Promoting Student-Centered Learning in Experiential Education

By C. Estes. 2004

260 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8132d2c8247d1ceee5533bcae7de01da0ce0ed29

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Eunbae Lee
2. Jeb Schenck
3. G. Wright
4. J. Cruickshank
5. A. Cheng
6. Michael J. Hannafin
7. M. Breunig
8. M. Mascolo

In Social Psychology

1. Jeb Schenck
2. G. Wright
3. J. Cruickshank
4. A. Cheng
5. Eunbae Lee
6. Michael J. Hannafin
7. M. Breunig
8. M. Mascolo

Citations in the corpus

• Student-Centered Learning in Higher Education (2011, background): “This is also a challenge to many experienced educators who, according to Estes (2004) and Liu et al. (2006), although claiming to value student-centered learning, were inconsistent in their practices.”
• Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation (2009, background): “Experiential learning refers to a mode of learning in which students construct knowledge and skills through direct action, experience and reflection (Estes, 2004).”
• Turning Experiential Education and Critical Pedagogy Theory into Praxis (2005, background): “One of the key issues still facing the fields of both experiential education and critical pedagogy is its implementation (Estes, 2004; Keesing-Styles, 2003).”
• A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “learning processes with support from teachers and peers (Estes 2004).”
• Evolving Kolb (2015, background): “Work has been done in frontloading, specifically in the domain of therapeutic practices (Gass, 1995; Priest & Gass, 1994), as well as general facilitation practices (Estes, 2004).”
• Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing (2015, background): “In merging these 3 broad educational strategies into a blended debriefing framework, we have kept key learning principles in mind, namely, that learning should be active, collaborative, and self-directed(65) and learner-centered.(66) The framework helps guide practical decision making for targeted s”