The Reality-Based Learning Method: A Simple Method for Keeping Teaching Activities Relevant and Effective

Active and experiential learning theory have not dramatically changed collegiate classroom teaching methods, although they have long been included in the pedagogical literature. This article presents an evolved method, reality based learning, that aids professors in including active learning activit...

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Bibliographic Details
Published in:Journal of marketing education 2004-04, Vol.26 (1), p.66-74
Main Authors: Smith, Louise W., Van Doren, Doris C.
Format: Article
Language:English
Subjects:
Active Learning
Assignments
Behavioral Objectives
Business Administration Education
Classification
Classrooms
College Instruction
College professors
Course Content
Educational objectives
Educational Principles
Educational Theories
Effectiveness
Experiential Learning
Learning
Learning Activities
Learning Processes
Learning Theories
Marketing
Pedagogy
Resistance (Psychology)
Students
Teaching Methods
Theory
Transfer of Training
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Summary:Active and experiential learning theory have not dramatically changed collegiate classroom teaching methods, although they have long been included in the pedagogical literature. This article presents an evolved method, reality based learning, that aids professors in including active learning activities with feelings of clarity and confidence. The reality-based learning method subjects each learning activity to a 4-point framework that is used by the professor in all stages, planning, implementation, and review. Its solid rationale, rigorous standards, and logical applicability are intended to ease professors’ confusion and apprehension about active and experiential learning. Furthermore, professors will find that they can truly make a difference in their students’transferability of knowledge, skills, and attitudes from the confines of a classroom to their interactions in the broader world. Finally, its applications are demonstrated in an extended diagnostic approach to the selection of an activity for one specific content area.
ISSN:0273-4753
1552-6550
DOI:10.1177/0273475303262353