| Autor: |
Waddell, Janice, Robinson, Pamela, Wehbi, Samantha |
| Předmět: |
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| Zdroj: |
Transformative Dialogues: Teaching & Learning Journal; Mar2018, Vol. 11 Issue 1, p1-17, 17p |
| Abstrakt: |
This paper presents the results and synthesis of a scoping review focused on how experiential learning is conceptualized in academic literature and what is currently known about the outcomes of these teaching methods within professional degree programs in terms of bridging the theory/practice divide and preparing students for the transition from academia to the workforce. Experiential learning encompasses a grouping of pedagogical methods often utilized to bridge the gap between theory and practice for students and recent graduates through the pursuit of experience-based learning activities. Despite the fact that experiential learning is becoming increasingly prominent in undergraduate programs, its actual impact remains widely understudied and poorly described in academic literature. Our scoping review of studies which examined curriculum-based experiential learning in undergraduate professional programs such as nursing, social work and midwifery to name a few, revealed three central findings: that experiential learning lacks a clear description; that there is an uneven distribution of disciplinary engagement with learning methods identified as experiential learning; and that few scholars discuss measurable outcomes. These findings highlight the need for increased emphasis on outcome driven scholarship to further enhance our understanding of the ways in which experiential learning is understood, how related teaching strategies impact student learning outcomes, and how educators can improve on these strategies in curricula and teaching pedagogies, specifically within professional programs. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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