The Additive Effects of Semistructured Classroom Activities on Student Learning: An Application of Classroom-Based Experiential Learning Techniques

Abstract

Many authors have suggested the use of experiential techniques, such as semistructured classroom activities, as a means of encouraging and facilitating student learning. This article reports a study that investigated the relationship between the use of multiple experiential techniques and student learning. The study found that student learning increased when multiple experiential techniques were used relative to learning that occurred when a single experiential technique was combined with a lecture format. In addition, the data suggest that the use of multiple experiential techniques also influenced the type of information students learned.