Existential learning: clarifying Jarvis' learning paths

Harald Bergsteiner, Gayle C. Avery

Research output: Contribution to journalConference paperResearchpeer-review

Abstract

It is widely recognized that individuals learn in different ways, although there is some disagreement on the paths learners take. In response to Kolb’s (1984) Experiential Learning Model, Jarvis’ proposed an Existential Learning Model to identify multiple routes that learners use. Critically examining Jarvis’ model reveals problems: the model reflects neither its supporting text, nor sound modeling practices and conventions, is subject to an error in discourse, and fails to depict the specific learning routes that Jarvis’ own research identified. This paper develops Jarvis’ model to align it with the theory, clearly depicts learning routes, and proposes a more logical and effective model that aligns with modeling theorists’ criteria.

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@article{4d1d062f517f482c872e9ba3edf3fe16,
title = "Existential learning: clarifying Jarvis' learning paths",
abstract = "It is widely recognized that individuals learn in different ways, although there is some disagreement on the paths learners take. In response to Kolb’s (1984) Experiential Learning Model, Jarvis’ proposed an Existential Learning Model to identify multiple routes that learners use. Critically examining Jarvis’ model reveals problems: the model reflects neither its supporting text, nor sound modeling practices and conventions, is subject to an error in discourse, and fails to depict the specific learning routes that Jarvis’ own research identified. This paper develops Jarvis’ model to align it with the theory, clearly depicts learning routes, and proposes a more logical and effective model that aligns with modeling theorists’ criteria.",
author = "Harald Bergsteiner and Avery, {Gayle C.}",
year = "2008",
language = "English",
pages = "1--7",
journal = "2008 EABR (business) & ETLC (teaching) conference proceedings",
issn = "1539-8757",
publisher = "The Clute Institute for Academic Research",

}

Existential learning : clarifying Jarvis' learning paths. / Bergsteiner, Harald; Avery, Gayle C.

In: 2008 EABR (business) & ETLC (teaching) conference proceedings, 2008, p. 1-7.

Research output: Contribution to journalConference paperResearchpeer-review

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T1 - Existential learning

T2 - 2008 EABR (business) & ETLC (teaching) conference proceedings

AU - Bergsteiner, Harald

AU - Avery, Gayle C.

PY - 2008

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N2 - It is widely recognized that individuals learn in different ways, although there is some disagreement on the paths learners take. In response to Kolb’s (1984) Experiential Learning Model, Jarvis’ proposed an Existential Learning Model to identify multiple routes that learners use. Critically examining Jarvis’ model reveals problems: the model reflects neither its supporting text, nor sound modeling practices and conventions, is subject to an error in discourse, and fails to depict the specific learning routes that Jarvis’ own research identified. This paper develops Jarvis’ model to align it with the theory, clearly depicts learning routes, and proposes a more logical and effective model that aligns with modeling theorists’ criteria.

AB - It is widely recognized that individuals learn in different ways, although there is some disagreement on the paths learners take. In response to Kolb’s (1984) Experiential Learning Model, Jarvis’ proposed an Existential Learning Model to identify multiple routes that learners use. Critically examining Jarvis’ model reveals problems: the model reflects neither its supporting text, nor sound modeling practices and conventions, is subject to an error in discourse, and fails to depict the specific learning routes that Jarvis’ own research identified. This paper develops Jarvis’ model to align it with the theory, clearly depicts learning routes, and proposes a more logical and effective model that aligns with modeling theorists’ criteria.

M3 - Conference paper

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EP - 7

JO - 2008 EABR (business) & ETLC (teaching) conference proceedings

JF - 2008 EABR (business) & ETLC (teaching) conference proceedings

SN - 1539-8757

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