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

Autor/inn/en	Radovic, Slaviša; Hummel, Hans G. K.; Vermeulen, Marjan
Titel	The Challenge of Designing 'More' Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study
Quelle	In: International Journal of Lifelong Education, 40 (2021) 5-6, S.545-560 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radovic, Slaviša) ORCID (Hummel, Hans G. K.) ORCID (Vermeulen, Marjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.1994664
Schlagwörter	Instructional Design; Experiential Learning; Higher Education; Teacher Education; Educational Environment; Authentic Learning; Reflection; Cooperative Learning; Learning Processes; Theory Practice Relationship; Field Trips; Problem Based Learning + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Learning process; Lernprozess; Theorie-Praxis-Beziehung; Exkursion; Problem-based learning; Problemorientiertes Lernen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01