Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs
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| Title: | Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs |
|---|---|
| Language: | English |
| Source: | Collected Essays on Learning and Teaching. 2019 12:79-93. |
| Availability: | Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Electronic Learning, Experiential Learning, Professional Education, Undergraduate Students, College Faculty, Teacher Attitudes, Nursing Education, Teacher Education, Business Administration Education, Curriculum Design, Community Study, Foreign Countries, Science Education, Elementary School Teachers, Teaching Methods, Canada Natives, Elementary School Students, Blended Learning, Occupational Safety and Health, Reflection, Social Work, Police Education, Skill Development |
| Geographic Terms: | Canada |
| ISSN: | 2368-4526 |
| Abstract: | This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programming, are presented. Using Kolb's Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1218673 |
| Database: | ERIC |
| Abstract: | This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programming, are presented. Using Kolb's Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning. |
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| ISSN: | 2368-4526 |
