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Experiential Learning Model for Online and F2F Programs in University Continuing Education

Experiential Learning Model for Online and F2F Programs in University Continuing Education

Daniel Piedra
Copyright: © 2020 |Pages: 15
ISBN13: 9781522592327|ISBN10: 1522592326|EISBN13: 9781522592334
DOI: 10.4018/978-1-5225-9232-7.ch016
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MLA

Piedra, Daniel. "Experiential Learning Model for Online and F2F Programs in University Continuing Education." Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, edited by Jared Keengwe, IGI Global, 2020, pp. 276-290. https://doi.org/10.4018/978-1-5225-9232-7.ch016

APA

Piedra, D. (2020). Experiential Learning Model for Online and F2F Programs in University Continuing Education. In J. Keengwe (Ed.), Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education (pp. 276-290). IGI Global. https://doi.org/10.4018/978-1-5225-9232-7.ch016

Chicago

Piedra, Daniel. "Experiential Learning Model for Online and F2F Programs in University Continuing Education." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, edited by Jared Keengwe, 276-290. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9232-7.ch016

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Abstract

Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

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