Editing Experiential Learning (section)

=Implications and Design Critique =

== Learner Diversity and Implementing on scale == 
According to Meyer <ref> Meyer, J. P. (2010). The potential and limitations of experiential learning in management education. Academy of Management Learning & Education, 9(2), 260-266. </ref> one drawback of experiential education is that it can be challenging to scale and apply systematically and consistently. Experiential education emphasizes individual and context-specific learning experiences; it may be challenging to design and implement a consistent curriculum that meets the needs of all learners. This can be particularly problematic in large or online learning environments, where providing personalized and interactive learning experiences for each student may be difficult.

== Evaluations and Assessment == 
Experiential education often emphasizes process and context over standardized outcomes <ref> Harris, D. L., & Pecore, J. L. (2018). Balancing the Tensions Between Experiential Learning and Traditional Assessment in Higher Education. In Exploring the Intersections of Experiential Learning and Student Engagement (pp. 1-23). IGI Global. </ref> , which can be challenging to measure and evaluate using traditional assessments such as tests or quizzes. This can make assessing and evaluating learning outcomes challenging, particularly in environments where standardized testing is a crucial measure of success.

== Abstract Learning == 
While hands-on experiences can be valuable for acquiring practical skills and knowledge, they may not always promote critical thinking, reflection, and engagement with theoretical concepts <ref> McCarthy, M. A., & Peach, D. (2019). Experiential learning: from theory to practice. Assessment & Evaluation in Higher Education, 44(3), 387-399. </ref>. This can be particularly problematic in fields such as science or engineering, where abstract ideas and theories are critical to success.