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¶

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 · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Instructors' coded responses for gain (140 segments) outnumbered beauty (77) and good (76), suggesting teachers value skill and knowledge outcomes over aesthetic or societal value. → Sherman 2020 q2 i? Students' coded responses for gain (82) and beauty (80) were nearly equal, with good lowest (60), and both groups agreed gain was primary. → 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 (2018) semi-structured interviews with ten undergraduate instructors, coded in MAXQDA into beauty, gain, good, and value categories. The article reports "140 distinct coded text segments related to RQ2 (individual gain)" versus 77 for beauty and 76 for good.

"On a purely numerical basis, 77 distinct coded text segments were identified for analysis that related to RQ1 (beauty), 140 distinct coded text segments related to RQ2 (individual gain), and 76 distinct coded text segments related to RQ3 (social good)."

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 (2019) interviews with twelve students, analyzed with the same thematic network technique. The article states "the number of student responses related to gain is the highest (82), followed by beauty (80) and good (60)" and concludes both groups agreed gain was primary.

"the number of student responses related to gain is the highest (82), followed by beauty (80) and good (60)."

Discussion¶

Related Claims¶

• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — reports the opposite
• Instructors perceive experiential learning primarily as developing transferable skills for personal and professional growth, with student happiness rarely considered (gain) — 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 — reports the opposite
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related