The Role of Relational Pedagogy in Transformative Experiential Learning

As colleges and universities increasingly emphasize hands-on learning, research has shown great variation in the quality of experiential opportunities offered to students. Previous studies have identified reflection, student agency, and project relevance among factors contributing to the educational value of such projects. This case study illustrates the impact of another variable—relationships among students and with the instructor—on student perceptions of experiential learning. Themes of effective teamwork, trust, and a sense of responsibility to each other and the instructor emerged frequently in their responses. Our findings indicate that relational approaches to experiential learning support transformational outcomes for students.