Enhancing Academic Validity of Experiential Learning

This paper lead therefore explore this issue by identifying various ways to maturation the academician validity of experiential training.

The question that is address in this paper is: "How asshole the academic validity of experiential larn in bountiful education be increased, such that it is considered to be at least on par with formal reading?" One way to respond to this question is to identify various approaches including instructional and assessment strategies that validate the quality of learning that can be achieved in experiential learning.

In this section, a soft review of literature is conducted to identify and discuss diverse instructional and assessment strategies. Instructional and assessment strategies that have been proposed by theorists and/or implemented in adult education settings leave behind indeed be explored.

According to educators such as Eyler (2002), experiential learning should be considered to be superior to formal education because it compensates for the " inadequacy of "connectedness"" between education and the actually world (p. 517). by means of experiential learning such as service-learning programs that combine academic work with community service, students are given the opportunity to do their abstract friendship and skills to challenging real- heart settings ? an approach that has tremendous appealingness to adult students. Yet, the provisio

By combine some of the above strategies, it is likely that educators and educational institutions will be able to persuade traditional educators that experiential learning is not an inferior form of education. Even though it does not correct to the same rules and procedures as formal education, experiential learning that acknowledges the brilliance of learning in non-academic settings should be embraced because it forges connections between education and the real world. Most importantly, for adult students who possess considerable work and life experiences, experiential learning provides them with an ideal means of "synthesiz[ing] newly-acquired theoretical knowledge with the practical skills they have brought to the classroom" (p. 452).

Therefore, experiential learning and its protect for the education of adult students needs to be recognized. By utilizing the said(prenominal) strategies, it is hoped that experiential learning can achieve the recognition it deserves at heart the academic community.

Eyler, J. (2002). Reflection: Linking service and learning ? Linking students and communities. Journal of brotherly Issues, 58(3), 517-534.

This paper has discussed different instructional and assessment strategies that can be used to increase the academic validity of experiential learning, which will enhance its status vis-?-vis formal instruction. According to the above research, tiny reflection (using either Kolb's (1984) experiential learning model or Eyler's (2002) reflection) that challenges students to examine their learning experience within the context of their discipline, licence their learning and apply them in practical ways will demonstrate the academic validity of experiential learning. Moreover, comparative assessments of the concussion of experiential learning and formal instruction on adult students can also be conducted by using exponent and Kitchener's (1994) RJI, as described above. The determination of whether the students have achieved le
Order your essay at Orderessay and get a 100% original and high-quality custom paper within the required time frame.