Experiential Learning: A Course Design Process For Critical Thinking

Abstract

This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of experiential techniques within a course. Using these dimensions, the authors propose a course design process to systematically develop an experiential course format that aligns with instructor-specified content and critical thinking objectives.

This process is relevant to educators interested in developing critical thinking skills and may serve to promote more effective student learning.