An Application of a Modified Experiential Learning Model for a Higher Education Course: Evidence of Increased Outcomes


  • Mark F. Roark Utah State University
  • Jonathan C. Norling Lyndon State College


developmental outcomes, Experiential Learning Theory, higher education, learning outcomes


This case study applied a modified Experiential Learning Theory(ELT) model in an undergraduate outdoor recreation managementcourse. The Kolb (1984) ELT model was modified to accommodatethe higher education learning processes suggested by L. B. Sharp(1943), Sugarman (1985) and Greenaway (1995). Results indicateevidence of increased student learning. Quantitative results from aretrospective pre/posttest evaluation of change score means in learningoutcomes supported the study hypotheses that 1) the applicationof a modified ELT model affects the outcomes of planning, knowledge/skills, and potential for transfer of learning and 2) previous tripexperience affects these outcomes. A secondary analysis of qualitativedata supports the notion that the experiential learning process inherentlyincreased student personal development. Implications for instructorsand research are discussed.



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