Experiential Education

Allison, Peter; Seaman, Jayson

doi:10.1007/978-981-287-532-7_449-1

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…Some authors suggest that EBL was first introduced by John Dewey as a justification for new knowledge creation and self-transformation using cognitive self-reconstruction of experience (Lewis and Williams, 1994). However, this notion has been recently challenged by those who argue that Dewey has used the word "experience" to denote context and has side-lined experiential learning (Allison and Seaman, 2017). Few researchers consider the work of Kolb (1984) as the most seminal contribution to experiential learning, which is centred on reflection and inquiry undertaken by active learners to create meaningful learning from concrete experience (Morris, 2020).…”

Section: Importance Of Experiencementioning

confidence: 99%

Dialogue in management education and development: a conceptual framework

Elembilassery

Chakraborty

2021

JMD

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PurposeThe experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.Design/methodology/approachThis paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.FindingsDialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence.Practical implicationsThe proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators.Originality/valueThe framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.

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Section: Importance Of Experiencementioning

confidence: 99%

Dialogue in management education and development: a conceptual framework

Elembilassery

Chakraborty

2021

JMD

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Section: Literature Reviewmentioning

confidence: 99%

“…The pedagogy of EE is supported by literature spanning many decades (Allison & Seaman, 2017;Dewey, 2004;Kolb, 1984;Wurdinger & Rudolph, 2009) and emphasises the active and reflective nature of learning (Dewey, 2004). It is conceptualised as an alternative to didactic educational approaches both in philosophical and practical terms, but it also differs from vocational training through its strong learning focus on subject area mastery, social-emotional growth, and self-awareness amongst others (Allison & Seaman, 2017). Itin (1997) defines experiential education as "a holistic philosophy, where carefully chosen experiences supported by reflection, critical analysis, and synthesis, are structured to require the learner to take initiative, make decisions, and be accountable for the results" (p. 6).…”

Section: Literature Reviewmentioning

confidence: 99%

“…He further elaborates that the resulting intellectual, emotional, social, political, spiritual, and physical engagement of learners in a complex and uncertain environment serves to provide a strong context for learning. For a succinct overview of EE's philosophical underpinnings see Allison and Seaman (2017) and Roberts (2018) for EE's benefits to contemporary higher education, which include not only pedagogical merits but also that it serves institutional interests (Roberts, 2018). From a learning and teaching perspective the benefits are numerous and include increased student engagement (Hanson & Moser, 2003), deeper subject understanding (Chickering & Gamson, 1987), increased student success (Roberts, 2018), and ultimately the development of lifelong learning skills (Trinh, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Virtual Reality for Experiential Education: A User Experience Exploration

Schott

Marshall

2020

AJET

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Virtual reality technology has made significant advances and is now widely recognised for its potential to provide fully immersive experiences that have relevance to many aspects of life, including education. This paper explores the effectiveness of VR technology for situated experiential education by adopting a user experience (UX) theoretical framing of an example application in tourism education. The trial of a VR-based experiential education tool followed by semi-structured interviews revealed many positive user perspectives that lend strong support for the technology’s use for experiential education, however, several negative experiences were also identified, included the debilitating impact of motion sickness. The UX framework contributes a deeper analysis of the positive and negative experiences by applying the three UX facets, beyond instrumental facet, emotion & affect facet, and the experiential facet, which in combination serve to not only identify key areas requiring improvement but also assists in the prioritisation process. While the exploratory findings promote further engagement with VR to foster experiential education more research is required to locate VR’s broader pedagogical place in tertiary education.

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“…Finally, what implications might this focus on pedagogy hold for other campuses, and, by extension, for educational policy? Committed to the idea that experiential learning is “philosophically eclectic and diverse in realization,” we set out to discover what that diversity looks like across disciplines, which a vote will perhaps never really measure and a list of activities never fully represent (Allison & Seaman, 2017, p. 5).…”

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confidence: 99%

Are We Experienced? Reflections on the SUNY Experiential Learning Mandate

Isaak

Devine

Gervich

et al. 2017

Journal of Experiential Education

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Background: The State University of New York (SUNY), the nation’s largest comprehensive public university system, recently proposed making experiential learning activities available to all students enrolled in an academic program. Each campus was tasked with examining the feasibility of including experiential learning activities as a degree requirement. The Plattsburgh campus faculty senate voted to reject this requirement. Purpose: In light of the Plattsburgh rejection of the SUNY mandate, this study seeks to examine the practice and perspectives of four Plattsburgh faculty through the lens of a single experiential learning assignment. Methodology/Approach: A case study approach was used to illuminate common and/or distinctive pedagogies of instructors across four disciplines. Findings/Conclusions: Common themes include the elements of choice, embodiment, relationships, and risk. Critical to each case study was the willingness and ability of the instructor to engage in the educational process as a participant and expert learner. Implications: If the state, university system, or campus seeks to mandate experiential/applied learning, the mandate should be focused on the pedagogical components of experiential education not on the types of activities that count.

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Experiential Education

Cited by 12 publications

References 5 publications

Dialogue in management education and development: a conceptual framework

Dialogue in management education and development: a conceptual framework

Virtual Reality for Experiential Education: A User Experience Exploration

Are We Experienced? Reflections on the SUNY Experiential Learning Mandate

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