Adventure: A Model of Experiential Learning
In: Children & Schools, Band 13, Heft 1, S. 49-57
ISSN: 1545-682X
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In: Children & Schools, Band 13, Heft 1, S. 49-57
ISSN: 1545-682X
In: Vanessa Merton, The Work of a CUNY Law Student: Simulation and the Experiential Learning Process, 37 UCLA L. Rev. 1195 (1990)
SSRN
In: Peace & change: PC ; a journal of peace research, Band 15, Heft 3, S. 312-330
ISSN: 1468-0130
In: Small group research: an international journal of theory, investigation, and application, Band 21, Heft 1, S. 113-127
ISSN: 1552-8278
Despite extensive research on feedback and almost complete agreement on its power to effect learning, there is little theoretical understanding of the concept. Its ultrabroad definition and difficulties operationalizing both its causal mechanisms and the learning it supposedly effects have hampered understanding. The particular language used favors certain explanations and lines of research over others. Implications for group facilitation and the design of experiential learning programs are discussed.
In: American annals of the deaf: AAD, Band 135, Heft 4, S. 280-284
ISSN: 1543-0375
An examination of experiential learning models revealed that they all refer to the critical component of processing . The authors define processing as an activity that is employed to encourage students to reflect, describe, analyze, and communicate in some way that which was recently experienced. The authors describe a cognitive processing hierarchy and show how it relates to the characteristics of hearing-impaired students. They also share techniques for designing and leading processing activities.