Year: 2016
Type: dissertation
Abstract: The purpose of this study was to investigate first-year kinesiology studentsâ learning experience in a practice-based course. Semi-structured interviews were conducted with eleven first-student kinesiology students following their completion of a first year practice-based course. The six core tenets of experiential learning theory were used to structure the interview protocol and framed the initial steps in data analysis. The results show that the practice-based learning experience is different for all students. Despite such differences, four central themes emerged from the data: the importance of connection, consideration for the individuality of all learners, the influential role of the instructor, and the importance of the learning space. The significance of these findings is discussed and recommendations are provided for the enhancement of student learning in practice-based or experiential learning environments.
Source: TSpace (University of Toronto)
Author: Stefanie Bronson
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2577246486