As part of my Journey to Education, I continually seek ways to increase student engagement in

my classroom and make learning more meaningful for my students. With that in mind, the
articles for this Annotated Bibliography were selected to explore the Research Question (RQ)
How can you increase active and experiential learning in a Writing Intensive and Speaking
Intensive (WI/SI) Business Communication course? As a foundation for understanding active
and experiential learning, I draw upon Rebecca Carvers 1996 article titled Theory for practice:
A framework for thinking about experiential education. Carver (1996) defines active learning as
when students are physically and/or mentally engaged in the active process of learning (p. 10).
Additionally, Carver (1996) states experiential education is education (the leading of students
through a process of learning) that makes conscious application of the students experiences by
integrating them into the curriculum (p. 9).

Utilizing Carvers (1996) definitions of active and experiential learning provide the necessary
rationale to effectively explore my question. The diversity of strategies offered in the following
articles provide opportunities to enhance learning through a variety of techniques which can be
incorporated either in-class during lecture and or discussion or, through assignment creation.

Carver, R. (1996). Theory for practice: A framework for thinking about experiential education.
The Journal of Experiential Education, 19, 1, 8-13.

In her article, Carver (1996) provides a unique perspective for how to think about and
create experiential educational experiences. Carver (1996) begins by stating, experiential
education is an interdisciplinary field (p. 8) and as so, requires an interdisciplinary framework.
Carver (1996) substantiates her framework by explaining it is based on research in the field, a
review of relevant literature as well as meetings with expert sources. According to Carver
(1996), experiential education includes key aspects such as it 1) takes into account the student as
a whole person their thoughts, feelings, emotions, spiritual and physical well-being, 2)
incorporates students as a resource in their own education and 3) positions the teacher as one
who guides and or leads student learning. Based on these aspects and, coupled with her
definition of experiential education, Carver (1996) offers a variety of experiential educational
examples such as job training internships, service-learning and or media production. Linking her
framework to experiential pedagogical practices, Carver (1996) outlines four necessary
components authenticity, active learning, drawing on student experience and providing
mechanisms for connecting experience to future opportunity (p. 10). From these pedagogical
practices, Carver (1996) addresses the student experience through specific learning goals that she
refers to as The ABC of Student Experience A=Agency, B=Belonging and C=Competence
(p. 10). Carver (1996) concludes the article with a discussion of how to use the framework
stating it provides both a structure for how to discuss and establish experiential education on a
large scale and, how to utilize it for cross-collaboration between different fields.

Relevant to my overall portfolio, the information provided in this article 1) aligns with
my professional goal to develop active and experiential assignments, 2) specified a variety of
experiential educational examples and, as previously stated, 3) the article serves as a premise for
exploring my RQ.
Deeley, S. J. (2010). Service-learning: Thinking outside the box. Active Learning in Higher
Education, 11, 1, 43-53. DOI: 10. 1177/1469787409355870

Deeley (2010) takes a reflective approach in this article to analyze the benefits of a
service-learning course as related to the students ability to think analytically and to apply course
material. The author first provides her definition of service-learning which she states is a form
of experiential learning that combines academic coursework with voluntary service in the
community (p. 43). Deeley (2010) further explains the necessity of connecting coursework and
evaluative student reflection in order to meet either a civic need and or to make a positive
contribution to the community thus hoping to positively inspire change in a student by
increasing their desire for civic accountability. In this article, Deeley (2010) references a
service-learning course that was integrated into the 2006 Public Policy undergraduate program in
the Department of Urban Studies at the University of Glasgow, Scotland. According to Deeley
(2010), 14 students (third and fourth-year) were registered in the course and, the findings of this
research produced both favorable and unfavorable results. As was outlined by Deeley (2010)
some of these results effecting students who participated in the course include intellectual and
emotional development, experiential learning, critical reflection, discomfort and or confidence
(pp. 46-50).

The value of this article is twofold: 1) it promotes an alternative to traditional concepts of

teaching and 2) it reminds those who create service-learning courses and or assignments to
carefully consider the wide range of intellectual, emotional and developmental opportunities and
challenges students may face while participating in such a course. For me specifically, this
article introduces service-learning, a type of experiential education that I have not previously
considered including in my WI/SI Business Communication class.

Hoekstra, A. & Mollborn, S. (2012). How clicker use facilitates existing pedagogical practices
in higher education: data from interdisciplinary research on student response systems. Learning,
Media and Technology, 37, 3, 303-320. DOI: 10.1080/17439884.2011.568493

Authors Hoekstra and Mollborn (2012) begin the article by explaining how access to
higher education has resulted in larger class sizes which are not necessary adaptive to active
learning practices. Drawing on Cooper and Robinson (2000), Hoekstra and Mollborn (2012)
explain larger class sizes can increase student disengagement. According to Hoekstra and
Mollborn (2012), the use of clickers is one way to promote student engagement, foster critical
thinking and enhance in-class discussions, especially in larger classes. Hoekstra and Mollborn
(2012) provide a literature review outlining five processes of effective teaching which include
gathering student feedback to improve teaching and learning, identifying students assumptions
or preconceptions about course material, supporting conceptual application and critical thinking
through small and large group discussions, fostering social cohesion in the learning community
and, collecting data from students to support theory testing, conceptual application, and group
discussion (pp. 305-317). Within the literature review, Hoekstra and Mollborn (2012) explain
each of these processes, outline current approaches and then describe advantages of clickers and
how they support and or improve these processes. The authors argue the use of clickers helps to
improve classroom and student data collection, facilitate interaction (e.g. peer discussion) and,
foster engagement in larger classes. Hoekstra and Mollborn (2012) end the article with a brief
discussion of the studys limitations and a conclusion that discusses the use of their research as
well as future challenges with the utilization of student response systems.

This article is particularly helpful to those who may be new at using technology in order
to promote active learning in their classrooms. As related to my portfolio and RQ, the
information offered in this article enlightens me to a new active learning strategy that could be
easily incorporated into my course in order to enhance student engagement.

Ramburuth, P., & Daniel, S. (2011). Integrating Experiential Learning and Cases in International
Business. Journal of Teaching in International Business, 22, 1, 38.

Ramburuth and Daniel (2011) address the importance of incorporating experiential

learning in an International Business (IB) course and, reinforce the message that meaningful
teaching in any course requires students to be active in the learning process. As means to
increase engagement, Ramburuth and Daniel (2011) identify essential components of
experiential learning as 1) creating life experiences that require students to have direct
interaction and 2) providing students with crucial knowledge needed for them to effectively
apply in specific learning scenarios. The authors recommend case-based teaching as a solution
for fostering experiential learning and offer research that outlines the benefits of using cases.
Ramburuth and Daniel (2011) argue cases afford IB students necessary exposure to global and
cultural differences and, enable the possibility of virtual exchanges that provide a rich experience
not attainable through a lecture-based setting. According to Ramburuth and Daniel (2011), case
studies comprise a wide range of assignments and exercises provided to encourage students to
analyze a situation that could be encountered in real life (p. 41). Furthermore, the authors
suggest case studies enable students to make connections (p. 41) between issues and sub-issues
allowing for enhanced critical thinking. While Ramburuth and Daniel (2011) stress the
advantages of cases, they also outline disadvantages that include hardships in finding an
appropriate case, demands on in-class time and the increased time for grading cases. Lastly, the
authors demonstrate the flexibility of cases in that they can be used in both face-to-face and
online classes.

While this article focuses on experiential learning in an IB course, its premise can be
applied to any business course. Germane to my research, this article provides insights into what
case-based teaching is, how to use cases and as such, establishes the use of cases as an effective
strategy for exploring my topic.

Sherrill, W. W., Spitler, H. D. & Havice, W. L. (2009). Moving beyond the traditional case
study in health services administration education: Creating a distributed learning environment
model. The Journal of Health Administration Education, 26, 2, 133-141.

Sherrill, Spitler and Havice (2009) explain how to expand the use of a traditional case
study as a means of improving the students overall learning experience. According to the
authors, case studies in this field provide students with the opportunity to apply critical thinking
and decisions making skills to a wide range of management issues related to health service
administration. While case studies are hugely beneficial, Sherrill, Spitler and Havice (2009)
recommend an additional component to the case that of direct interaction with practicing
healthcare managers to create what they refer to as a distributed learning environment model
(pp. 133-134). In this approach, Sherrill, Spitler and Havice (2009) explain that faculty
collaborate with designated health care practitioners to determine, outline and present a case to
the students. According to Sherrill, Spitler and Havice (2009), students review and evaluate the
case and then research associated topics and possible solutions. The authors further explain that
by using technology such as video conferencing, students are able to present their possible
solution(s) live and directly to healthcare managers for review and critique. Sherrill, Spitler
and Havice (2009) argue that this distributed learning environment allows for direct application
of concepts to real-life situations by providing students the opportunity to talk with experts in the
field who can give real-time feedback and credible explanations that further enhance the
overall learning experience.

The content in this article builds on active learning techniques to more fully integrate the
benefits of a case study method, problem-based learning and expert panel information to get
students more involved in the learning process. As I contemplate the use of case-based teaching
to foster active learning in my course, this article provides a model for integrating a panel of
designated experts via video conferencing technology that would enhance the overall learning
experience.

Thatcher, D.C. (1990). Promoting learning through games and simulations. Simulation and
Gaming, 21, 262-273. DOI: 10.1177/1046878190213005

In his article, Thatcher (1990) provides two definitions of what learning is which includes
these notions: 1) there is change in the learner as an outcome of the learning process, 2) learning
is viewed as a process with no end and 3) we all learn in way that is unique to us but also
involves some elements of sharing with others. Thatcher (1990) provides an explanation of the
learning system and the process of learning as related to Kolbs Experiential Learning Model
(1984) and the element of reflection based on the work of Boud, Keogh and Walker (1985).
Thatcher (1990) explores how we learn from games and simulations and argues that by playing
these games we are actively involved in an experience that is both emotional and cognitive.
While Thatcher (1990) shows clearly how the use of games and simulations help to stimulate
learning, he also warns about possible failures in achieving successful learning and application.
According to Thatcher (1990), two such factors include proper debriefing after the experience
and the role of the teacher as a facilitator and organizer.

The content in this article is of significant importance as it adds depth to the topic of
active and experiential learning given its informative perspective on how to effectively manage a
debriefing session and how teacher involvement should be structured to maximize overall
effectiveness of the learning and gaming experience.