Dissertation/Thesis Abstract

Alignment or Detachment: College Educators’ Perceptions of Experiential Learning Pedagogy
by Finseth, Wayne D., Ed.D., Minnesota State University, Mankato, 2020, 155; 27742162
Abstract (Summary)

The main purpose of this study was to investigate how college educators’ perceptions of experiential learning influence the design, implementation, and assessment of their courses. A second purpose of this study was to examine the way’s college educators use experiential learning in their classes. A final purpose of this study was to evaluate the relationship between a college educators’ prior experience with experiential learning and how they utilize that prior experiences to design, instruct, and assess their courses. A descriptive research design was used in this study. A randomized and anonymous survey containing 29 items was emailed out through Qualtrics to 3000 college educators across the world. The results of the study indicate that college educators develop aptitude in experiential learning in a wide variety of ways. The results of this study also show that college educators believe their prior experience/exposure to experiential learning has been influential to their educational practice. In addition, this study found that college educators believe students should have input in designing, modifying, or evaluating their learning experience. Finally, the results of this study found that college educators typically teach the way they were taught, and that they use a wide variety of assessment and instructional methods in their classrooms.

Indexing (document details)
Advisor: Wurdinger, Scott D
Commitee: Carlson, Julie A, Jaswant-Singh, Promeet, Mahlberg, Jamie
School: Minnesota State University, Mankato
Department: Educational Leadership: Ed.D.
School Location: United States -- Minnesota
Source: DAI-A 81/11(E), Dissertation Abstracts International
Subjects: Higher education
Keywords: Assessment, College educator, Experiential, Experiential learning, Instructional method, Perceptions
Publication Number: 27742162
ISBN: 9798643170501
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