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Learning Experientially through Case Studies? A Conceptual Analysis

Learning Experientially through Case Studies? A Conceptual Analysis In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teaching in Higher Education (Critical Perspectives) Taylor & Francis

Learning Experientially through Case Studies? A Conceptual Analysis

12 pages

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References (37)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1470-1294
eISSN
1356-2517
DOI
10.1080/13562510120045203
Publisher site
See Article on Publisher Site

Abstract

In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented.

Journal

Teaching in Higher Education (Critical Perspectives)Taylor & Francis

Published: Apr 1, 2001

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