No consensus exists for the definition of a “great learning experience.” Thus, when I used the phrase “the best possible learning experience” in marketplace for learning, it was unclear what I meant. My own definition has evolved over the years. Since my consulting practice is all about helping institutions create great learning experiences, I decided to put my definition here.
A great learning experience is one in which students achieve the learning objectives, participate in active learning, and connect with others.
Let’s take a look at each component.
Learn
Without (even only implied) learning objectives, a learning experience is meaningless. In a great learning experience, students achieve its learning objectives.
Act
I believe in the power of active learning in bringing about impactful and lasting learning. (Supporting active learning was a foundation of my previous employer’s product.) Memorable classes I took or led had activities that got me actively involved. A great learning experience is based on getting students actively involved.
It is worth pointing out that while learning professionals know the power of active learning, students still need lessons on its benefits. Faculty may need a nudge as well.
Connect
Achieving learning objectives is certainly important. Active learning is an effective pedagogical approach. Most would grant these two points. I have added a third component. Connecting with other learners, the professor, and others involved in the experience (outside experts, the community) can bring deep and lasting meaning to a learner separate from the learning that is achieved. Much research has highlighted how students desire these relationships and how it has enabled success (see this, for example.)
Who of us hasn’t found—or wanted to find!—great friends and acquaintances in classes we have taken? Many times these come about because class activities brought you together. Many times, you studied together outside of class. Other times, it was purely accidental. It is important to design a class with the explicit goal of enabling learners to connect with other participants. Students connecting should result from a great class — it should enable those connections.
Conclusion
The energy generated in a great class—we have all felt it—can create a feedback loop that makes the class even better. Seeing engagement can draw a student into the class. Who hasn’t had a great professor whose love of the material, no matter how esoteric it might have seemed when you initially considered it, drew you into the class? Who hasn’t had a great day in class—when you weren’t expecting it because it was just one of those days—because the energy in the class caused you to get engaged, even against your own expectations?
By explaining my definition of a great learning experience, I hope to make it easier to achieve rather than something that accidentally occurs. I have dedicated my career to delivering and enabling great learning experiences. I hope to be involved in the efforts at institutions that share my love of teaching.
