The Reality-Based Learning Method: A Simple Method for Keeping Teaching Activities Relevant and Effective

Autor/inn/en	Smith, Louise W.; Van Doren, Doris C.
Titel	The Reality-Based Learning Method: A Simple Method for Keeping Teaching Activities Relevant and Effective
Quelle	In: Journal of Marketing Education, 26 (2004) 1, S.66-74 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/0273475303262353
Schlagwörter	Learning Theories; Experiential Learning; Active Learning; Teaching Methods; College Instruction; Transfer of Training; Marketing; Business Administration Education; Educational Principles; Educational Theories; Resistance (Psychology); Classification; Learning Activities; Assignments + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Experiental learning; Erfahrungsorientiertes Lernen; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Training; Transfer; Ausbildung; Bildungsprinzip; Educational theory; Theory of education; Bildungstheorie; Resistenz; Classification system; Klassifikation; Klassifikationssystem; Lernaktivität; Assignment; Auftrag; Zuweisung
Abstract	Active and experiential learning theory have not dramatically changed collegiate classroom teaching methods, although they have long been included in the pedagogical literature. This article presents an evolved method, reality based learning, that aids professors in including active learning activities with feelings of clarity and confidence. The reality-based learning method subjects each learning activity to a 4-point framework that is used by the professor in all stages, planning, implementation, and review. Its solid rationale, rigorous standards, and logical applicability are intended to ease professors' confusion and apprehension about active and experiential learning. Furthermore, professors will find that they can truly make a difference in their students' transferability of knowledge, skills, and attitudes from the confines of a classroom to their interactions in the broader world. Finally, its applications are demonstrated in an extended diagnostic approach to the selection of an activity for one specific content area. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10