Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs

Oct 15, 2026

Uploaded by kopisore

Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs synthesizes faculty observations and reflections on designing experiential online learning pathways for students across multiple undergraduate professional disciplines. The study examines challenges and opportunities for experiential learning design in relation to program expectations for nursing, education, and business. It applies Kolb’s Experiential Model to analyze scaffolding and implementation across roles as program leaders and instructors. The paper concludes with implications for other post-secondary educators considering online experiential learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Experiential education in higher education

Literature Review

A brief review of literature

Experiential education framework

Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs Kathy Snow, Leslie Wardley, Lorraine Carter, Pat Maher This paper presents the observations and reflections offour faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programing, are presented. Using Kolb’s Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professionalpractice. The paper closes with implicationsforpractice for otherpost-secondary educators who may be considering experiential online learning. Notre article présente les observations et les réflexions de quatre enseignants qui ont mis au point des parcours d’apprentissage expérientiel en ligne pour des étudiants inscrits dans divers programmes professionnels. Nous discutons des difficultés et des possibilités de l’apprentissage expérientiel en ligne par rapport aux attentes des programmes de soins infirmiers, d’éducation et de commerce. De plus, nous présentons la construction et l’élaboration de l’apprentissage en ligne dans un programme de premier cycle universitaire qui conduit à l’élaboration de programmes professionnels. En utilisant le modèle expérientiel de conception de l’apprentissage de Kolb pour structurer la discussion, les enseignants réfléchissent aux réussites dans la mise en œuvre de leurs différentes fonctions de chefs de programme et d’instructeurs. Ils se posent des questions – pour leur propre compte et pour les enseignants – sur la faisabilité de la conception d’apprentissages expérientiels en ligne et se demandent comment cela peut contribuer au perfectionnement de leur pratique professionnelle. Nous nous penchons enfin sur les conséquences de notre étude pour lapratique d’autres éducateurs, au niveau postsecondaire, qui envisagent peut-être l’apprentissage expérientiel en ligne. Experiential education is a pedagogical approach that encourages collective and personal critical reflection and development (Vince & Reynolds, 2007) . In the literature that documents the learning needs of students in professional programs in post-secondary contexts, critical reflection and lifelong learning emerge as essential elements in the development and growth of students (Holman, Smith, & Welch, 2009) . Although one might expect to see many examples of experiential education in professional programs, the practical realities of experiential education in higher education are challenging, and faculty interested in developing experiential learning opportunities for students must negotiate institutional policies, external regulatory bodies, and, at times, even concerns about legitimacy within their departments. While extensive logistical and coordination practices, coupled with quality assurance measures, have generally enabled universities to meet these challenges largely through internships and practical field experiences, students may be placed far from their home institutions a situation that limits their, opportunities to reflect on experiences with colleagues. Enablement of sharing among students has, to date, been a particular challenge of experiential learning. Online education in professional programs is changing the higher education landscape. Online education has introduced both opportunity for deepening experiential learning, as well as challen

FAQs

What is the central focus of the paper?

The paper focuses on how experiential learning opportunities in undergraduate professional programs can be designed and supported in online environments, based on faculty observations and reflections.

Which disciplines are used to frame the discussion?

The discussion is structured around four disciplinary perspectives: nursing, education, business, and community studies.

How does the paper structure its analysis of experiential learning design?

It uses Kolb’s Experiential Model to structure the discussion and to reflect on implementation success across faculty roles as leaders and instructors.

Oct 15, 2026

Uploaded by kopisore