Teaching the Town Hall: Incorporating Experiential Learning in a Large Introductory Lecture Course

Coproduction as Pedagogy: Harnessing Community Data Partnerships for the Classroom

“…We view the coproductive partnership between the city and students as a mechanism for experiential learning. Providing reallife opportunities to apply classroom learning can be beneficial to students and has proven successful in other examples, including teaching public-opinion research (Berry and Robinson 2012), improving large-class engagement (Forestal and Finch 2020), and enhancing classroom accessibility (Currin-Percival and Gulahmad 2020). Through applied data-analysis opportunities, students learn data science beyond the classroom (Williams et al 2021) through ethically and scientifically responsible approaches to big data (Kitchin 2014).…”

English language teachers’ engagement in and preference for experiential learning for professional development

“…(2018) examined experiential strategies and learning in environmental education. Forestal and Finch (2020) explored experiential learning in a large introductory lecture course. Feize et al.…”

More Than a YouTube Channel: Engaging Students in an Online Classroom

“…Moreover, as Omelicheva and Avdeyeva point out (Omelicheva & Avdeyeva, 2008), active learning methods foster higher-order cognitive skills, such as application and critical evaluation skills, while frontal instruction is effective on a lower cognitive level, such as memorization. Recent trends in active learning in political science and IR include research-based learning (Healy & Jenkins, 2009), simulations, the co-production of blogs, podcasts, and other media as well as experimental learning (Forostal & Finch, 2020). Under regular conditions, active learning has proven to strongly support the achievement of learning goals and the development of student's skills and to improve learning experiences and student satisfaction.…”