Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty)¶

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? Students reported that collaboration, practicums, and study abroad enhanced perspective, fostered empathy, and encouraged a sense of community. → 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 2 thematic analysis of twelve student interviews produced Global Theme 1 from four organizing themes covering connection, community contribution, new perspectives, and empathy. One student described happiness from study abroad spreading as a "chain reaction".

"Whether, for example, through interactive classroom learning, practicum placements, or study abroad, the practice of connecting with others enhances perspective, fosters empathy, and encourages a sense of community."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it
• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Building Empathy Improves Intergroup Attitudes — the general claim this finding bears on, with the studies behind it
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — related
• 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 — related
• A descriptive report defines peer assisted learning and asserts, without a tested result, that it promotes knowledge construction, collaboration ability and interpersonal interaction — related
• Both groups see societal benefit in experiential learning, but instructors weight societal good more heavily than students, whose reflections center on personal fulfillment — related
• Microblogging and mobile blogging promote target-language interaction, cultural understanding, and a sense of community among language learners — related
• Virtual and in-person parent-to-parent forums deepened caregivers' sense of community and support — related
• Students at Oakland International High School report a strong sense of community, close relationships, and happiness at school — related
• Social engagement in gateway math courses builds confidence and deepens understanding, dependent on faculty fostering a supportive learning environment — related
• GAI-assisted DST creation significantly enhanced all five CPS sub-dimensions compared to traditional methods — related
• Participants reported improved communication skills and faculty modeling of positive interpersonal interaction — related
• Successful aging comprises six features and creative activity contributes to it — related
• ACTA study of global leaders identified expertise components including reading people closely, bridging cross-cultural communication, and perspective taking — related
• Children exhibited creative and communicative ways of thinking and working in collaborative tasks — related
• Evaluations of parent education initiatives using experiential methods found positive results for parents — related
• Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain) — related
• Included research studies suggest TES with land-based and experiential pedagogies deepens student engagement in post-secondary education — related
• Review reports exposure abroad alone does not guarantee gains in social-change competencies, calling the learning mechanism a black box — related
• Students enact agency toward groups by fostering relational awareness, building interpersonal relationships, holding dialogue, and seeing from other perspectives — related
• Drama and theatre-based work forms in teacher education are associated with equity-related outcomes including empathy, perspective-taking, collaboration, attitude shifts, and advocacy — related