Significant Learning Experience Defined by Student Perceptions: A Four-Year Examination
This qualitative study is an attempt to collect data describing college students’ descriptions of significant learning experiences during college. The data collected comes from two separate samples across four years. Through open-ended comments provided at the end of the National Survey of Student E...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2025-03-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35851 |
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| Summary: | This qualitative study is an attempt to collect data describing college students’ descriptions of significant learning experiences during college. The data collected comes from two separate samples across four years. Through open-ended comments provided at the end of the National Survey of Student Engagement and thematic analysis, interesting information emerged about how students define significant learning experiences. Students defined learning experiences in two environments, inside the classroom, and outside the classroom. They also expanded on the notion of significant learning coming in the form of self-discovery and relationships formed during the experiences in college. Four years later, similar themes emerged such as real-world application, community, support, learning about self, and diversity. These findings suggest significant learning is similar across time and is centralized around a few particular elements.
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| ISSN: | 1527-9316 |