Learning Experientially through Case Studies? A Conceptual Analysis

Abstract

In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented.

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