Defining Immersive Learning
Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices suc...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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University of Calgary
2024-03-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/74616 |
| _version_ | 1797234887726465024 |
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| author | Phillip Motley Beth Archer-Kuhn Catharine Dishke Hondzel Jennifer Dobbs-Oates Michelle Eady Janel Seeley Rosemary Tyrrell |
| author_facet | Phillip Motley Beth Archer-Kuhn Catharine Dishke Hondzel Jennifer Dobbs-Oates Michelle Eady Janel Seeley Rosemary Tyrrell |
| author_sort | Phillip Motley |
| collection | DOAJ |
| description |
Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices such as service-learning, study away, internships, and foreign-language instruction. Based on observations of teaching and data from an open-ended survey and semi-structured interviews with post-secondary educators from three different countries, this study theorizes that immersive learning practices are composed of six distinct underlying theoretical components that work in combination. These six components can be used to describe, define, compare, and design different types of structured ILPs. This study suggests that ILPs are pedagogically distinct from other forms of engaged and experiential learning.
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| first_indexed | 2024-04-24T16:39:12Z |
| format | Article |
| id | doaj.art-2b6f219a88cd42e29ece62afd34e680e |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-04-24T16:39:12Z |
| publishDate | 2024-03-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-2b6f219a88cd42e29ece62afd34e680e2024-03-29T10:39:47ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872024-03-011210.20343/teachlearninqu.12.9Defining Immersive LearningPhillip Motley0Beth Archer-Kuhn1Catharine Dishke Hondzel2Jennifer Dobbs-Oates3Michelle Eady4Janel Seeley5Rosemary Tyrrell6Elon UniversityUniversity of CalgaryLambton CollegePurdue UniversityUniversity of WollongongUniversity of WyomingUniversity of California-Riverside School of Medicine Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices such as service-learning, study away, internships, and foreign-language instruction. Based on observations of teaching and data from an open-ended survey and semi-structured interviews with post-secondary educators from three different countries, this study theorizes that immersive learning practices are composed of six distinct underlying theoretical components that work in combination. These six components can be used to describe, define, compare, and design different types of structured ILPs. This study suggests that ILPs are pedagogically distinct from other forms of engaged and experiential learning. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/74616immersionhigh-impact practicesmultidisciplinarypedagogyengaged learning |
| spellingShingle | Phillip Motley Beth Archer-Kuhn Catharine Dishke Hondzel Jennifer Dobbs-Oates Michelle Eady Janel Seeley Rosemary Tyrrell Defining Immersive Learning Teaching & Learning Inquiry: The ISSOTL Journal immersion high-impact practices multidisciplinary pedagogy engaged learning |
| title | Defining Immersive Learning |
| title_full | Defining Immersive Learning |
| title_fullStr | Defining Immersive Learning |
| title_full_unstemmed | Defining Immersive Learning |
| title_short | Defining Immersive Learning |
| title_sort | defining immersive learning |
| topic | immersion high-impact practices multidisciplinary pedagogy engaged learning |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/74616 |
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