Experiential learning in informal educational settings

Gross, Zehavit; Rutland, Suzanne D.

doi:10.1007/s11159-017-9625-6

Cited by 34 publications

(26 citation statements)

References 5 publications

(5 reference statements)

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“…The students' preference for an informal learning environment in this context illuminates the ethical implications related to privacy when working with geocodes. The importance of lack of hierarchy in the learning environment was confirmed by Kahane (1997, in Gross & Rutland, 2017 who argued that a symmetrical, balanced relationships without hierarchy contributes to the informal setting in which experiential learning should ideally take place.…”

Section: An Informal Learning Environmentmentioning

confidence: 97%

“…In the process of experiential learning, students ideally learn in small groups, where they have the freedom to make mistakes and learn from them, and where they engage in each of the four stages of learning. Experiences in realistic scenarios can help students learn and gain better understanding about otherwise abstract concepts (Chavan, 2011;DiBiase et al, 2009;Gross & Rutland, 2017). Critical reflection and thinking about the learning situation can lead to alternative solutions or possibilities, which can ultimately lead to new implications for action.…”

Section: Teaching Ethics Through Experiential Learningmentioning

confidence: 99%

“…As the process is cyclical, these actions can be tested again and reflected upon in new scenarios (Kolb & Kolb, 2008;Zhai et al, 2017). In experiential learning, the role of the teacher is not to transmit knowledge, but to facilitate realistic learning experiences (Gross & Rutland, 2017). This can be achieved by providing realistic case studies, creating an informal atmosphere, and by encouraging individual decision-making, free choice and the expression of contesting views (Kahane, 1997, in Gross & Rutland, 2017.…”

Section: Teaching Ethics Through Experiential Learningmentioning

confidence: 99%

“…In experiential learning, the role of the teacher is not to transmit knowledge, but to facilitate realistic learning experiences (Gross & Rutland, 2017). This can be achieved by providing realistic case studies, creating an informal atmosphere, and by encouraging individual decision-making, free choice and the expression of contesting views (Kahane, 1997, in Gross & Rutland, 2017. Thus, the learning environment should both encourage students' independent learning and challenge their preconceptions (Golubchikov, 2015).…”

Section: Teaching Ethics Through Experiential Learningmentioning

confidence: 99%

“…Having the opportunity to direct their own learning experiences created an open and almost casual atmosphere where students felt free to share their opinions. Such an atmosphere is one of the elements necessary to facilitating the experiential learning process, and can be related to Kahane's (1997, in Gross & Rutland, 2017 code of behaviour which basically explains that teachers should facilitate learning experiences by encouraging individual decision-making and the expression of contesting views, rather than telling students what to do.…”

Section: An Informal Learning Environmentmentioning

confidence: 99%

See 4 more Smart Citations

Teaching ethics when working with geocoded data: a novel experiential learning approach

Bemt

Doornbos

Meijering

et al. 2018

Journal of Geography in Higher Education

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Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixedmethods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim of this article is to discuss how the experiential learning process in a course on Ethics & GPS-tracking contributed to the ethical awareness of third-year undergraduate geography students. We conducted a qualitative study in which we held four focus group discussions with two cohorts of students (2016 and 2017). We explored the students' views on the learning environment in relation to ethics in GPS-based and mixed-methods research. Our findings show how an informal learning environment and collaborative learning in a small group contributed to deep understanding of research ethics. These aspects of the learning environment are tied to an ethical framework that consists of three dimensions: (1) the ethics of collaborative research between staff and students; (2) the ethics of privacy raised by the geo-technology adopted in this research case study; and (3) the ethics of the research process with respect to informed consent and data storage.

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Section: An Informal Learning Environmentmentioning

confidence: 97%

Section: Teaching Ethics Through Experiential Learningmentioning

confidence: 99%