Insights in creating and assessing experiential learning opportunities in a graduate qualitative research seminar
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Qualitative research courses often focus on developing understanding of methodological theory and practice but lack practical training to enable students to actually do qualitative research (Bartels and Wagenaar, 2018). Greater emphasis on experiential learning activities offers one remedy for this problem. Experiential learning means learning by doing. Within a classroom setting, experiential learning first immerses learners in an experience and then encourages reflection about the experience in order to develop new skills, attitudes, and/or ways of thinking (Teaching and Learning Services, 2014). We employed both simulated and real-life experiential learning activities within a graduate-level qualitative research course offered to masters and doctoral students at the University of British Columbia (Canada). For experiential learning to be effective, it is essential to facilitate the transition from the experience to concrete learning through reflection and discussion. One major challenge to experiential learning is measuring the effectiveness of this transition for students with diverse backgrounds, skills, and learning styles. We share our successes and lessons learned in creating and assessing experiential learning activities based on results from weekly student reflections, notes from our course planning sessions, instructional staff reflective notes, and student course evaluations.
Keywords
pedagogy, experiential learning, creative activities, assessment, reflection
Insights in creating and assessing experiential learning opportunities in a graduate qualitative research seminar
1048
Qualitative research courses often focus on developing understanding of methodological theory and practice but lack practical training to enable students to actually do qualitative research (Bartels and Wagenaar, 2018). Greater emphasis on experiential learning activities offers one remedy for this problem. Experiential learning means learning by doing. Within a classroom setting, experiential learning first immerses learners in an experience and then encourages reflection about the experience in order to develop new skills, attitudes, and/or ways of thinking (Teaching and Learning Services, 2014). We employed both simulated and real-life experiential learning activities within a graduate-level qualitative research course offered to masters and doctoral students at the University of British Columbia (Canada). For experiential learning to be effective, it is essential to facilitate the transition from the experience to concrete learning through reflection and discussion. One major challenge to experiential learning is measuring the effectiveness of this transition for students with diverse backgrounds, skills, and learning styles. We share our successes and lessons learned in creating and assessing experiential learning activities based on results from weekly student reflections, notes from our course planning sessions, instructional staff reflective notes, and student course evaluations.
Comments
Qualitative research courses often focus on developing understanding of methodological theory and practice but lack practical training to enable students to actually do qualitative research (Bartels and Wagenaar, 2018). Greater emphasis on experiential learning activities offers one remedy for this problem. Experiential learning means learning by doing. Within a classroom setting, experiential learning first immerses learners in an experience and then encourages reflection about the experience in order to develop new skills, attitudes, and/or ways of thinking (Teaching and Learning Services, 2014). We employed both simulated and real-life experiential learning activities within a graduate-level qualitative research course offered to masters and doctoral students at the University of British Columbia (Canada). For experiential learning is be effective, it is essential to facilitate the transition from the experience to concrete learning through reflection and discussion. One major challenge to experiential learning is measuring the effectiveness of this transition for students with diverse backgrounds, skills, and learning styles. We share our successes and lessons learned in creating and assessing experiential learning activities based on results from weekly student reflections, notes from our course planning sessions, instructional staff reflective notes, and student course evaluations.