The Importance Of Learning Experience

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The curriculum is experienced by all students, albeit in different forms. Indeed, for many non-traditional student groups the formal learning experience is the majority or only part of their student experience. In other words, because they live off campus, study at a distance and/or part-time, and/or have work and family responsibilities, they might not be able to participate in extracurricular activities, social and sporting events and informal learning and socializing. There is a body of evidence from the US (and increasingly in other countries) that the more students interact with other students and staff, the more likely they are to persist (e.g. Astin, 1984; Tinto, 1997). Due to interaction among students, they learn a great deal from…show more content…
(2002) suggest that work placements offer students opportunities, students gain valuable skills and demonstrable competencies. In addition, students increasingly engaged in part-time work, and so this offers a way to capitalize on this experience, and better prepare students for graduation (not just in terms of employment but more generally). Thus, part of the learning experience prepare students for graduation in the broadest sense and contribute to the validity and authenticity of the curriculum for all students. In curriculum the instructional materials (e.g., texts, resources, etc.) and tasks appropriates challenging and supporting for all students, and aligned with the learning targets and content area standards, and culturally and academically relevant. The lesson materials and tasks relate to a larger unit and to the sequence and development of conceptual understanding over…show more content…
It has been observed, for example, that traditional assessment types such as multiple-choice tasks entail quick learning with a mindset in the reproduction of contents. In many cases, these types of traditional assessment tasks facilitate superficial learning and memorization of facts rather than striving for quality outcomes and academic excellence. Alternative assessment tasks, in contrast, may signify and emphasize personal improvement, mastery of key concepts, and deep learning. Research in the area of achievement goals (Ames, 1992; Urdan, 2004; Urdan, Kneisel, & Mason, 1999),for example, has yielded findings that show the de-emphasis of normative evaluation and social comparison practices when one uses non-traditional assessment methods.
In the fields of education, and other domains of functioning, a number of non-traditional assessment types have been used; for example, peer assessment and evaluation (Cheng & Warren, 1997; Sivan, 2000), personal portfolios (Tang, 1994), and innovative feedback processes (Carless, 2002). These assessment types (e.g., e-portfolios), used in various degree programs and differing from traditional methods such as formal examination, have been found to stimulate critical thinking and active reflection of learning and professional development (Conrad, 2008; Kish,
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