The continuous learning cycle. Investigating possibilities for experiential learning
| dc.contributor.advisor | Groener, Zelda | |
| dc.contributor.author | Welby-Solomon, Vanessa | |
| dc.date.accessioned | 2016-12-08T13:39:34Z | |
| dc.date.accessioned | 2024-05-28T10:26:00Z | |
| dc.date.available | 2016-12-08T13:39:34Z | |
| dc.date.available | 2024-05-28T10:26:00Z | |
| dc.date.issued | 2015 | |
| dc.description | Magister Educationis (Adult Learning and Global Change) - MEd(AL) | en_US |
| dc.description.abstract | Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/15418 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | Experiential learning | en_US |
| dc.subject | Workplace learning | en_US |
| dc.subject | Constructivism | en_US |
| dc.subject | Reflective learning | en_US |
| dc.subject | Learning models | en_US |
| dc.title | The continuous learning cycle. Investigating possibilities for experiential learning | en_US |
| dc.type | Thesis | en_US |