EDAE 692: Experiential Learning Online Flashcards

VOCABULARY flashcards based on the EDAE 692 lesson regarding the adaptation of Kolb's experiential learning cycle for online, asynchronous environments.

Experiential Learning Online

The intentional design of a digital or virtual stand-in for direct experience, paired with structured, asynchronous prompts that guide learners through reflection, conceptualization, and application without physical co-presence.

Concrete Experience (Online)

A phase of Kolb's cycle represented online through a manufactured experience, such as a branching video simulation, virtual case, or VR environment standing in for the real experience.

Reflective Observation (Online)

A phase where reflection is prompted deliberately through structured, sequenced self-debriefing questions answered individually and asynchronously instead of in a real-time group setting.

Abstract Conceptualization (Online)

The phase in which writing tasks are used to facilitate cognitive presence, explicitly pushing learners to connect what happened in an experience back to course concepts and theory.

Active Experimentation (Online)

The phase where learners apply a lesson by replaying a simulation with different choices or applying the new approach at their actual workplace and reporting back.

Social Presence

A component of the Community of Inquiry framework where learners project themselves as real people in the space to build the trust and vulnerability necessary for reflection.

Cognitive Presence

A component of the Community of Inquiry framework representing the extent to which learners can construct and confirm meaning through sustained reflection and discourse; this is where Kolb’s reflective and abstract phases reside.

Teaching Presence

The design and facilitation work, including choosing the experience and framing prompts, that makes social and cognitive presence possible within the Community of Inquiry.

Self-Debriefing

A strategy identified by De Jong & Dexter (2024) where students answer written questions on a discussion board after a simulation as a substitute for a live facilitator-led debrief circle.

Shared Metacognition

A concept from Maré & Mutezo (2025) tying online engagement to students and instructors jointly monitoring how the group is learning, rather than just individual self-regulation.