| Utilizing the theoretical construct of Situated Learning, this case study examines in detail twelve "most positive" experiential learning experiences. All experiential learning experiences occurred within south-central Pennsylvania and were chosen from four high schools. The purpose was to understand the experiences of certain experiential learning situations judged the most positive from among a pool of approximately 240 situations, to view it from the perspective of all participants, and to understand the experiences in enough depth to draw some conclusions as to common elements present in most positive placements. The major question of the study was: Are there significant, consistent, predictive components found in positive-outcome placements and how do those characteristics relate to previous theoretical projections? A minor question asked: How do all participants in experiential learning educational programs evaluate the outcomes of their respective placements? The findings affirmed the importance of legitimate peripheral participation and communities of practice (Lave & Wenger) and added additional corollaries detailing the importance of mentor/protege relationships and mutuality of benefit. The findings also noted that usual predictors of success (academic ability, socio-economic status, certain personality traits) were not consistent contributors to the success of these experiences. The minor question was answered by demonstrating consistent patterns evaluating positive outcomes are discernable when separated into sub-groups of coordinators, students, works site supervisors, and parents. |
