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

Authors

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

Keywords:

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

Abstract

This case study applied a modified Experiential Learning Theory

(ELT) model in an undergraduate outdoor recreation management

course. The Kolb (1984) ELT model was modified to accommodate

the higher education learning processes suggested by L. B. Sharp

(1943), Sugarman (1985) and Greenaway (1995). Results indicate

evidence of increased student learning. Quantitative results from a

retrospective pre/posttest evaluation of change score means in learning

outcomes supported the study hypotheses that 1) the application

of a modified ELT model affects the outcomes of planning, knowledge/

skills, and potential for transfer of learning and 2) previous trip

experience affects these outcomes. A secondary analysis of qualitative

data supports the notion that the experiential learning process inherently

increased student personal development. Implications for instructors

and research are discussed.

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Issue

Vol. 2 No. 1 (2010)

Section

Regular Papers

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