Addressing pedagogical challenges using experiential learning
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This paper outlines challenges in teaching a public relations subject at a university level, which in conjunction with other subjects in the major, aims to prepare students to become informed practitioners. This requires a focus on teaching theory in balance with developing practical skills. Drawing on Kolb's (1984) theory of experiential learning, an in class activity and assessment task are described to address the challenge of generating a realistic and useful means of transferring knowledge between what are sometimes construed as intangible theories, separate from process driven tasks. The goal of this paper is to produce a theoretically grounded teaching practice in order to provide students with an authentic learning experience in the Crisis Communication subject.
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