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Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference./
Author:	Roberts, Frederic P.
Description:	1 online resource (125 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-02.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369272390

Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.
Roberts, Frederic P.

Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference. - 1 online resource (125 pages)

Source: Masters Abstracts International, Volume: 56-02.

Thesis (M.A.)--Prescott College, 2016.

Includes bibliographical references

Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author's opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of 'fun', 'play', and 'games', to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher's diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school's culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher's teaching philosophy and methods incongruent to the research setting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369272390Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.
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245 1 0 $a Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference.
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500 $a Source: Masters Abstracts International, Volume: 56-02.
500 $a Adviser: Loren Thomas.
502 $a Thesis (M.A.)--Prescott College, 2016.
504 $a Includes bibliographical references
520 $a Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author's opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of 'fun', 'play', and 'games', to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher's diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school's culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher's teaching philosophy and methods incongruent to the research setting.
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