An exploration of ‘scaffolded’ and ‘experiential’ learning environment’s impact upon students’ experiences of a challenging level 6 topic in forensic psychology: MAPPA

Abstract

Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post–graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life events (Houle, 1980). Learning which incorporates reflectionupon everyday experience creates deeper learning, therefore this study aimed to explore the use of a ‘scaffolded’ learning environment combined with ‘experiential’ learning environment on students’ experiences of engaging with a challenging level6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students. The session was constructed around one basic scenario about a boy called Harvey. This scenario provided the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was accompanied by a number of work based scenarios, which contained specific information. Key themes emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussedin the context of students learning and theories surrounding learning.