Experiential learning – how do I do it online?
If students need to perform hands-on tasks (e.g. experiments or manipulation of objects) or if contact of some sort (e.g. real or simulated patients) is necessary, then you will need to consider how you will design your activities to engage students in experiential learning. There are likely to be at least three scenarios that you will need to consider and these will be determined by your context.
- Experiential learning can be conducted in your normal teaching and learning space.
- Experiential learning cannot be conducted in your normal space (it is too small or there are COVID-like restrictions in place).
- Students need access to equipment or are required others carrying out a process or procedure.
Experiential learning outside of the classroom setting (e.g. work-integrated learning or community-based learning) requires students to reflect on concrete experiences, think about how these experiences can be framed using models and theories and then design plans to integrate any new knowledge into subsequent experiences and practices. Student reflection can be designed around ePortfolios and blogs – see designing for reflection and learning technolgies for reflection . Augmented reality and virtual reality platforms can also be investigated to provide approximations of analog experiences.
Experiential learning can be conducted in your normal teaching and learning space
Consider the following in your lesson planning and design:
- Communicate your expectations for the work that is set outside of the classroom as well as the objectives for the practical session.
- Make sure that students are prepared for the face-to-face session. This might involve providing students with access to relevant learning materials and videos of processes or procedures that will be carried out in the classroom setting.
- How will you provide an opportunity for students to practise what they have learned?
- This might take more time, but consider developing material that demonstrates or presents a range of sub-optimal to optimal practices – this will give students the opportunity to reflect on what constitutes expert or best practice. Consider creating a shared asynchronous activity which will allow students to share their perspectives on the range of material.
Experiential learning cannot be conducted in your normal space (it is too small or there are COVID-like restrictions in place)
- Consider which practical sessions are essential for students and if these cannot be delivered, you may have to reschedule time at a later date.
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For those sessions that require observational participation and that can be conducted online, consider:
- Best practice models – providing videos of processes or procedures of expert practice.
- Practice opportunities for students that don’t need specialised equipment (perhaps practising with their peers).
- Opportunities for students to upload their skills and opportunities for class discussion (asynchronous).
- Opportunities for students to showcase their skills to the class (online synchronous).
- Consider redesigning the activities to fit in with your space – are there opportunities to design activities in smaller components so that all students can be rotated but get a similar learning experience?
Students need access to equipment or are required others carrying out a process or procedure
- Can students practise on equipment and be supervised?
- If so, consider a booking system that enables students to practise skills and procedures that would be difficult to substitute through other types of learning activities.
This is adapted from Sydney University’s document on design strategies for teaching and learning .
