Experiential education in essence is defined as learning activities outside the traditional classroom environment, which are mutually agreed upon and planned by the both the instructor and student. Experiential learning may take on many different forms such as internships, service learning, co-operative education, field experience, practicum, capstone projects, cross-cultural experiences and apprenticeships (Kolb, 1984; Linn, 1999; McElhaney, 1998). According to Linn, although the setting may be different, they all include steps like “planning, training, monitoring, reflecting and evaluating” (p.26).
According to the National Society for Experiential Education (NSEE), there are eight principals of good practice for all experiential learning activities. These include:
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