The rapid growth in diversity of information and communication technologies (ICT) enables a range of teaching methods, learning support strategies, and education settings to be developed. Questions about appropriate, effective, and efficient use of educational technology in teaching mathematics have been gaining more attention. This study focuses on the design and testing of an interactive learning textbook (eBook), created with Geogebra applets and up-to-date web technologies. The eBook is designed to meet the pedagogical and didactic needs of learners, allowing a high degree of interactivity and feedback during the learning process. In order to determine the effect of the created materials on students’ achievements, tests of knowledge as well as tests of retention of knowledge were used. Moreover, questionnaires and interviews for students were developed to assess the impact of interactive textbooks on the perceptions of learners concerning mathematics, interactive materials, and the learning process. Students who have used the interactive eBook show statistically significant increased knowledge and knowledge retention compared to students who have attended the standard classes. Students also emphasized that tasks with interactive applets and new kind of learning materials inspired them to learn more, both in school and at home.

Although a long time has passed since the theoretical foundation of experiential learning was proposed, designing experiential learning has proven to remain a challenge. We contribute to this matter by reviewing 31 empirical articles that have provided insights into what this ‘more’ experiential learning could be. Results are systematically compared using three perspectives to distinguish situated and general characteristics. The review highlights three pillars of learning environments that foster experiential learning (Authenticity, Reflection and Collaboration) and learning processes within each pillar. Moreover, the study provides recommendations for future theory building and practical implementation.

Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluate the impact of learning environments that differed on the level of authenticity (less and more authentic). Participants described both learning environments as being instructive and realistic. We found strong correlations between motivation for learning, perception of authenticity and perception of experiential learning. Results suggest that more authenticity seems to (1) facilitate experiential learning, and (2) strengthen the ties between theory and practical learning experience. Additional implications for including reflective and collaborative elements to further support learning are discussed.

The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re- and de-contextualisation (both directions of Kolb's learning cycle). This article aims to provide more insight into the process of creating and redesigning experiential learning environments and to better understand the complex relationship that exists between the learning environments and experiential learning (considering underlying learning theories). We will present and discuss mARC (more Authentic, Reflective and Collaborative), a three-component instruction model with a set of instructional elements proved to facilitate the re- and de-contextualisation of knowledge. This article ends with practical guidelines for using the mARC model to support students in linking learning experience to academic knowledge development within higher education.

The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning.