Experiential Learning in Communication Courses: Development and Evaluation of Learning Activities with Development of a Resource Manualfor Experiential Learning at Olivet Nazarene University

Author

Elizabeth J. Patrick-Trippel, Nova Southeastern UniversityFollow

Date of Award

2004

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Susan Torbenson

Committee Member

Richard Conrath

Committee Member

Maryellen Maher

Keywords

Experiential Learning/Interactive Learning/Communication/Games

Abstract

This applied dissertation addressed the relative lack of experiential learning activities in communication courses at Olivet Nazarene University. Though there had been changes in the curriculum, degrees, and identity of the department over the past 5 years, there had been no attempt to understand the pedagogical implications of these changes.

The objective of this applied dissertation was threefold: first, to develop original experiential activities for use in 3 different communication courses that were content/lecture-based courses; second, to evaluate the newly developed educational activities; and third, based on the evaluation information, to compile a resource manual for interactive learning for professors in the Communication department at Olivet Nazarene University. Five research questions were explored to address this problem, and the proposed study was conducted in 3 phases.

In Phase 1, the development phase, a literature review was conducted to discover the benefits of using experiential activities. A formative and summative committee process established then validated criteria by which experiential activities in communication courses at Olivet should be judged. Three experiential activities were developed during Phase 1. It was concluded that the benefits of experiential learning include at least 4 assertions: (a) experiential learning increased the amount of student learning; (b) experiential learning has increased relevance for life; (c) experiential learning broke down walls for students; and (d) students who use experiential learning enjoyed learning more and were less bored.

In Phase 2, a responsive evaluation method was used to understand the effectiveness of 3 experiential activities that were implemented in communication courses. The responsive evaluation method called for a stakeholder audience to identify key issues and feedback from observers of the activities and the researcher prepared portrayals and case studies to report findings. Findings from the stakeholder audience indicated that experiential activities should be defined by student (a) engagement, (b) reflection, (c) responsibility, and (d) relevance.

In Phase 3, the compilation of resources phase, a manual of select experiential learning activities was compiled for use in communication courses at Olivet Nazarene University. It was concluded that experiential activities in communication classes should be (a) tied tightly to course content; (b) set at an appropriate level; (c) required to include a physical activity for the entire audience, not just volunteers; (d) designed to get students involved, and if possible, be fun or challenging; and (e) applied to real-life.

NSUWorks Citation

Elizabeth J. Patrick-Trippel. 2004. Experiential Learning in Communication Courses: Development and Evaluation of Learning Activities with Development of a Resource Manualfor Experiential Learning at Olivet Nazarene University. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (897)
https://nsuworks.nova.edu/fse_etd/897.