About this paper

Appears in:
Pages: 1261-1270
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1284

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

A STRUCTURAL FRAMEWORK FOR ENABLING EXPERIENTIAL LEARNING AND PBL IN HIGHER EDUCATION INSTITUTIONS

S.I. Hyder

Institute of Business Management (PAKISTAN)
Implementation of active learning in its various forms such as experiential learning, project based learning (PBL) and problem based learning often runs into structural constraints of institutions of higher education. The constraints relate to legacy requirements of accreditation bodies, rigid administrative structures of the institutions, and entrenched assumptions about conventional education. This paper presents a structural framework for enabling experiential learning from the point of view of change management by the academic administrators. The structural elements of this framework have been identified during the process of implementing experiential learning and PBL projects at two institutions of higher learning over the last decade in bachelor programs of business, engineering and computer science involving different types and levels of courses, and across different batches of students consisting of hundreds of students. The structural elements of this framework include assumptions about the knowledge structure, time structure, teaching structure, examination and grading structure, learning spaces structure prevalent in the context of the institutions and their regulatory/accreditation bodies. Thesis of this paper is that the extent to which implementation of PBL and experiential learning is successful in a degree program depends upon the extent of change from conventional assumptions about these structural elements to the enabling assumptions of the proposed framework. The change management process involves aligning the required curriculum design and administrative structures with the necessary cultural change, buy-in of the faculty, and facilitation of other stakeholders. The framework helps in understanding and managing this process of change. The experience of using this framework indicates that it is possible to design more aggressive implementations of experiential learning and PBL in bachelor programs.
@InProceedings{HYDER2016AST,
author = {Hyder, S.I.},
title = {A STRUCTURAL FRAMEWORK FOR ENABLING EXPERIENTIAL LEARNING AND PBL IN HIGHER EDUCATION INSTITUTIONS},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1284},
url = {http://dx.doi.org/10.21125/iceri.2016.1284},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {1261-1270}}
TY - CONF
AU - S.I. Hyder
TI - A STRUCTURAL FRAMEWORK FOR ENABLING EXPERIENTIAL LEARNING AND PBL IN HIGHER EDUCATION INSTITUTIONS
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1284
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 1261
EP - 1270
ER -
S.I. Hyder (2016) A STRUCTURAL FRAMEWORK FOR ENABLING EXPERIENTIAL LEARNING AND PBL IN HIGHER EDUCATION INSTITUTIONS, ICERI2016 Proceedings, pp. 1261-1270.
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