Abstract

Experiential learning has become a cornerstone of the teaching methodology used at Otago Polytechnic Auckland International Campus (OPAIC). The value of this model lies in its unique culture that relies on the lecturer-student interaction. It focuses on cultivating experiences as a primary education delivery mechanism instead of relying on teacher-centric techniques. Under normal circumstances, this makes for a great learning experience as students have to learn by doing and interacting directly with the subject matter. Things changed when New Zealand went under lockdown for the first time in March 2020. The staff and students at OPAIC quickly switched to a fully online and, later, blended model where teaching could move seamlessly between the classroom and online as and when needed. The paper explores the perspective of a newly enrolled student on the effectiveness of experiential learning in a blended environment. It presents a reflective dialogue between the authors on communication challenges imposed by lockdowns and engaging with educational materials. This reflection emerging through a conversation highlights the potentially problematic aspects of the student induction in the educational process and recommends areas that require further attention and strengthening to achieve the results promised by experiential learning in the new normal. The student perspective is supplemented by the lecturer’s view on how OPAIC could address some of the highlighted challenges along with future possibilities for authentic partnership between students and lecturers to improve the students’ experience in the Tertiary environment.

Keywords:
COVID-19; Hybrid learning; Experiential learning; Student reflection