Stakeholder Perspectives of Experiential Education in Tertiary Institutions and Learning From Covid-19
Bibliographic Data
| ID | 21634600 |
|---|---|
| Authors | Hanna Chidwick (0000-0002-3066-9085, Global Health Office, McMaster University, Hamilton, ON, Canada, corresponding author), Lydia Kapiriri (0000-0002-1237-6369, McMaster University), En Chi Chen (0000-0002-8516-739X, Global Health Office, McMaster University, Hamilton, ON, Canada) |
| Year | 2024 |
| Volume | 47 |
| Issue | 3 |
| Pages | 443-464 |
| Publication date | 2024-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259231192015 |
| OpenAlex | W4385483633 |
| Language | EN |
| Citations received | 4 |
| References cited | 35 |
Background Many universities in Canada offer experiential education (EE) opportunities for students that are both field-based and on-campus. Despite a commitment to EE, there is a paucity of information about various stakeholder perspectives of EE and the equity implications of the different approaches to EE. Furthermore, it is unclear how EE programs at universities changed in response to the COVID-19 pandemic and related restrictions. Purpose This study aims to explore stakeholder perspectives of EE experiences and understand the shifts to EE, perhaps towards more equitable and accessible EE opportunities, prompted by the COVID-19 pandemic. Methodology/Approach We used an exploratory case study approach involving a survey with university students, interviews with university instructors and community organizations, and a document review, to understand stakeholder perspectives and shifts to EE due to COVID-19. Findings/Conclusions Findings suggest that there are consistent benefits of EE, and barriers to EE, across student, instructor, and organization perspectives, where learning from changes prompted by the pandemic could be beneficial to increase equity in EE. Implications We recommend that instructors and institutions continue to work in partnership with students and community organizations to build virtual, on-campus, and local field-based EE (FBEE) opportunities that aim to increase equitable access and impact
Experiential learning · General partnership · Higher education · Pandemic · Pedagogy · Political science · Public relations · Sociology · Stakeholder · Biomedical and Engineering Education · Global Health and Surgery · Medicine · Psychology · Tourism, Volunteerism, and Development
Transformational Teaching
Promoting inclusion and equity in education
Online and Remote Learning in Higher Education Institutes
Virtual and In-Person Community-Engaged Learning
How Participation Affects University Students’ Perspectives Toward Mandatory Service-Learning
Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation
Ensuring the Effectiveness of EService-Learning in Holistic Education Under Social Distancing
Outward Bound Instructors’ Experience of Stress
This Moment is the Curriculum
Collaborating within a Lockdown
After the Plague
A Comprehensive Framework to Optimize Short-Term Experiences in Global Health (STEGH)
Interdisciplinary experiential learning during Covid-19
Raising Africa
Preparing students for international exchanges
Growing Future Planners
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |