| Abstrakt: |
As experiential learning becomes more central to undergraduate education, we must find ways to use it in large classes and to teach students how to learn from experiences. This article uses a 2-year study of student perceptions of learning from short, in-class games and simulations to show that these active learning activities can be used to prepare students for experiential learning opportunities like internships, and exchanges. In short reflections, students are most likely to discuss their emotions, and in longer reflections, they are most likely to discuss learning theoretical concepts but also introduce discussions of career skills and skills they will need to make the most of experiential learning activities. The analysis also shows the various ways in which students discuss how they learn from games and simulations, with different assignments prompting discussions on theoretical concepts, emotions, career skills, and the connections between these, as well as reflections on how they learn from games of simulations. It demonstrates that students appreciate the value of games and simulations and learn how to write about experiential learning, both important objectives for scaffolding experiential learning in lower-division classes. [ABSTRACT FROM AUTHOR] |
