Rubric for Experiential Training

Ilke Evin Gencel, Mustafa Erdogan, Alice Y. Kolb & David A. Kolb

doi:https://doi.org/10.29329/ijpe.2021.366.13

Original article | International Journal of Progressive Education 2021, Vol. 17(4) 188-211

Rubric for Experiential Training

Ilke Evin Gencel, Mustafa Erdogan, Alice Y. Kolb & David A. Kolb

pp. 188 - 211 | DOI: https://doi.org/10.29329/ijpe.2021.366.13 | Manu. Number: MANU-2102-01-0007

Published online: August 08, 2021 | Number of Views: 725 | Number of Download: 1035

Save PDF

Abstract

The aim of this study was to develop a rubric as a measurement tool for experiential educators and with this purpose, we investigated a group of the participants on it. Assessing whether the experiential training process follows all four steps of the experiential learning cycle and determining correct or incorrect applications of the experiential learning theory will be functional to improve the quality of the implementation of the theory. The Rubric for Experiential Training has two main components. One of these components is the concept of Learning Spaces and the other is the concept of Educator Role Profiles. A phenomenological research design was chosen for this study to investigate the experiences of participants with the rubric. The participants of the study were 8 volunteers who took part in a training of trainers at the Experiential Training Center in Istanbul, Turkey. Data of the study was obtained through a focus group interview and analyzed through content analysis and interpreted holistically. According to the views of participants, The Rubric for Experiential Training has important functions such as increasing the level of awareness of planning and implementation processes of experiential training and enabling to receive feedback on the quality of the implementations.

Keywords: Experiential Learning, Learning Spaces, Educator Role Profiles, Rubric

How to Cite this Article?

APA 6th edition
Gencel, I.E., Erdogan, M., Kolb, A.Y. & Kolb, D.A. (2021). Rubric for Experiential Training . International Journal of Progressive Education, 17(4), 188-211. doi: 10.29329/ijpe.2021.366.13

Harvard
Gencel, I., Erdogan, M., Kolb, A. and Kolb, D. (2021). Rubric for Experiential Training . International Journal of Progressive Education, 17(4), pp. 188-211.

Chicago 16th edition
Gencel, Ilke Evin, Mustafa Erdogan, Alice Y. Kolb and David A. Kolb (2021). "Rubric for Experiential Training ". International Journal of Progressive Education 17 (4):188-211. doi:10.29329/ijpe.2021.366.13.

References

Baker, A. C., Jensen, P. J., and Kolb, D. A. (2002). Learning and Conversation. In Baker, A. [Google Scholar]
C., Jensen, P. J., and Kolb, D. A. (2002) Conversational learning: An experiential approach to knowledge creation. Westport Conn.: Quorum Books um Books, 2002. [Google Scholar]
Bowling, A. (2002). Research methods in health: Investigating health and health services. Philadelphia: McGraw-Hill House. [Google Scholar]
Campbell, A. (2005). Application of ICT and rubrics to the assessment process where professional judgment is involved: the features of an e-marking tool. Assessment & Evaluation in Higher Education, 30 (5), 529–37. [Google Scholar]
Dewey, J. (1938). Education and experience. New York: Simon and Schuster. [Google Scholar]
Edmunds, H. (2000). The focus group research handbook. New York: McGraw-Hill. [Google Scholar]
Eickmann, P., Kolb, A.Y., & Kolb, D.A. (2004). Designing Learning. In Collopy, F., and Boland, R. (Eds.), Managing as designing: Creating a new vocabulary for management education and research. Stanford University Press. [Google Scholar]
Fern, E. F. (2001). Advanced focus group research. California: SAGE. [Google Scholar]
Goodrich, A. H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18. [Google Scholar]
Kolb, A.Y. & Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2):193-212. [Google Scholar]
Kolb, A. Y. & Kolb, D.A. (2013). The Kolb learning style inventory 4.0: A comprehensive guide to the theory, Psychometrics, Research on Validity and Educational Applications. Boston, MA: Hay Resources Direct. [Google Scholar]
Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator: Principles and practices of experiential learning. Kaunakakai, HI: EBLS Press [Google Scholar]
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall. [Google Scholar]
Kolb, D., Osland, J. & Rubin, I. (1995). The organizational behavior reader (6th edition). Englewood Cliffs, N.J.: Prentice-Hall. [Google Scholar]
Kolb, D. A. (2000). Facilitator’s guide to learning. TRG Hay/McBer, Training Resources Group [Google Scholar]
Kolb, (2015). Experiential learning: Experience as the source of learning and development. 2nd Edition Upper Saddle River, NJ: Pearson Education. [Google Scholar]

Volume 17 Issue 4

August 2021

All Articles