The Challenge of Designing ‘More’ Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study
Year: 2021
Type: review
Study design: Systematic Review
Abstract: Although a long time has passed since the theoretical foundation of experiential learning was proposed, designing experiential learning has proven to remain a challenge. We contribute to this matter by reviewing 31 empirical articles that have provided insights into what this ‘more’ experiential learning could be. Results are systematically compared using three perspectives to distinguish situated and general characteristics. The review highlights three pillars of learning environments that foster experiential learning (Authenticity, Reflection and Collaboration) and learning processes within each pillar. Moreover, the study provides recommendations for future theory building and practical implementation.
Institution: Open University of the Netherlands
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W3213862011