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...

Full description

Saved in:
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
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3
cites cdi_FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3
container_end_page 560
container_issue 5-6
container_start_page 545
container_title International journal of lifelong education
container_volume 40
creator Radović, Slaviša
Hummel, Hans G. K.
Vermeulen, Marjan
description 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.
doi_str_mv 10.1080/02601370.2021.1994664
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1080_02601370_2021_1994664</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1326981</ericid><sourcerecordid>2615534840</sourcerecordid><originalsourceid>FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3</originalsourceid><addsrcrecordid>eNp9kM1uEzEUhS0EEqHwCJUssehqgn8nY1ZUIaVUqUA0SOwsx3M9cTWxU3tCyWPwxniagsSmK8s63zlX-hA6pWRKSUPeEVYTymdkygijU6qUqGvxDE2oqEUlqfrxHE1Gphqhl-hVzreEFJSTCfq92gCeb0zfQ-gAR4c_QvZd8KHDZ9cxwRle_NpB8hAGb3q8BJMeQh_wpe82kPCi3Vsz-Bjw1xS7ZLZ5DIeye-Ghb8fNFRj7H_oen-ObQx5gW74Wf4OfHu7xzbBvD6_RC2f6DG8e3xP0_WKxml9Wyy-fPs_Pl5UVZDZUzDVOMU5mDWeiUWZN18ZJkGtmGGNUSKuoMGvJCkOAE8MpGAWuloS0yjp-gt4ed3cp3u0hD_o27lMoJzWrqZRcNIIUSh4pm2LOCZzeJb816aAp0aN9_de-Hu3rR_uld3rsFXX2X2dxRTmrVUNL_uGY--Bi2pr7mPpWD-bQx-SSCdZnzZ8-8QfeCZTM</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2615534840</pqid></control><display><type>article</type><title>The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study</title><source>ERIC</source><source>Taylor and Francis Social Sciences and Humanities Collection</source><creator>Radović, Slaviša ; Hummel, Hans G. K. ; Vermeulen, Marjan</creator><creatorcontrib>Radović, Slaviša ; Hummel, Hans G. K. ; Vermeulen, Marjan</creatorcontrib><description>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.</description><identifier>ISSN: 0260-1370</identifier><identifier>EISSN: 1464-519X</identifier><identifier>DOI: 10.1080/02601370.2021.1994664</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>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</subject><ispartof>International journal of lifelong education, 2021-11, Vol.40 (5-6), p.545-560</ispartof><rights>2021 The Author(s). Published by Informa UK Limited, trading as Taylor &amp; Francis Group. 2021</rights><rights>2021 The Author(s). Published by Informa UK Limited, trading as Taylor &amp; Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3</citedby><cites>FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3</cites><orcidid>0000-0001-8084-7217 ; 0000-0001-8840-6053 ; 0000-0002-3579-749X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1326981$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Radović, Slaviša</creatorcontrib><creatorcontrib>Hummel, Hans G. K.</creatorcontrib><creatorcontrib>Vermeulen, Marjan</creatorcontrib><title>The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study</title><title>International journal of lifelong education</title><description>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.</description><subject>Authentic Learning</subject><subject>authenticity</subject><subject>collaboration</subject><subject>Cooperative Learning</subject><subject>Educational Environment</subject><subject>Experiential Learning</subject><subject>Field Trips</subject><subject>Higher Education</subject><subject>Instructional Design</subject><subject>Learning Processes</subject><subject>mARC</subject><subject>Problem Based Learning</subject><subject>Reflection</subject><subject>Teacher Education</subject><subject>Theory Practice Relationship</subject><issn>0260-1370</issn><issn>1464-519X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>0YH</sourceid><sourceid>7SW</sourceid><recordid>eNp9kM1uEzEUhS0EEqHwCJUssehqgn8nY1ZUIaVUqUA0SOwsx3M9cTWxU3tCyWPwxniagsSmK8s63zlX-hA6pWRKSUPeEVYTymdkygijU6qUqGvxDE2oqEUlqfrxHE1Gphqhl-hVzreEFJSTCfq92gCeb0zfQ-gAR4c_QvZd8KHDZ9cxwRle_NpB8hAGb3q8BJMeQh_wpe82kPCi3Vsz-Bjw1xS7ZLZ5DIeye-Ghb8fNFRj7H_oen-ObQx5gW74Wf4OfHu7xzbBvD6_RC2f6DG8e3xP0_WKxml9Wyy-fPs_Pl5UVZDZUzDVOMU5mDWeiUWZN18ZJkGtmGGNUSKuoMGvJCkOAE8MpGAWuloS0yjp-gt4ed3cp3u0hD_o27lMoJzWrqZRcNIIUSh4pm2LOCZzeJb816aAp0aN9_de-Hu3rR_uld3rsFXX2X2dxRTmrVUNL_uGY--Bi2pr7mPpWD-bQx-SSCdZnzZ8-8QfeCZTM</recordid><startdate>20211102</startdate><enddate>20211102</enddate><creator>Radović, Slaviša</creator><creator>Hummel, Hans G. K.</creator><creator>Vermeulen, Marjan</creator><general>Routledge</general><general>Taylor &amp; Francis Ltd</general><scope>0YH</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0001-8084-7217</orcidid><orcidid>https://orcid.org/0000-0001-8840-6053</orcidid><orcidid>https://orcid.org/0000-0002-3579-749X</orcidid></search><sort><creationdate>20211102</creationdate><title>The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study</title><author>Radović, Slaviša ; Hummel, Hans G. K. ; Vermeulen, Marjan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Authentic Learning</topic><topic>authenticity</topic><topic>collaboration</topic><topic>Cooperative Learning</topic><topic>Educational Environment</topic><topic>Experiential Learning</topic><topic>Field Trips</topic><topic>Higher Education</topic><topic>Instructional Design</topic><topic>Learning Processes</topic><topic>mARC</topic><topic>Problem Based Learning</topic><topic>Reflection</topic><topic>Teacher Education</topic><topic>Theory Practice Relationship</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Radović, Slaviša</creatorcontrib><creatorcontrib>Hummel, Hans G. K.</creatorcontrib><creatorcontrib>Vermeulen, Marjan</creatorcontrib><collection>Taylor &amp; Francis Open Access(OpenAccess)</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>International journal of lifelong education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Radović, Slaviša</au><au>Hummel, Hans G. K.</au><au>Vermeulen, Marjan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1326981</ericid><atitle>The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study</atitle><jtitle>International journal of lifelong education</jtitle><date>2021-11-02</date><risdate>2021</risdate><volume>40</volume><issue>5-6</issue><spage>545</spage><epage>560</epage><pages>545-560</pages><issn>0260-1370</issn><eissn>1464-519X</eissn><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.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/02601370.2021.1994664</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0001-8084-7217</orcidid><orcidid>https://orcid.org/0000-0001-8840-6053</orcidid><orcidid>https://orcid.org/0000-0002-3579-749X</orcidid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 0260-1370
ispartof International journal of lifelong education, 2021-11, Vol.40 (5-6), p.545-560
issn 0260-1370
1464-519X
language eng
recordid cdi_crossref_primary_10_1080_02601370_2021_1994664
source ERIC; Taylor and Francis Social Sciences and Humanities Collection
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
title The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-25T12%3A13%3A10IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Challenge%20of%20Designing%20'More'%20Experiential%20Learning%20in%20Higher%20Education%20Programs%20in%20the%20Field%20of%20Teacher%20Education:%20A%20Systematic%20Review%20Study&rft.jtitle=International%20journal%20of%20lifelong%20education&rft.au=Radovi%C4%87,%20Slavi%C5%A1a&rft.date=2021-11-02&rft.volume=40&rft.issue=5-6&rft.spage=545&rft.epage=560&rft.pages=545-560&rft.issn=0260-1370&rft.eissn=1464-519X&rft_id=info:doi/10.1080/02601370.2021.1994664&rft_dat=%3Cproquest_cross%3E2615534840%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c407t-2f8f92307832489ab1baf5e5b2a222145c914ab522300e30a31ea9ef6500d9cf3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2615534840&rft_id=info:pmid/&rft_ericid=EJ1326981&rfr_iscdi=true