Defining Immersive Learning

Phillip Motley; Beth Archer-Kuhn; Catharine Dishke Hondzel; Jennifer Dobbs-Oates; Michelle Eady; Janel Seeley; Rosemary Tyrrell

doi:10.20343/teachlearninqu.12.9

Authors

Phillip Motley Elon University https://orcid.org/0009-0003-0226-1044
Beth Archer-Kuhn University of Calgary https://orcid.org/0000-0003-4114-7060
Catharine Dishke Hondzel Lambton College https://orcid.org/0000-0003-3206-1126
Jennifer Dobbs-Oates Purdue University https://orcid.org/0000-0002-1215-2672
Michelle Eady University of Wollongong https://orcid.org/0000-0001-5624-0407
Janel Seeley University of Wyoming https://orcid.org/0000-0002-7908-2234
Rosemary Tyrrell University of California-Riverside School of Medicine https://orcid.org/0000-0003-2232-835X

DOI:

https://doi.org/10.20343/teachlearninqu.12.9

Keywords:

immersion, high-impact practices, multidisciplinary, pedagogy, engaged learning

Abstract

Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices such as service-learning, study away, internships, and foreign-language instruction. Based on observations of teaching and data from an open-ended survey and semi-structured interviews with post-secondary educators from three different countries, this study theorizes that immersive learning practices are composed of six distinct underlying theoretical components that work in combination. These six components can be used to describe, define, compare, and design different types of structured ILPs. This study suggests that ILPs are pedagogically distinct from other forms of engaged and experiential learning.

Read the corresponding ISSOTL blog post here.

Author Biographies

Phillip Motley, Elon University

Phillip Motley (USA) is professor of communication design and faculty fellow for community-based learning at Elon University. From 2019–2021, he was Elon’s Center for Engaged Learning Scholar, focusing on immersive learning. His research interests include design and studio-based learning, community-engaged pedagogies, and immersive learning practices.

Beth Archer-Kuhn, University of Calgary

Beth Archer-Kuhn (CAN) is an associate professor in the Faculty of Social Work at the University of Calgary. She is co-author of “Reigniting Curiosity and Inquiry in Higher Education: A Realist’s Guide to Getting Started with IBL.”

Catharine Dishke Hondzel, Lambton College

Catharine Dishke Hondzel (CAN) is the dean of academic excellence and teaching innovation at Lambton College. Her background is in educational psychology with a focus on faculty development, experiential learning, and the scholarship of teaching and learning.

Jennifer Dobbs-Oates, Purdue University

Jennifer Dobbs-Oates (USA) is associate vice provost for world readiness and a clinical professor of human development and family science at Purdue University. Her current work is dedicated to undergraduate education approaches that promote student transformation and success after graduation, including experiential education and immersive learning.

Michelle Eady, University of Wollongong

Michelle Eady (AUS) is professor of curriculum and pedagogy in the School of Education at the University of Wollongong. She is the president (2023–2025) of the International Society for the Scholarship of Teaching and Learning and is an ISSOTL and HERDSA fellow, a senior fellow of the HEA, and holds a national teaching citation for her work in quality teacher preparation.

Janel Seeley, University of Wyoming

Janel Seeley (USA) is the director of the Ellbogen Center for Teaching and Learning at the University of Wyoming. Her doctorate is in educational psychology and her scholarly interests include SOTL, educational development, and reflective dialogue.

Rosemary Tyrrell, University of California-Riverside School of Medicine

Rosemary Tyrrell (USA) is the director of the Office of Faculty Development and an assistant professor of social medicine, population, and public health at the University of California Riverside School of Medicine. Her current research interests include assessment of teaching, immersive learning in medical education, and the use of AI to improve test item quality.

References

Allen, Gill, and Willie Wallicia. 2011. “Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race.” NASSP Bulletin 95 (4): 281–301. https://doi.org/10.1177/0192636511420. DOI: https://doi.org/10.1177/0192636511420998

Andersen, John K. 1982. “Intensive Scheduling: An Interesting Possibility.” The Clearing House 56 (1): 26–28. https://doi.org/10.1080/00098655.1982.10113725. DOI: https://doi.org/10.1080/00098655.1982.10113725

Archer, Margaret S. 1995. Realist Social Theory: The Morphogenetic Approach. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511557675

Archer, Margaret S. 2003. Structure, Agency and the Internal Conversation. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139087315

Archer-Kuhn, Beth, and Stacey MacKinnon. 2020. “Inquiry–Based Learning in Higher Education: A Pedagogy of Trust.” Journal of Education and Training Studies 8 (9): 1–14. https://doi.org/10.11114/jets.v8i9.4929. DOI: https://doi.org/10.11114/jets.v8i9.4929

Arend, Bridget, Beth Archer-Kuhn, Kazuko Hiramatsu, Chris Ostrowdun, Janel Seeley, and Adrian Jones. 2021. “Min(d)ing the Gap: Comparing Student and Instructor Experiences with Critical Reflection.” Teaching & Learning Inquiry 9 (1): 317–32. https://doi.org/10.20343/teachlearninqu.9.1.21. DOI: https://doi.org/10.20343/teachlearninqu.9.1.21

Ash, Sarah L., and Patti H. Clayton. 2009. “Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning.” Journal of Applied Learning in Higher Education 1 (1): 25–48. https://hdl.handle.net/1805/4579. DOI: https://doi.org/10.57186/jalhe_2009_v1a2p25-48

Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa. DOI: https://doi.org/10.1191/1478088706qp063oa

Brondum, Jack, and Nancy Stenson. 1998. “Types of Immersion Education: An Introduction.” The ACIE Newsletter 1 (2).

Case, Jennifer M. 2015. “A Social Realist Perspective on Student Learning in Higher Education: The Morphogenesis of Agency.” Higher Education Research and Development 34 (5): 841–52. https://doi.org/10.1080/07294360.2015.1011095. DOI: https://doi.org/10.1080/07294360.2015.1011095

Clarke, Victoria, and Virginia Braun. 2017. “Thematic Analysis.” The Journal of Positive Psychology 12 (3): 297–98. https://doi.org/10.1080/17439760.2016.1262613. DOI: https://doi.org/10.1080/17439760.2016.1262613

Clayton, Patti H., and Sarah Ash L. 2004. “Shifts in Perspective: Capitalizing on the Counter–Normative Nature of Service–Learning.” Michigan Journal of Community Service Learning 11 (1): 59–70.

Creswell, John W. 2013. Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed.). Washington, D.C.: Sage.

Damianakis, Thecia, Betty Barrett, Beth Archer-Kuhn, Patricia Samson, Sumaiya Matin, and Christine Ahern. 2019. “Teaching for Transformation: Master of Social Work Students Identify Teaching Approaches That Made a Difference.” Journal of Transformative Education: 1–22. https://doi.org/10.1177/1541344619865. DOI: https://doi.org/10.1177/1541344619865948

Dean, Bonnie. A., Michelle J. Eady, Tracey Glover-Chambers, Tracey Moroney, Nuala O’Donnell, and Venkata Yanamandram. 2019. UOW WIL Pedagogy: Definitions, Classifications, and Principles. University of Wollongong

De Jong, Ton, and Julius Marie Pieters. 2006. “The Design of Powerful Learning Environments.” In Handbook of Educational Psychology, 2nd ed., edited by Patricia A. Alexander and Phillip H. Winne, 739–55. Mahwah, NJ: Routledge.

Dewey, John. 1933. How We Think. Buffalo, NY: Prometheus Books.

Dinani, Thandiwe. 2018. “Faith Development While Abroad Amongst African American Students.” Frontiers: The Interdisciplinary Journal of Study Abroad 30 (1): 8–19. https://doi.org/10.36366/frontiers.v30i1.400. DOI: https://doi.org/10.36366/frontiers.v30i1.400

Eady, Michelle, Ina A. Machura, Radhika Jaidev, Kara Taczak, Michael John Delpalma, and Lilian Mina. 2021. “Writing Transfer and Work–Integrated Learning in Higher Education: Transnational Research Across Disciplines.” International Journal of Work-Integrated Learning 22 (2): 183–97.

Eigen, Michael, and Murray Stein. 1991. “Winnicott’s Area of Freedom: The Uncompromisable.” In Liminality and Transitional Phenomena, edited by Nancy Schwarz-Salant and Murray Stein, 67–88. Wilmette, IL: Chiron Publications.

Engle, Lilli, and John Engle. 2003. “Study Abroad Levels: Toward a Classification of Program Types.” Frontiers: The Interdisciplinary Journal of Study Abroad 9 (1): 1–20. https://doi.org/10.36366/frontiers.v9i1.113. DOI: https://doi.org/10.36366/frontiers.v9i1.113

Eyler, Janet. 2002. “Reflection: Linking Service and Learning—Linking Students and Communities.” Journal of Social Issues 58 (3): 517–34. https://doi.org/10.1111/1540-4560.00274. DOI: https://doi.org/10.1111/1540-4560.00274

Finlay, Linda. 2008. “Reflection on ‘Reflective Practice.’” Practice–based Professional Learning, Paper 52, The Open University.

Fook, Jan, Maria Psoinos, and Daniele Sartori. 2016. “Evaluation Studies of Critical Reflection. In Researching Critical Reflection: Multidisciplinary Perspectives, edited by Jan Fook, Val Collington, Fiona Ross, Gillian Ruch, and Linden West, 90–105. Abingdon, UK: Routledge. DOI: https://doi.org/10.4324/9781315740102

Fraser, Mark, Anthony Wotring, Corinne A. Green, and Michelle J. Eady. 2022. “Designing a Framework to Improve Critical Reflection Writing in Teacher Education Using Action Research.” Educational Action Research, 32 (1): 1–17. https://doi.org/10.1080/09650792.2022.2038226. DOI: https://doi.org/10.1080/09650792.2022.2038226

Freed, Barbara F., Norman Segalowitz, and Dan P. Dewey. 2004. “Context of Learning and Second Language Fluency in French: Comparing Regular Classroom, Study Abroad, and Intensive Domestic Immersion Programs.” Studies in Second Language Acquisition 26 (2): 275–301. https://doi.org/10.1017/S0272263104262064. DOI: https://doi.org/10.1017/S0272263104262064

Goldoni, Federica. 2013 “Students’ Immersion Experiences in Study Abroad.” Foreign Language Annals 46 (3): 359–76. https://doi.org/10.1111/flan.12047. DOI: https://doi.org/10.1111/flan.12047

Gullatt, David E. 2006. “Block Scheduling: The Effects on Curriculum and Student Productivity.” NASSP Bulletin 90 (3): 250–66. https://doi.org/10.1177/0192636506292. DOI: https://doi.org/10.1177/0192636506292382

Hartman, Eric, and Richard Kiely. 2014. “Pushing Boundaries: Introduction to the Global Service-Learning Special Section.” Michigan Journal of Community Service Learning 21 (1): 55–63.

Hartman, Eric, Richard Kiely, Jessica Friedrichs, and Christian Boettcher. 2018. Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad. Sterling, VA: Stylus.

Harvey, Marina, Debra Coulson, and Anne McMaugh. 2016. “Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education.” Journal of University Teaching & Learning Practice 13 (2): 2. https://doi.org/10.53761/1.13.2.2. DOI: https://doi.org/10.53761/1.13.2.2

Herrington, Tony, and Jan Herrington, editors. 2006. Authentic Learning Environments in Higher Education. IGI Global. DOI: https://doi.org/10.4018/978-1-59140-594-8

Hill, Janette R., and Michael J. Hannafin. 2001. “Teaching and Learning in Digital Environments: The Resurgence of Resource–Based Learning Environments.” Educational Technology Research and Development 49 (3): 37–52. https://doi.org/10.1007/BF02504914. DOI: https://doi.org/10.1007/BF02504914

Hoggan, Chad. 2016. “A Typology of Transformation: Reviewing the Transformative Learning Literature.” Studies in Adult Education 48 (1): 65–82. https://doi.org/10.1080/02660830.2016.1155849. DOI: https://doi.org/10.1080/02660830.2016.1155849

Hoskins, Barbara J. 2013. “Is Distance Learning Transformational?” Journal of Continuing Higher Education 61 (1): 62–63. https://doi.org/10.1080/07377363.2013.759488. DOI: https://doi.org/10.1080/07377363.2013.759488

Ishii, Harue, Dennis D. Gilbride, and Robert Stensrud. 2011. “Students’ Internal Reactions to a One–Week Cultural Immersion Trip: A Qualitative Analysis of Student Journals.” Journal of Multicultural Counseling and Development 37 (1): 15–27. https://doi.org/10.1002/j.2161-1912.2009.tb00088.x. DOI: https://doi.org/10.1002/j.2161-1912.2009.tb00088.x

Jacoby, Barbara. 2015. Service-Learning Essentials: Questions, Answers, and Lessons Learned. San Francisco, CA: Jossey–Bass.

Jones, Nathan B. 1998. “A Defense of Using Themes and Topics to Teach ESL/EFL Writing.” TESOL Quarterly 32 (2): 338–42. DOI: https://doi.org/10.2307/3587588

Karweit, Nancy. 1984. “Time–on–Task Reconsidered: Synthesis of Research on Time and Learning.” Educational Leadership 41 (8): 32–35.

Kiely, Richard. 2005. “A Transformative Learning Model for Service–Learning: A Longitudinal Case Study.” Michigan Journal of Community Service Learning 12 (1): 5–22.

Klemenčič, Manja. 2015. “What is Student Agency? An Ontological Exploration in the Context of Research on Student Engagement.” Student Engagement in Europe: Society, Higher Education and Student Governance 20: 11–29.

Kolb, David. A. 1984. Experiential Learning: Experience As a Source of Learning and Development. Englewood Cliff, NJ: Prentice-Hall.

Kuh, George. D. 2008. High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, D.C.: Association of American Colleges and Universities.

Lave, Jean, and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511815355

Lajoie, Susanne P. 2003. “Transitions and Trajectories for Studies of Expertise.” Educational Researcher 32 (8): 21–25. https://doi.org/10.3102/0013189X032008021. DOI: https://doi.org/10.3102/0013189X032008021

Lewin, Kurt. 1936. Principles of Topological Psychology. New York: McGraw-Hill. DOI: https://doi.org/10.1037/10019-000

Locklin, Reid B. 2018. “Weakness, Belonging, and the Intercordia Experience. The Logic and Limits of Dissonance as a Transformative Learning Tool.” Teaching Theology and Religion 13 (1): 3–14. https://doi.org/10.1111/j.1467-9647.2009.00569.x. DOI: https://doi.org/10.1111/j.1467-9647.2009.00569.x

Lutterman-Aguilar, Ann, and Orval Gingerich. 2002. “Experiential Pedagogy for Study Abroad: Educating for Global Citizenship.” Frontiers: The Interdisciplinary Journal of Study Abroad 8 (1): 41–82. https://doi.org/10.36366/frontiers.v8i1.94. DOI: https://doi.org/10.36366/frontiers.v8i1.94

Margalef, Leonor, and Natalie P. Roblin. 2016. “Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities.” In Teacher Learning Through Teacher Teams, edited by Joke Voogt and Jules Pieters, 41–58. Abingdon, UK: Routledge DOI: https://doi.org/10.4324/9781315123431-4

Masouleh, Nima S., and Razieh B. Jooneghani. 2012. “Autonomous Learning: A Teacher–Less Learning!” Procedia-Social and Behavioral Sciences 55: 835–42. https://doi.org/10.1016/j.sbspro.2012.09.570. DOI: https://doi.org/10.1016/j.sbspro.2012.09.570

Mezirow, Jack. 1978. “Perspective Transformation”. Adult Education 28 (2): 100–110. https://doi.org/10.1177/074171367802800202. DOI: https://doi.org/10.1177/074171367802800202

Mitchell, Kerry. 2015. “The Immersion Experience: Lessons from Study Abroad in Religion.” Teaching Theology and Religion 18 (1): 56–62. https://doi.org/10.1111/teth.12263. DOI: https://doi.org/10.1111/teth.12263

Mizhquiri, Lesley. 2019. “White Paper: The Effects of Block Scheduling and Traditional Scheduling on High School Student Achievement.” EDUC 17: What Works in Education? 1.

Morse, Janice M., and Peggy A. Field. 1996. “Principles of Conceptualizing a Qualitative Project.” In Nursing Research: The Application of Qualitative Approaches, 35–55. Boston, MA: Springer. DOI: https://doi.org/10.1007/978-1-4899-4471-9_3

Motley, Phillip, and Amanda Sturgill. 2013. “Assessing the Merits of International Service–Learning in Developing Professionalism in Mass Communication.” Communication Teacher 27 (3): 172–89. https://doi.org/10.1080/17404622.2013.775470. DOI: https://doi.org/10.1080/17404622.2013.775470

Motley, Phillip. 2020, March 10. “Defining the Characteristics of Immersive Learning.” [Blog Post]. Retrieved from https://www.centerforengagedlearning.org/characteristics-immersive-learning/.

Parker, Brian C., and Florence Myrick. 2009. “A Critical Examination of High–Fidelity Human Patient Simulation Within the Context of Nursing Pedagogy.” Nurse Education Today 29 (3): 322–29. https://doi.org/10.1016/j.nedt.2008.10.012. DOI: https://doi.org/10.1016/j.nedt.2008.10.012

Ramsey, V. Jean, and Dale E. Fitzgibbons. 2005. “Being in the Classroom.” Journal of Management Education 29 (2): 333–56. https://doi.org/10.1177/1052562904271144. DOI: https://doi.org/10.1177/1052562904271144

Rogers, Carl R. 1969. Freedom to Learn. Columbus, OH: Charles E. Merrill.

Romero, Margarida, and Elena Barbera. 2011. “Quality of Learners’ Time and Learning Performance Beyond Quantitative Time–on–Task.” International Review of Research in Open and Distributed Learning 12 (5): 125–37. https://doi.org/10.19173/irrodl.v12i5.999. DOI: https://doi.org/10.19173/irrodl.v12i5.999

Smith, Richard. 2008.” Learner Autonomy.” ELT Journal 62 (4): 395–97. https://doi.org/10.1093/elt/ccn038. DOI: https://doi.org/10.1093/elt/ccn038

Smith, Calvin. 2012. “Evaluating the Quality of Work–Integrated Learning Curricula: A Comprehensive Framework.” Higher Education Research and Development 31 (2): 247–62. https://doi.org/10.1080/07294360.2011.558072. DOI: https://doi.org/10.1080/07294360.2011.558072

Soares, Louise M. 1998. “Structure, Content, and Process in Teacher Training: The Relevance of Copernicus, Gardner, and Dewey.” The Clearing House 71 (4): 217–20. https://doi.org/10.1080/00098659809599364. DOI: https://doi.org/10.1080/00098659809599364

Stirling, Ashley, Gretchen Kerr, Jeness Banwell, Ellen MacPherson, and Amanda Heron. 2016. A Practical Guide for Work-Integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities. Toronto, Canada: Higher Education Quality Council of Ontario.

Sturgill, Amanda, and Phillip Motley. 2014. “Methods of Reflection About Service Learning: Guided vs. Free, Dialogic Vs. Expressive, and Public Vs. Private.” Teaching & Learning Inquiry 2 (1): 81–93. https://doi.org/10.2979/teachlearninqu.2.1.81. DOI: https://doi.org/10.20343/teachlearninqu.2.1.81

Van Gog, Tamara. 2013. “Time on Task.” In International Guide to Student Achievement, edited by John Hattie and Eric M. Anderman, 432–33. Routledge/Taylor and Francis Group.

Vygotsky, Lev S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.

Wallinger, Linda M. 2000. “The Effect of Block Scheduling on Foreign Language Learning.” Foreign Language Annals 33 (1): 36–50. https://doi.org/10.1111/j.1944-9720.2000.tb00888.x. DOI: https://doi.org/10.1111/j.1944-9720.2000.tb00888.x

Warner, Beth, and Judy Esposito. 2008. “What’s Not in the Syllabus: Faculty Transformation, Role Modeling and Role Conflict in Immersion Service–Learning Courses.” International Journal of Teaching & Learning in Higher Education 20 (3): 510–17.

Wenger, Etienne. 2003. Communities of Practice. Cambridge, UK: Cambridge University Press.

Werner, Carol M., and Natasha McVaugh. 2000. “Service–Learning ‘Rules’ that Encourage or Discourage Long–Term Service: Implications for Practice and Research.” Michigan Journal of Community Service Learning 7 (1): 117–25.

White, Shelley K., and Mindell R. Nitkin. 2014. “Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment.” International Journal for the Scholarship of Teaching and Learning 8 (2): 3. https://doi.org/10.20429/ijsotl.2014.080203. DOI: https://doi.org/10.20429/ijsotl.2014.080203

Winnicott, Donald W. 1989. Playing and Reality. New York, NY: Routledge.

Zepeda, Sally J., and R. Stewart Mayers. 2006. “An Analysis of Research on Block Scheduling.” Review of Educational Research 76 (1): 137–70. https://doi.org/10.3102/00346543076001137. DOI: https://doi.org/10.3102/00346543076001137

Zoltowski, Carla B., William C. Oakes, and Monica E. Cardella. 2012. “Students’ Ways of Experiencing Human–Centered Design.” Journal of Engineering Education 101 (1): 28–59. https://doi.org/10.1002/j.2168-9830.2012.tb00040.x. DOI: https://doi.org/10.1002/j.2168-9830.2012.tb00040.x