An exploration of 'scaffolded' and 'experiential' learning environment's impact upon students' experiences of a challenging level 6 topic in forensic psychology: MAPPA

Higher education institutions want to develop rounded, independent learners equipped with the required
skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners
are interdependent, born as social beings with emotional intelligence. Experiential learning is created by
direct participation in life events (Houle, 1980). Learning which incorporates reflection upon everyday
experience creates deeper learning, therefore this study aimed to explore the use of a ‘scaffolded’ learning
environment combined with ‘experiential’ learning environment on students’ experiences of engaging with
a challenging level 6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students.
The session was constructed around one basic scenario about a boy called Harvey. This scenario provided
the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was
accompanied by a number of work based scenarios, which contained specific information. Key themes
emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussed in
the context of students learning and theories surrounding learning.