experiential learning at a vietnamese stem university

Bergsteiner et al. (2010, p. 36) schematic describing student involvement in teaching methods. The authors adapted this model from Svinicki and Dixon (1987).

​I passed my Research Experience Component presentation yesterday. This clears me to deliver and defend my dissertation research proposal. One more milestone out of the way. Message me if you would like a copy of the paper.

In the illustration above, we see the four quadrants of the D. A. Kolb (1984/2015) Experiential Learning Theory cycle, with the distinction of the “student as actor” and the “student as receiver.” The two axes represent student activities, moving from a relatively passive role (student as receiver), for example, lecture analogies or descriptions, to the student acting, as in fieldwork. I find Figure 4 to be a useful tool to identify experiential learning activities because it presents the activities as continua rather than as discrete and separate. In the following table, Bergsteiner et al. (2010) created a visual framework that could be helpful in categorizing experiential learning activities and in explaining experiential learning to survey and interview participants.

Following is a video of the slides from my presentation (no audio).

Exploratory Study of Experiential Learning at a Vietnamese STEM University from Paul McAfee on Vimeo.

References

Bergsteiner, H., Avery, G. C., & Neumann, R. (2010). Kolb's experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32(1), 29-46. doi:10.1080/01580370903534355

Kolb, D. A. (1984/2015). Experiential learning: experience as the source of learning and development (Second ed.). Upper Saddle River, NJ: Pearson Education, Inc.