| Experiential learning is utilized and primary social relationships are engaged as contexts for experiential learning in this study of core courses of distance education programs of evangelical theological education institutions. Utilization of experiential learning is identified by Kolb's types of experiential learning (1984). Patterns of experiential learning are portrayed according to institution, course subject, genre, assignment level and type, experiential learning type, and manner of use in primary social relationships as contexts for experiential learning.; The research methodology of this study is documentary content analysis. This methodology is quite appropriate for the exploratory analysis of distance education courses because of the dependence on written instructional materials in the courses.; This study makes a contribution to the field of distance education by exploring two genre of distance education: independent studies and online seminars. It also addresses a gap in higher education research by providing an inductive study of a sector of distance education based on a respected educational theory (Kolb, 1984). It also makes a contribution to the field of experiential learning by rigorously applying Kolb's model to actual courses. This research brings a robust perspective to the study of situated learning (Lave & Wenger, 1991) through its analysis of primary social relationships as contexts for learning. |
