Research article that connects experiential learning to self-determination theory.
excerpt
It is extensively approved that learners who are actively participating in the learning progression and take interest in their academic education are more likely to achieve higher levels of learning (Wang et al., 2021).
Likewise, engagement is a construct that is shaped from the multifaceted relations of perceptions, feelings, and motivation which is corresponding to the progress of self-determination theory in the motivation realm (Mercer and Dörnyei, 2020).
So, it seems that they would like more hands-on training and skills development, but awkwardly, in reality, they generally just receive theoretical and academic education (Green et al., 2017).
EL, developed by Kolb in 1984, is a paradigm for resolving the contradiction between how information is gathered and how it is used. It is focused on learning through experience and evaluating learners in line with their previous experiences (Sternberg and Zhang, 2014).
Students take part in a tangible experience (Do), replicate that experience and other evidence (Reflect), cultivate theories in line with experiences and information (Think), and articulate an assumption or elucidate a problem (Apply). It is a strong instrument for bringing about positive modifications in academic education which allow learners to apply what they have learned in school to real-world problems (Guo et al., 2016).
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