Experimental experiential learning : a qualitative single case study exploring the pedagogical experiences of high school career and technical education health science teachers during the phenomenon of the 2019 coronavirus disease pandemic.

The COVID-19 pandemic disrupted education systems across the world. High school Career and Technical Education (CTE) health science programs that rely on experiential learning activities for successful outcomes took a severe hit. Experiential learning opportunities such as internships, field experiences, and clinical rotations did not occur, and basic certifications were not earned. When high school students complete CTE health science programs that connect the theory and knowledge obtained in the classroom with practical application gained in the field, they are more likely to pursue an immediate career in healthcare or seek post-secondary education with a focus on medicine. Without a pipeline of students from high school to the healthcare industry or to post-secondary health science programs, the healthcare industry will see a significant decline of entry level medical professionals to support a fast-growing global population. This qualitative single case study explored the lived experience of four CTE health science teachers and their use of experiential learning strategies during the first three months of the COVID-19 pandemic. The study utilized Kolb's Experiential Learning Theory as the framework that guided the data collection and analysis. Semi-structured interviews and artifacts provided an in-depth account of the participants lived experience. As a requirement for the study, all participants had pre-pandemic teaching roles to make a fair comparison of their experience teaching and using experiential learning strategies during the COVID-19 pandemic. The study found that although CTE health science teachers are trained industry professionals, they still need resources and support when transitioning to a virtual classroom, with or without a pandemic. With the expansion of telehealth services, CTE health science teachers need industry support to provide experiential learning sites for both in-person and virtual training activities. An unexpected finding was that CTE health science teachers did not reflect and complete the experiential learning cycle which results in a meaningful experience. This study has implications and recommendations for future CTE programs; specifically, the need for well-trained teachers, strong industry partnerships, and solutions to an evolving virtual healthcare environment.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2024

Author dc:creator

• Pierre, Tekedra, 1978-

Advisor dc:contributor.advisor

• Ray, Brandi R.

• COVID-19 pandemic.
• Career and technical education.
• Health science.
• Experiential learning.
• Kolb experiential learning theory.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13079

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13079