OSCQR – Standard #31
Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies, and problem-based activities.
Review These Explanations
Relevance is central to adult learning. (Knowles, 1984). When the adult learner can apply a learning activity to practical value beyond the duration of the course, relevance is established between the stated learning objective, the learning activity, and the assessment of that activity.
Experiential learning, case studies, and problem-based activities are designed to immerse learners in real world scenarios, with the goal of having learners build on their existing knowledge and skills to analyze specific problems and find solutions. These activities engage learners by having them establish what they know and don’t know, work together to come up with real-world solutions, share those solutions, and review possible results.
According to Kolb (1984), experiential learning relies on four elements:
- Experience;
- Critical reflection;
- Abstract conceptualization; and
- Active experimentation in a new situation.
Through experience, online learners are led to make observations and reflections. From there, abstract concepts are explored through critical reflection, which learners can then actively test and evaluate. This process engages the learners in scaffolding what they already know, and creating new knowledge.
References:
Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston: Gulf Publishing.
Kolb, D. A., (1984), Experiential Learning: Experience as a Source of Learning and Development, Englewood Cliffs, Prentice-Hall
Refresh Your Course with These Ideas
- Explore MERLOT for case studies that you can integrated into your course.
- Create scenario-based discussion forums for learners to interact in. Establish and assign roles for learners within those scenarios.
- Use mini-cases as pre-lab work where learners can see what might go wrong before they are actually immersed in an online lab.
- Have learners create and facilitate course related scenarios.
- Have learners turn in reflective essays along with applied learning activities to measure critical thinking and reflection stages of the process.
- Assign “offline” activities to learners, and have the learners “debrief” in the online environment.
- Require foreign language learners to interact with native speakers (online) and summarize their experiences.
- Have learners document their real-world experiences through digital storytelling tools.
Explore More Refreshing Ideas from the Teaching Online Pedagogical Repository (TOPR) at the University of Central Florida (UCF)
These Pedagogical Practices from TOPR explore methods and approaches that incorporate real-world applications and promote experiential and problem-based learning in online courses to benefit learner success.
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