You are not logged in.

Experiential learning in social science theory: an investigation of the relationship between student enjoyment and learning

Blunsdon, Betsy, Reed, Ken, McNeil, Nicola and McEachern, Steven 2003, Experiential learning in social science theory: an investigation of the relationship between student enjoyment and learning, Higher education research and development, vol. 22, no. 1, pp. 43-56, doi: 10.1080/0729436032000056544.

Attached Files
Name Description MIMEType Size Downloads

Title Experiential learning in social science theory: an investigation of the relationship between student enjoyment and learning
Author(s) Blunsdon, Betsy
Reed, Ken
McNeil, Nicola
McEachern, Steven
Journal name Higher education research and development
Volume number 22
Issue number 1
Start page 43
End page 56
Publisher Routledge
Place of publication London, England
Publication date 2003
ISSN 0729-4360
1469-8366
Summary This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students:

•enjoyed this way of learning;
•believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and
•felt that what they have learned could be applied elsewhere.

We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.
Language eng
DOI 10.1080/0729436032000056544
Field of Research 160809 Sociology of Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, HERDSA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002119

Document type: Journal Article
Collection: Deakin Graduate School of Business
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 593 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Mon, 07 Jul 2008, 08:15:51 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.