Instructors perceive experiential learning primarily as developing transferable skills for personal and professional growth, with student happiness rarely considered (gain)¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instructor responses on gain outnumbered beauty and good by nearly 2:1, and instructors named soft skills such as critical thinking, communication, and collaboration. → Sherman 2020

Evidence¶

Sherman 2020¶

Sherman, P., & Boukydis, O. (2020). Framing Undergraduate Perspectives on Experiential Learning Within Soka Education Theory. IAFOR Journal of Education: Undergraduate Education, 8(3). https://eric.ed.gov/?id=EJ1272497 doi:10.22492/ije.8.3.05

q2 · i? · qualitative · r2

Study 1 findings on the gain question produced Global Theme 2, "Students develop transferable skills for personal and professional growth". Asked about student happiness, one instructor said, "I'll be honest, I never thought, 'Are my students happy'?"

"instructors' responses for this segment (i.e., experiential learning related to gain) outnumbered their responses for the other two segments (i.e., experiential learning related to beauty or good) by nearly 2:1."

Discussion¶

Related Claims¶

• In a qualitative study of 32 EFL teacher-education students, participants described deeper, more reflective thinking after metacognitive and critical-thinking instruction, and one reported applying it in other disciplines — related
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — reports the opposite
• Instructors and students agree that personal gain is the primary value of experiential learning, with beauty and social good seen as important but of lesser significance — possibly the same claim (merge candidate)
• Both groups see societal benefit in experiential learning, but instructors weight societal good more heavily than students, whose reflections center on personal fulfillment — related
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related
• Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain) — related