The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study

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' experi...

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Bibliographic Details
Published in:International journal of lifelong education 2021-11, Vol.40 (5-6), p.545-560
Main Authors: Radović, Slaviša, Hummel, Hans G. K., Vermeulen, Marjan
Format: Article
Language:English
Subjects:
Authentic Learning
authenticity
collaboration
Cooperative Learning
Educational Environment
Experiential Learning
Field Trips
Higher Education
Instructional Design
Learning Processes
mARC
Problem Based Learning
Reflection
Teacher Education
Theory Practice Relationship
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Summary: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.
ISSN:0260-1370
1464-519X
DOI:10.1080/02601370.2021.1994664