Enhancing Student Experiential Learning With Structured Interviews

Abstract

Learning through experience can be rewarding but intimidating. To maximize the benefits of experiential learning assignments, students need to have confidence in their abilities. The authors report how a structured-interview instrument effectively facilitated experiential learning for accounting students without extensive content-specific knowledge. A total of 117 students administered the structured interview to individuals in charge of financial operations in a religious organization. Analysis of student reactions indicated that the experience helped them to internalize concepts from their classroom learning and formulate recommendations for control and other improvements in the organization. The structured-interview experiential learning assignment successfully enhanced student confidence and reduced anxiety.