Reviewed studies report experiential learning benefits for engagement, skills, confidence and outcomes in human services education¶

Claim · All claims
Evidence · 1 study (2 entries) · design r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The literature review reports, citing Clem, Mennicke and Beasley (2014), that experiential learning increases student engagement, practical skill development and ethical reasoning and judgement in human services education. → Patil 2020 q2 i? The article reports, citing Gates and Dauenhauer (2016), a comparative study that suggested no comparable difference in learning outcomes between face-to-face and blended learning. → Patil 2020 (2)

Evidence¶

Patil 2020¶

Patil, T., Hunt, M., Cooper, K., & Townsend, R. (2020). Developing a case-based experiential learning model at a program level in a regional university: Reflections on the developmental process. Australian Journal of Adult Learning, 60(2). https://eric.ed.gov/?id=EJ1267932

q2 · i? · design · r1

Narrative review attribution: the review reports, citing Clem, Mennicke and Beasley (2014), that experiential learning yields "student learner engagement, practical skill development and improvements in student ethical reasoning and judgement". No effect sizes are reported; the review narrates the cited study without reproducing its design.

"Clem, Mennicke, and Beasley (2014) suggest that experiential learning increases student learner engagement, practical skill development and improvements in student ethical reasoning and judgement"

Patil 2020 (2)¶

Patil, T., Hunt, M., Cooper, K., & Townsend, R. (2020). Developing a case-based experiential learning model at a program level in a regional university: Reflections on the developmental process. Australian Journal of Adult Learning, 60(2). https://eric.ed.gov/?id=EJ1267932

q2 · i? · design · r1

Narrative review attribution: the article reports, citing Gates and Dauenhauer (2016), a comparison of face-to-face and blended learning suggesting "no comparable difference in the learning outcomes". The cited study's design and statistics are not reproduced; equivalence was not formally tested in this article.

"A study by Gates and Dauenhauer (2016) reported that a comparative study between face-to-face and blended learning suggested no comparable difference in the learning outcomes for students"

Studies bearing on this claim¶

Does learning from an experience the learner acts in (a simulation, a hands-on task, a practical activity) improve outcomes over being told the same content? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 6 distinct studies (3 causal, 2 quant-synthesis, 1 design), q2–q4, 2 of 6 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — related
• Evaluations of parent education initiatives using experiential methods found positive results for parents — related
• Successful program completion increased participants' self-confidence, self-esteem, and autonomy, which aided their settlement and integration into Canadian society — related
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — related