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The article argues that shifting toward experiential learning improves alignment between face-to-face and online learning, while strengthening the theory–praxis connection. It addresses limited research bridging program-level teaching philosophy and subject-level experiential activities, and sets context for program-wide instructional design and scaffolding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-60-number-2-july-2020-developing-a-case-based-experiential-learning-model-at-a-program-level-in-a-regional-university-reflections-on-the-developmental-process/592871/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-60-number-2-july-2020-developing-a-case-based-experiential-learning-model-at-a-program-level-in-a-regional-university-reflections-on-the-developmental-process/592871.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning framework does the article integrate at the program level?","Question",{"text":112,"@type":113},"The article integrates Kolb’s four-stage cycle with case-based experiential learning to develop curriculum for the program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article emphasize bridging theory and practice?",{"text":117,"@type":113},"It argues that case-based experiential learning is valuable because it helps connect theory with praxis and enables graduates to work effectively in complex, changing sectors.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe the need for program-level experiential learning evidence?",{"text":121,"@type":113},"It notes that research has expanded, but literature remains limited on linking course or program-level teaching philosophy with experiential learning activities implemented in individual subjects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592871,1792116566,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 60, Number 2, July 2020  \nDeveloping a case-based experiential learning model ata program level in a regional university: Reflections on the developmental process  \nTejaswini Patil Michelle Hunt Kimberlea Cooper Rob Townsend  \nFederation University  \nThis article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb’s four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based  \n226 Tejaswini Pati, Michelle Hunt, Kimberlea Cooper, Rob Townsend  \nexperiential learning is very relevant and useful to human services/ social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector.  \nKeywords: welfare education and pedagogy, case-based experiential learning, experiential learning in a regional context  \nIntroduction  \nLiterature on experiential learning has grown significantly in the last three decades (Banach, Foden, Brooks, 2018; Clem, Mennicke, Beasley, 2014; Glennon, 2004).There is a number of strands.Some authors focus on the pedagogical use of experiential learning in practice-based professions (Humphrey, 2014; Teater, 2011), others with the definition and theorising of experiential learning and its applicability as a pedagogical design (Georgiou, Zhan, Meria, 2008; Neuman & Blando 2000), whereas a few are interested in its applicability ata program level (Gray & Gibbons, 2002).Social work educators have been active in adopting various components of experiential learning atthe unit level to teach group work, field-based learning and advocacy skills. Despite the use of different experiential learning designs in social work/human service education, what is common in the application is the continuous learning cycle in which students learn and the unique subject position students bring to their analysis, reflection and evaluation of cases and/ or problems.  \nUntil recently, the focus has been on the use of technology and Learning Management Systems (LMS) in social work/human services education, primarily concerned with distance or online learning (Holmes, Tracy, Painter, Oestreich, & Park 2015; Allwardt, 2011; Wolfson, Marsom,& Magnuson, 2005). The efficacy of the flipped classroom in a recent study suggested that there is potential to enhance and promote shared learning and increase active collaborative work among students (Holmes et al, 2015) . Other studies (Ross, Lathouras, Riddell, Buchanan, Puccio, 2017) investigate the value ofimmersive technologies and authentic case studies and argue that there is scope to build further knowledge in this space.Thus, there is potential strength in the use of LMS  \nDeveloping a case-based experiential learning model at a program level in a regional university 227  \nand other technologies in order to facilitate experiential learning in both on-campus and distance modes of study.Interestingly, what is common across all strands ofthe literature is that much of the focus is on designing learning materials ata unit level.For the purposes of this paper, unit level refers to individual subjects taught (","cbCailr83P8sWw25","https://ap.wps.com/l/cbCailr83P8sWw25","pdf",177435,"English","# Introduction\n## Growth and strands of experiential learning literature\n## Technology, LMS, and learning design in social work education\n## Unit-level vs program/course-level learning materials\n## Program context and internal review findings","[{\"question\":\"What learning framework does the article integrate at the program level?\",\"answer\":\"The article integrates Kolb’s four-stage cycle with case-based experiential learning to develop curriculum for the program.\"},{\"question\":\"Why does the article emphasize bridging theory and practice?\",\"answer\":\"It argues that case-based experiential learning is valuable because it helps connect theory with praxis and enables graduates to work effectively in complex, changing sectors.\"},{\"question\":\"How does the article describe the need for program-level experiential learning evidence?\",\"answer\":\"It notes that research has expanded, but literature remains limited on linking course or program-level teaching philosophy with experiential learning activities implemented in individual subjects.\"}]","Australian Journal of Adult Learning - Volume 60 - Number 2 - July 2020 - Developing a case-based experiential learning model at a program level in a regional university: Reflections on the developmental process | PDF",1792076004]