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Experiential Learning in a Tradition...

Roberts, Frederic P.

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Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference./
Author:	Roberts, Frederic P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	125 p.
Notes:	Source: Masters Abstracts International, Volume: 56-02.
Contained By:	Masters Abstracts International56-02(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10172473
ISBN:	9781369272390

Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.
Roberts, Frederic P.

Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 125 p.

Source: Masters Abstracts International, Volume: 56-02.

Thesis (M.A.)--Prescott College, 2016.

Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author's opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of 'fun', 'play', and 'games', to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher's diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school's culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher's teaching philosophy and methods incongruent to the research setting.

ISBN: 9781369272390Subjects--Topical Terms:

516579
Education.

Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.
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245 1 0 $a Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.
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500 $a Adviser: Loren Thomas.
502 $a Thesis (M.A.)--Prescott College, 2016.
520 $a Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author's opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of 'fun', 'play', and 'games', to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher's diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school's culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher's teaching philosophy and methods incongruent to the research setting.
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