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Leveraging Experiential Education Techniques in the Real Estate Curriculum

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  • Erin A. Hopkins

Abstract

There is a popular belief that case studies and field trips result in meaningful learning, but a more theoretical analysis needs to be conducted to determine if this popular belief holds merit. This manuscript is a preliminary epistemology on the value, if any, a case study and associated field trip add to meaningful learning within the context of a real estate curriculum at Virginia Tech, a public land-grant university located in Blacksburg, Virginia. This study applies theoretical analysis to the case study and field trip added to the course and provides a preliminary empirical analysis of increased learning using a student elicitation approach. Results show that implementing a case study and associated field trip supports Kolb’s experiential learning theory. Furthermore, students perceived that the local case study and field trip augment their practical knowledge and theoretical knowledge of concepts learned in the applied real estate development class.

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  • Erin A. Hopkins, 2021. "Leveraging Experiential Education Techniques in the Real Estate Curriculum," Journal of Real Estate Practice and Education, Taylor & Francis Journals, vol. 23(1), pages 1-9, December.
    • Handle: RePEc:taf:rjrpxx:v:23:y:2021:i:1:p:1-9
    DOI: 10.1080/15214842.2020.1757356
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