Understanding learning processes in experiential environments
It is a widely held assumption that students learn more ‘effectively’ in some environments than others. However, there is very little empirical data to support this claim, and few investigations into how students perceive their learning experience in these environments. These perceptions are crucial to our understanding of experiential learning.
In order to further our understanding of the learning process, the EL CETL has investigated
the factors that influence how students learn. One of the most common assumptions is that students enjoy and benefit from ‘experiential’ learning environments – particularly fieldwork – but to what extent is this really the case? Some studies into the student experience of fieldwork suggest that this assumption is generally valid (e.g. Boyle et al., 2007), whilst others identify important differences in the way in which students perceive the fieldwork experience (e.g. Maguire, 1998). But just because a student enjoys a particular learning activity, does this mean that they will perform well? Conversely, if a student is experiencing a degree of anxiety about a particular activity, e.g. a residential fieldtrip, or a tricky assessment, what is the real impact of this in terms of their academic, personal, and social development? These are important questions, with clear implications for both the student, and for future policy and curriculum development.Research has focused on fieldwork, and in particular on the role of the affective domain on the learning process. The affective learning domain is concerned with the development of attitudes, beliefs and values, with an emphasis on feelings and emotions. Affective learning is about gaining new perceptions (e.g. self-confidence, responsibility etc.) and is relatively poorly understood. As such objective setting and evaluation for learning in the affective domain are often neglected in educational programmes. Whilst the role of the affective domain in the learning process is far from clear, there seems to be growing consensus that it is significant. Research into the link between affect and outcomes in other learning domains (e.g. cognitive and psychomotor) is of particular interest to educators, since it is learning in these domains (particularly cognitive) that forms the basis for most summative assessment.
Findings from this research have been presented at national and international conferences. Several related publications are currently in press, in review, or in progress.
