The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

Abstract

The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re-and decontextualisation (both directions of Kolb's learning cycle). This article aims to provide more insight into the process of creating and redesigning experiential learning environments and to better understand the complex relationship that exists between the learning environments and experiential learning (considering underlying learning theories). We will present and discuss mARC (more Authentic, Reflective and Collaborative), a threecomponent instruction model with a set of instructional elements proved to facilitate the re-and de-contextualisation of knowledge. This article ends with practical guidelines for using the mARC model to support students in linking learning experience to academic knowledge development within higher education.

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

“…Designing experiential learning in online education and adapting it to the needs of students in a specific context is not a simple and straightforward process (Radović et al, 2021d;Coulson & Harvey, 2013;Heinrich & Green, 2020). Situated in results of the recent review study that presented facilitating and hindering factors influencing experiential learning processes, Radović et al (2021d) crafted mARC as an Instructional Design (ID) model for designing experiential learning environments. They first pointed out important instructional elements, then described and classified them and drew causal relationships, and finally provided design guidelines for applying the model (Fig.…”

“…They first pointed out important instructional elements, then described and classified them and drew causal relationships, and finally provided design guidelines for applying the model (Fig. 1) (Radović et al, 2021d).…”

“…Thus, three overall design requirements have to be met: a) Presence of real world context Fig. 1 mARC instructional design model to build academic knowledge over real practice settings (Authenticity); b) Possibilities for reflection during learning and experiencing (Reflection); and c) Construction of knowledge based on different perspectives and social learning activities (Collaboration) (Radović et al, 2021d).…”

“…Finally, research suggests that instructional gaps in the learning design reduce educative opportunities and learning benefits (Kreber, 2001). Loosely-implemented learning designs could result in students' confusion and inability to follow the cyclic steps of experiential learning, as well as hinder knowledge de-and re-contextualisation (Heinrich & Green, 2020;Radović et al, 2021d).…”

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

“…A more integrated instructional approach for designing learning environments is needed for incorporating reflection during experiential learning (Ash and Clayton, 2009;Borton, 1970;Ryan, 2013). A set of instructional elements for mARC (more Authentic, Reflective and Collaborative learning) are used to foster processes of re-contextualization and de-contextualization in experiential learning (Radović et al, 2021). This mARC model suggests that a learning environment should (1) encompass reflection tasks as an essential step to support learners in the transition from a concrete to an abstract view; (2) consider reflection as an additional tool to help learners carry out complex tasks;…”