Lived Experiences of Online and Experiential Learning in Four Undergraduate Professional Programs
Bibliographic record
Abstract
This paper presents the observations and reflections of four 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 professional practice. The paper closes with implications for practice for other post-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 la pratique d’autres éducateurs, au niveau postsecondaire, qui envisagent peut-être l’apprentissage expérientiel en ligne.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.009 | 0.010 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".