Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education

James, Nikki ORCID: 0000-0002-6015-359X, Humez, Andrea and Laufenberg, Philipp (2020) Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education. TechTrends, 64 (4). pp. 636-645.

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Official URL: http://dx.doi.org/10.1007/s11528-020-00515-2

Abstract

<jats:title>Abstract</jats:title><jats:p>Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This article argues that Virtual Business Projects (VBP), a model of team-based experiential learning where teams of students complete a virtual business project for an industry sponsor, can mitigate these problems by leveraging instructional technology and learning analytics. The VBP model is deployed in multiple universities, which have provided more than 2500 Virtual Business Projects since 2015. We will discuss how innovative technology, embedded in thoughtful learning design, supports experiential learning by taking advantage of features such as customizable scaffolding, automated reflection and feedback loops, and learning analytics.</jats:p>

Item Type:	Article
Uncontrolled Keywords:	4 Quality Education
Depositing User:	Symplectic Admin
Date Deposited:	11 Aug 2020 15:39
Last Modified:	17 Mar 2024 09:21
DOI:	10.1007/s11528-020-00515-2
Open Access URL:	https://doi.org/10.1007/s11528-020-00515-2
Related URLs:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3097179