Experiential learning in higher education. A student-centered teaching method that improves perceived learning.

Authors

  • Verónica Villarroel Centro de Investigación y Mejoramiento de la Educación (CIME), Universidad del Desarrollo
  • Mariavictoria Benavente Universidad del Desarrollo
  • María Josefina Chuecas Universidad del Desarrollo
  • Daniela Bruna Centro de Investigación y Mejoramiento de la Educación (CIME), Universidad del Desarrollo

DOI:

https://doi.org/10.53761/1.17.5.8

Keywords:

Experiential learning, developmental psychology, learning process, competencies

Abstract

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

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Published

2020-05-02

Issue

Section

Articles

How to Cite

Experiential learning in higher education. A student-centered teaching method that improves perceived learning. (2020). Journal of University Teaching and Learning Practice, 17(5). https://doi.org/10.53761/1.17.5.8