Both groups see societal benefit in experiential learning, but instructors weight societal good more heavily than students, whose reflections center on personal fulfillment¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instructors saw local and global communities benefiting from students' increased prosocial and professional competencies, including intercultural competence. → Sherman 2020 q2 i? Students linked fulfillment and positive experiences to societal betterment but emphasized personal benefits received over good provided to others. → Sherman 2020 (2)

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 Global Theme 3 held that "Local and global communities are benefitted by students' increased prosocial and professional competencies", citing empathy, intercultural understanding, and citizenship preparation. The article states instructors "assigned greater value than students for the benefits to society".

"They are learning about intercultural competence, diversity, equity and inclusion, which I think will make them better workers, but also better collaborators and leaders and managers."

Sherman 2020 (2)¶

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 2 Global Theme 3 held that "The sense of fulfillment through positive experiences and accomplishments contributes to the betterment of society". Students described opening their minds to other cultures and bringing ideas back to society.

"Although students genuinely emphasized their motivations to contribute to society, their specific reflections, such as, fulfillment and pride seem to suggest that they place a higher degree of value on the personal benefits received, as opposed to the good they provide for others."

Discussion¶

Related Claims¶

• Instructors perceive experiential learning primarily as developing transferable skills for personal and professional growth, with student happiness rarely considered (gain) — related
• 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 — reports the opposite
• Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain) — related
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — related
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related
• Teachers rated personal efficiency, caring for learners' needs, and societal contribution as similarly highly important purposes of AI — related
• ACTA study of global leaders identified expertise components including reading people closely, bridging cross-cultural communication, and perspective taking — related
• BIPOC solution providers' motivations blend general prosociality with equity and social justice purposes — related
• Personal experience influenced teachers' visions of AI futures more than organizational culture or societal factors — related