Key component of experiential education is reflection, not activity

Snow, Wardley, Carter and Maher (2019: 80) state that the term experiential education “is often misunderstood or misapplied through reductionist thinking to any learning that involves activity”; on the contrary, it is defined as “a pedagogical approach that encourages collective and personal critical reflection and development”. They engaged in seeking to answer questions about the feasibility of designing online experiential learning opportunities and how this can contribute to deepening professional practice in Nursing, Education, Business and Community Studies. They remark that “The key component of experiential education documented in the literature is action on the part of the student that promotes learning through reflection” (emphasis added). However, experience itself is not necessarily educative, especially when reflection is omitted. Experiential learning comprises, as per Kolb’s cycle of four stages, namely: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). Snow, Wardley, Carter and Maher (2019) report that collaborative activities through online synchronous and asynchronous technologies have been found to support the development of competence. They share lived experiences about four undergraduate-level professional programmes that involve experiential learning to varying degrees.

The first scenario pertains to a part-time blended learning programme from Registered Practical Nurse (RPN) to a Bachelor of Science in Nursing (BScN) degree. The RPN to BScN programme comprises theory courses delivered online and clinical (experiential) courses occurring in clinical practice settings. Each clinical module includes an online course site, which houses resources and “serves as an environment where students are required to reflect and think critically on their learning with their clinical instructor and other students”. The reflection principally through writing, with tools such as discussion boards, blogs, and course-specific email. This “blend of clinical learning with carefully designed online writing activities is a powerful combination”. Case studies and problem-based learning activities in the theory modules further serve as a form of experiential learning. The clinical or experiential, on the other hand are “enhanced through online activities and assignments that require critical thinking through reflection”.

The table below summarises the other three scenarios:

Scenario	Reflective Observation	Abstract Conceptualization	Active Experimentation	Concrete Experience
2.    Typical blended learning cycle, teacher education, science	The first lesson of each unit face-to-face, in which the previous experience deconstructed and explored and a new cycle established.	Asynchronous online activities were used to engage with theory related to learning objectives.	Each lesson design was unique to the student and specific community context.	Students did online video presenta-tions of their lessons & received feedback from their classmates.
3.    Typical learning cycle, occupational health & safety	Interactive learning based on content of module	Research paper	Discussion posts, blog entries & case studies	Community-based marketing outreach message
	Simulations and videos posted by professor with questions to address in blogs	Conceptualizing workforce-relevant knowledge related to the group topic	Reflecting, applying knowledge, and evaluating peers	Content presented online; three-tiered monitoring and measurement systems (peers, professor, and community members)
4.    Typical learning cycle, work place-ment courses	Discussion posts and a final reflective essay for each course	Developing a career plan (COMS 2101); information interview (COMS 3101)	Discussion posts, journal summaries, & self/supervisor evaluations	Placements with a community partner (100 hours for COMS 2101, 100 hours for COMS 3101)

It is the experience of the authors that “the practical realities of experiential education in higher education are challenging, and faculty interested in developing experiential learning opportunities for students must negotiate institutional policies, external regulatory bodies, and, at times, even concerns about legitimacy within their departments”.

Snow, K., Wardley, L., Carter, L. & Maher, P. 2019. Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs. Collected Essays on Learning & Teaching: Pedagogical Innovation: Adapting Practice to Evolving Cultures, Section II, Vol. 12, p79-93. DOI: https://doi.org/10.22329/celt.v12i0.5388