In conversation with Amy Tsui – Challenges of experiential learning

Abstract

JNUSTA: Experiential learning does seem like an excellent way to cultivate global citizens, but experiential learning requires thoughtful course planning and careful scaffolding. How easy is it to introduce experiential modes of teaching in a big way in our universities? What have been the challenges faced that you may be aware of?

Amy: Experiential learning has been interpreted in different ways. Some have used it interchangeably with “service learning” or “internship”. Service learning has a long history in schools as well as in universities, and it is relatively easy to organise as it is “extra” curricular, voluntary and non-credit bearing. Typically it is unstructured, learning is incidental and the object of learning is inexplicit. Internship has an even longer history than service learning in universities. It is typically a compulsory component of the “formal” curriculum in professional programmes. Internships are often focused on acquisition of technical skills, the object of learning is explicit, and the learning outcomes are assessed. (Abstract taken from first paragraph of document)