Experiential Learning Modules for Teaching International Agricultural Development: How to Use These Tools and Assess Their Impact
Round 1
Reviewer 1 Report
Comments and Suggestions for AuthorsThis manuscript presents a valuable contribution to educational methodology in international agricultural development by introducing and evaluating Experiential Learning Modules (ELMs). The work demonstrates the practical application of Kolb's learning theory and provides a concrete framework for educators. However, several areas require enhancement to strengthen the manuscript's impact and scholarly rigour.
The paper successfully explains what ELMs are and provides a detailed implementation model, making it highly useful for practitioners. The grounding in Kolb's experiential learning cycle offers a strong theoretical basis for the approach. Using the Haiti plantain production case creates authentic learning experiences that address genuine global challenges. The combination of pre- and post-reflection surveys and learning assessments provides comprehensive evaluation data. The results demonstrate clear learning outcomes and increased student engagement with complex international development issues.
The study examines only one ELM with 48 graduate students at a single institution, limiting generalisability.
- Expand the study to include multiple ELMs as the authors themselves suggest (minimum of three)
- Include diverse educational contexts (undergraduate courses, different institutions, international settings)
- Provide comparative analysis across different agricultural development topics
- Add a control group comparison with traditional teaching methods
The manuscript lacks figures illustrating the ELM content and the student engagement process.
- Add flowcharts showing the complete instructional process
- Provide visual data representations (graphs, charts) for quantitative findings
- Include student work samples or reflection excerpts (with permission)
The thematic analysis process needs a more detailed description and validation.
- Provide inter-rater reliability statistics for thematic coding
- Include member checking with participants for validation
- Detail the coding process and provide a codebook
- Consider using qualitative data analysis software for transparency
- Add researcher positionality statement
Add a dedicated "Limitations" section
Strengthen the conclusion with specific implications for practice
Include clearer transition sentences between sections
Consider reorganising to follow the IMRAD format more strictly
Add recommendations for Future Research
The core concept is sound, and the initial results are promising. Still, the study would benefit from more rigorous evaluation and broader application to establish its generalisability and long-term effectiveness.
Comments on the Quality of English LanguageMany sentences are overly long or contain multiple clauses, which can obscure the main point. Clarity could be improved through simplification and restructuring.
There is some inconsistency in the use of hyphenation and capitalisation for key terms.
-Hyphenation of 'meta-cognitive': Appears as 'meta-cognitive' and 'metacognitive' in different parts of the document. Consistent use of one form (e.g., 'metacognitive' as a single word) is recommended.
-'Experiential Learning Modules' vs. 'ELM': While the acronym is defined, ensure consistent use of either the full term or the acronym once defined.
Some paragraphs, especially in the abstract, move quickly from one idea to the next without strong transitional phrases.
Author Response
Thank you for your comment. Please see in the attachment the detailed response.
Author Response File: 
Author Response.pdf
Reviewer 2 Report
Comments and Suggestions for AuthorsSuggestions for improvement:
In the theoretical framework, particularly in the section related to the topic of Experiential Learning Modules (ELM), it would be advisable to expand and update the contrast with recent research on this form of learning. The current content does not fully reflect the state of the art or the contemporary discussions surrounding experiential learning and its evaluation. Strengthening this aspect would improve the connection between the empirical findings and the literature on learning assessment, thereby reinforcing the robustness of the conclusions.
Regarding the design and implementation of the intervention, as well as the research methodology, it is recommended to include an explicit section outlining both the educational and research objectives. It is necessary to clarify what the students are expected to learn and what the study aims to analyze from a research perspective (for instance, whether it seeks to assess improvements in conceptual understanding, the development of critical thinking skills, or metacognitive competence).
The results are presented through thematic analysis and summary tables that adequately reflect students’ responses. The presentation is clear and well organized; however, it lacks a deeper critical or interpretative analysis of those responses. Moreover, there is no systematic reflection on students’ progress. The absence of clearly defined objectives also limits the understanding of the study’s focus and the coherence of the results.
Overall, these improvements would strengthen the internal coherence and academic validity of the study, allowing the article to move beyond the mere description of a teaching experience and become a rigorous and replicable educational research contribution. Greater precision in the objectives, together with an updated theoretical framework and a deeper critical analysis of the results, would enhance the scientific contribution of the work and its relevance for the international academic community interested in experiential learning and education in global contexts.
Author Response
Thank you for your comment. Please see in the attachment the detailed response.
Author Response File: Author Response.pdf
Round 2
Reviewer 1 Report
Comments and Suggestions for AuthorsMany of the comments from my previous review have not been addressed by the authors, primarily due to time constraints. The authors must have adequate time to revise and rewrite the specified sections.
While the revised sections are ready, I would like to see the unresolved issues addressed before the next submission. As it stands, the manuscript is not 100% prepared for publication.
Comments on the Quality of English LanguageMany sentences are overly long or contain multiple clauses, which can obscure the main point. Clarity could be improved through simplification and restructuring.
There is some inconsistency in the use of hyphenation and capitalisation for key terms.
-Hyphenation of 'meta-cognitive': Appears as 'meta-cognitive' and 'metacognitive' in different parts of the document. Consistent use of one form (e.g., 'metacognitive' as a single word) is recommended.
-'Experiential Learning Modules' vs. 'ELM': While the acronym is defined, ensure consistent use of either the full term or the acronym once defined.
Some paragraphs, especially in the abstract, move quickly from one idea to the next without strong transitional phrases.
Author Response
Responses to Round 2
Reviewer 1
Many of the comments from my previous review have not been addressed by the authors, primarily due to time constraints. The authors must have adequate time to revise and rewrite the specified sections.
Previous Round 1, Reviewer 1: comments that we may not have fully addressed.
- Expand the study to include multiple ELMs as the authors themselves suggest (minimum of three)
There is no journal space to do this.
The lead author’s dissertation addresses multiple ELMs. Still, banana and plantain production is emblematic of the Haitian context, as these are fundamental food items for Haitian people while also being familiar products for U.S. students and their families. This focal case ELM has the potential to stimulate students’ interest in delving into the origins of the familiar fruit and its role in the everyday lives of people in another country.
- Include diverse educational contexts (undergraduate courses, different institutions, international settings)
There is not journal space to do this, but we do discuss the ELM implementation process as it might play out as it is used in different contexts.
This ELM was also used at a partner university, but the data and analysis focus on the senior author’s institution, the way it was implemented there, and the lessons learned during the process.
- Provide comparative analysis across different agricultural development topics
We discuss this, but most of this is beyond the scope of the paper.
As mentioned, we think that the ubiquity of bananas and plantains in the U.S. student diet provides an initial draw for intrinsic interest and motivation among students participating in an ELM. Other crops or production techniques may be more interesting to students in production agriculture, but Musa may be more broadly implementable in other curricula where students do not have farm experience in their backgrounds or programs of instruction.
Round 2, Reviewer 1: While the revised sections are ready, I would like to see the unresolved issues addressed before the next submission. As it stands, the manuscript is not 100% prepared for publication.
Comments on the Quality of English Language
- Many sentences are overly long or contain multiple clauses, which can obscure the main point. Clarity could be improved through simplification and restructuring.
We endeavored to find long sentences with multiple clauses and simply the flow of thought.
We conducted extensive copyediting to the text and references to improve clarity.
Author Response File: Author Response.pdf
Reviewer 2 Report
Comments and Suggestions for AuthorsThe manuscript can be accepted without further changes.
Author Response
Responses to Round 2
Reviewer 1
Many of the comments from my previous review have not been addressed by the authors, primarily due to time constraints. The authors must have adequate time to revise and rewrite the specified sections.
Previous Round 1, Reviewer 1: comments that we may not have fully addressed.
- Expand the study to include multiple ELMs as the authors themselves suggest (minimum of three)
There is no journal space to do this.
The lead author’s dissertation addresses multiple ELMs. Still, banana and plantain production is emblematic of the Haitian context, as these are fundamental food items for Haitian people while also being familiar products for U.S. students and their families. This focal case ELM has the potential to stimulate students’ interest in delving into the origins of the familiar fruit and its role in the everyday lives of people in another country.
- Include diverse educational contexts (undergraduate courses, different institutions, international settings)
There is not journal space to do this, but we do discuss the ELM implementation process as it might play out as it is used in different contexts.
This ELM was also used at a partner university, but the data and analysis focus on the senior author’s institution, the way it was implemented there, and the lessons learned during the process.
- Provide comparative analysis across different agricultural development topics
We discuss this, but most of this is beyond the scope of the paper.
As mentioned, we think that the ubiquity of bananas and plantains in the U.S. student diet provides an initial draw for intrinsic interest and motivation among students participating in an ELM. Other crops or production techniques may be more interesting to students in production agriculture, but Musa may be more broadly implementable in other curricula where students do not have farm experience in their backgrounds or programs of instruction.
Round 2, Reviewer 1: While the revised sections are ready, I would like to see the unresolved issues addressed before the next submission. As it stands, the manuscript is not 100% prepared for publication.
Comments on the Quality of English Language
- Many sentences are overly long or contain multiple clauses, which can obscure the main point. Clarity could be improved through simplification and restructuring.
We endeavored to find long sentences with multiple clauses and simply the flow of thought.
We conducted extensive copyediting to the text and references to improve clarity.
