Meaning-centered experiential learning

Learning as an outcome of reconstructed experiences

Denise Potosky, Jim Spaulding, John Juzbasich

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish (US)
Title of host publicationMeaning-Centered Education
Subtitle of host publicationInternational Perspectives and Explorations in Higher Education
PublisherTaylor and Francis
Pages48-62
Number of pages15
ISBN (Print)9780203115084
DOIs
StatePublished - Dec 1 2013

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learning
experience

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

Potosky, D., Spaulding, J., & Juzbasich, J. (2013). Meaning-centered experiential learning: Learning as an outcome of reconstructed experiences. In Meaning-Centered Education: International Perspectives and Explorations in Higher Education (pp. 48-62). Taylor and Francis. https://doi.org/10.4324/9780203115084
Potosky, Denise ; Spaulding, Jim ; Juzbasich, John. / Meaning-centered experiential learning : Learning as an outcome of reconstructed experiences. Meaning-Centered Education: International Perspectives and Explorations in Higher Education. Taylor and Francis, 2013. pp. 48-62
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Potosky, D, Spaulding, J & Juzbasich, J 2013, Meaning-centered experiential learning: Learning as an outcome of reconstructed experiences. in Meaning-Centered Education: International Perspectives and Explorations in Higher Education. Taylor and Francis, pp. 48-62. https://doi.org/10.4324/9780203115084

Meaning-centered experiential learning : Learning as an outcome of reconstructed experiences. / Potosky, Denise; Spaulding, Jim; Juzbasich, John.

Meaning-Centered Education: International Perspectives and Explorations in Higher Education. Taylor and Francis, 2013. p. 48-62.

Research output: Chapter in Book/Report/Conference proceedingChapter

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Potosky D, Spaulding J, Juzbasich J. Meaning-centered experiential learning: Learning as an outcome of reconstructed experiences. In Meaning-Centered Education: International Perspectives and Explorations in Higher Education. Taylor and Francis. 2013. p. 48-62 https://doi.org/10.4324/9780203115084