Instructional Model for Developing Time Management Competencies Based on Experiential Learning Perspectives

Abstract

Experiential learning, a latest popular method to guide students' individual practice, lays more emphasis on cognitive teaching than metacognitive teaching. In response to the above problem, this study creatively proposes a six-stage model of experiential learning for the theme of time management. A 28-day experiential activity was conducted in three classes of the same department. According to the interview record, most participants gave high praise to the overall experiential learning activity. Moreover, the results of the pre-test and post-test showed that the time management competencies of the participants improved. This paper provides a new design scheme to improve students' time management competencies, and to extend the understanding of experiential learning into the realm of metacognitive learning.