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Abstract

TApplication Quests are case-based learning activities that emphasize issues in professional practice and are given as part of the classroom learning process. This qualitative investigation examined students’ views regarding the perceived impacts that Application Quests had on their learning. A phenomenological analysis of written assignments from 44 undergraduate students revealed six prevalent themes. The Application Quests were described as being unlike previous experiences, difficult and time consuming, and an emotive process. They were further identified as helpful for learning and integrating course material, improving learning across courses, and increasing readiness for professional practice. These themes are discussed in relation to Astin’s input-environment-outcome model of student development during college and potential improvements to future Application Quests.

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