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This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning.

The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use.

The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes.

This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.

The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.

Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skill-and-drill technique

A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

While literature offers substantial evidence regarding both strengths and shortcomings of experiential learning for learners, far less is known about how educators reflect on, make sense of, and learn from experiential teaching, let alone address emotions that invariably affect the process (Pekrun & Linnenbrink-Garcia, 2012; Wright, Lund Dean, & Forray, 2021). The purpose of this chapter is to explore the dynamic nature of emotions in the context of experiential teaching, that is, the facilitation of experiential learning activities, by examining critical incidents from the educators’ perspective. The chapter begins by introducing literature on experiential teaching and emotion. The authors then present the empirical findings from a critical incidents study, noting how participants succeeded or failed to catch the waves of emotion that emerged while facilitating experiential learning activities. The authors connect the findings with the existing literature, taking into consideration both sensemaking and reflective practices during and after experiential teaching. The authors close by identifying ways educators can learn to surf the inevitable waves of emotion that can emerge within themselves and in learners, offering specific tools to maintain balance and develop further competence in the midst of experiential learning.

The gaps between what is taught in the classroom and what is required from the management graduates are evident globally. This research suggests that experiential learning has the potential to address this pronounced gap and examines the impact of a long-term experiential learning project in marketing curricula on management graduates in emerging Indian economy. This paper aims to investigate whether experiential learning results in conceptual clarity and application skills, influence positive behavioral change in the students and at the same time make learning an enjoyable and productive experience for management graduates.

This paper examines the results of a full-term long experiential learning project designed for the graduate students of the introductory marketing course in the emerging economy of India. The assessment of the experiential learning project was undertaken by using a 14-item survey instrument post activity and analyzed results by using quantitative methods.

The results of the study indicate that incorporation of experiential learning project in marketing curricula offers an excellent opportunity for the educators to ensure a high level of engagement, involvement, motivation, interest and satisfaction among Indian students. The project led to more enjoyment and productivity as compared to regular lecture method and assignments. The project provided an opportunity to apply theoretical concepts and theory in a real-life setting.

This activity is ideal and relevant for marketing educators who are looking for a semester/term long experiential learning activity/group project to be conducted while teaching introduction to marketing course. This activity offers an excellent opportunity for educators to ensure that students are engaged, motivated and are ready to apply the marketing concepts. This activity can be used in both undergraduate- and graduate-level courses.

“Marketing Challenge,” a long duration (full-term) experiential learning project described in this paper, provides the students an opportunity to experience the new product development process from the product conception, development to selling the developed product. The authors perceive that in the coming future, educators will use experiential learning elements in the classrooms to achieve the learning outcomes of various management courses.

Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

The new economies of the twenty‐first century require new approaches to learning and teaching from higher education (HE). Accordingly many universities have gradually scaled‐up learner‐centred approaches, including flexible delivery and technology‐enhanced learning, from the domains of enthusiasts towards the institutional level. This paper seeks to argue that these new economies and styles of learning and teaching bring similar requirements for scaling of assessment practices in HE, in particular, that it is now time for many universities to consider change initiatives to scale‐up the assessment of experiential learning to the institutional level.

The need to scale‐up assessment of experiential learning in the Australian and international higher HE contexts is discussed and a variety of change initiatives to scale‐up assessment of experiential learning at the University of South Australia is described. These initiatives are explored in the wider context of change management in HE.

Assessment of experiential learning is at a tipping point where it needs to transition from the enthusiasts towards the mainstream of academics. Support for this process is a new challenge for academic developers, educational technologists, librarians and other stakeholders, akin to other recent challenges such as mainstreaming flexible learning and technology‐enhanced learning. It is argued that for change to succeed learners and academics require local or regional evidence that experiential learning and its assessment are both beneficial and manageable.

Taking assessment of experiential learning to the institutional level is a challenge that is reminiscent of the need to scale‐up flexible delivery and technology‐enhanced learning over the past decade. Information that can help universities to graduate large numbers of knowledge workers with appropriate graduate attributes developed through experiential learning should be beneficial to the graduates, the institutions and society at large.

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools.

This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students.

Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt.

This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.

This paper seeks to present a view on the experiential learning practices in public relations education in South Africa. The focus of the study on which the article is based is to identify the view of the educators on experiential learning and the different experiential learning methods used in the education and training of public relations learners in South Africa. Kolb's theory of experiential learning (1984) is used as a point of departure.

A qualitative research approach supported by quantitative research techniques was used to determine the perception, interpretation and implementation of experiential learning by higher education institutions as service providers of public relations qualifications.

In summary the findings of the study indicated a shared opinion of the importance of experiential learning but that experiential learning as a learning approach is not followed.

The proposed framework uses experiential learning principles as a basis for the education and training of public relations learners.

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.

In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic education in which students develop disciplinary-based methodological expertise while also drawing on cross-disciplinary, inclusive, problem-solving skills. The authors suggest that in a course that challenges students to think about their lives in community, engagement with that community plays a critical role in humanizing the learning experience. This pedagogical emphasis on experiential learning, instantiated as community engagement, unites the foci of ethics and diversity through students’ practical application of and reflection on their experiences to enhance ethical and cultural self-awareness. In the process, it also fosters a desire for participatory and justice-oriented citizenship (Westheimer & Kahne, 2004). In what follows, the authors provide a history of the development of ED200. The authors then justify the inclusion of experiential learning in the course from theoretical and practical perspectives: Why is it valuable to include experiential learning in this course and how does it advance the goal of developing critically engaged citizens through improving ethical reasoning skills and actionable understanding of diversity? Last, the authors detail positive impacts and implementation challenges and indicate next steps for continued development.