including instructional and assessment strategies that validate the quality of learning that can be achieved in experiential learning.
In this section, a qualitative review of literature is conducted to identify and discuss diverse instructional and assessment strategies. Instructional and assessment strategies that have been proposed by theorists and/or implemented in adult education settings will thus be explored.
According to educators such as Eyler (2002), experiential learning should be considered to be superior to formal education because it compensates for the "lack of "connectedness"" between education and the real world (p. 517). Through experiential learning such as service-learning programs that combine academic work with community service, students are given the opportunity to apply their abstract knowledge and skills to challenging real-life settings – an approach that has tremendous appeal to adult students. Yet, the provision of experiential learning opportunities and options is insufficient to ensure that adult students' learning experiences is on par with formal instruction.
To address this concern, theorists and researchers have proposed different instructional and assessment approaches. One of the most frequently cited experiential learning models that require students to acquire and hone critical thinking
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