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首页> 外文期刊>Decision Sciences Journal of Innovative Education >A Meta-Analysis of the Relationship Between Experiential Learning and Learning Outcomes
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A Meta-Analysis of the Relationship Between Experiential Learning and Learning Outcomes

机译：经验学习与学习成果之间关系的Meta分析

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摘要

Experiential learning activities have been used for over 40 years with the hope thatthey increase students learning. However, a definitive study that showed their overalleffectiveness has not been produced. The purpose of this study is to address this gapin the literature. This meta-analysis examined a 43-year span and identified 13,626journal articles, dissertations, thesis articles, and conference proceedings written aboutexperiential learning and found only 89 of these studies contained empirical data withboth a treatment and control group. Meta-analysis of these studies show that studentsexperienced superior learning outcomes when experiential pedagogies were employed.Further, learning outcomes were almost a half standard deviation higher (d = .43)in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importanceof experiential learning activities. We use these results to discuss future researchareas that need to be addressed based on our analysis of potential moderatorsand provide recommendations on how to best employ experiential learningpedagogies.
机译：体验式学习活动已经使用了40多年，希望能增加学生的学习量。但是，尚未产生表明其总体有效性的确定性研究。这项研究的目的是解决文献中的这一空白。这项荟萃分析研究了43年，发现了13,626篇关于体验式学习的期刊论文，论文，论文和会议论文集，发现其中只有89篇研究包含了经验数据，并且治疗和对照组。对这些研究的荟萃分析表明，在采用体验式教学法时，学生 r n体验了卓越的学习成果。 r n此外，在采用体验式学习的课程中，学习成果的学习水平高出将近半个标准差（d = .43） r n教学法与传统学习环境的对比。这项审查明确和定量地显示了体验式学习活动的重要性。我们使用这些结果来讨论未来的研究 r nareas，这是根据我们对潜在主持人的分析得出的 r n，并提供有关如何最好地采用体验式学习 r n教学法的建议。

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