-19 pandemic made a resounding impact worldwide, forcing brick-and-mortar higher education institutions to move online. During this transition, students had to adjust while attempting to construct meaning amidst myriad of pandemic related challenges. At the same time, educators had to transition from in-person to online course delivery, while navigating their own uncertain circumstances. All the while, learning continued. This article describes experiential education and outlines how educators can use a model that integrates the adventure wave and experiential learning cycle to guide online instruction. The proposed model is useful for enhancing the learning process and promoting wellbeing by providing students the needed time to construct new knowledge about course content within the context of the pandemic. Case examples demonstrating the application of experiential education using the proposed model in a counseling theories course and basic skills course are included. Emphasis is placed on ensuring student welfare so that learning can continue during the disruption of COVID-19.

You can’t throw snowballs over Zoom: The challenges of service-learning reflection via online platforms

“…In a similar vein, we advise against the allure of technological determinism and perfunctory forms of reflection. Rather, as Christian, McCarty, and Brown (2020) elucidate, and we concur, students need time "to reflect on their lived experiences during the COVID-19 pandemic" (p.10). We thus strongly recommend that instructors actively carve out this space, however and wherever it transpires, and foster the importance of in-depth reflection, which takes both time and mindfulness.…”

"Plan for the Worst, Hope for the Best, but Realistically, Expect a Combination of Both:" Lessons and Best Practices Emerging from Community-engaged Teaching During a Health Crisis

“…Flores et al, for example, related course concepts like Social Determinants of Health to students' current difficulties as well as emphasizing "how these same issues may be manifesting for the most vulnerable members in their home communities. "(2020, p. 2) Other educators see the incorporation of COVID-19 on reflective exercises and assignments as a pedagogical move that helps students create new links to the material while addressing their well-being during rapid change (Christian et al, 2020). Part of taking a pulse of students' needs was to have conversations about how the pandemic affected their academic lives.…”

A Business Model Canvas Assignment in the Context of Experiential Entrepreneurship Education

“…The last challenge described in the study was the categorizing and the controlling and sharing of intellectual property rights for products, services and innovations that may arise from the experiential courses with the use of a University's resources and inputs. It must also be noted that according to (Christian, McCarty & Brown 2020) the COVID-19 pandemic made a significant impact on a global scale, forcing brick-and-mortar higher education establishments to make changes for online education delivery. This challenge of transitioning to an online format raised concerns for student accessibility to essential equipment and services (Sahu, 2020)as many students struggled to acquire equipment needed for their education.…”