This study explores the learning experiences of postgraduate students pursuing master's degree in higher education. The assessment students enrolled in the course "Application of Computer in Research" observed through semi-structured observations. These observations contained 16 weeks (4 days a week). The observation tool was validated through five experts' opinions, and a mock observation was conducted in order to ensure the reliability of the tool. The researcher deeply observed the students' learning experiences daily by tasks, activities and discussions in which they were involved by the teacher—the analysis procedures controlled through coding, memos and themes generation. The study findings revealed that experiential learning provided students with some important skills that enhance their learning in a better way. The study contributed to the field of education at a higher level than postgraduates might be handled through active learning because active learning may indulge new visions, ideas for creative work and transferring those ideas through reflection by involving students in the activities in which they do the tasks by themselves.

This is an exploratory research study that aimed at capturing students’ learning experience in a public sector university campus in a remote region in Pakistan. The sample included students in the last semester of their two years Master’s program in Education Data were generated through a questionnaire survey, in-depth interviews, and whole-class discussions with Master’s students of Education. Findings showed that the students saw their learning embedded inrelation to the interaction with the faculty members, availability of resources, and interactive teaching approaches. It surfaced that remoteness of the context and unavailability of the Internet, lack of relative skills, and English language deficiencies, were key challenges.

This study aimed at the development and validation of a research instrument for students learning experiences (SLE) at the higher education level in the public sector universities of Punjab, Pakistan. Data were collected on three constructs as students learning experiences inside the classroom,outside the classroom and on-campus. The factors in students learning experiences inside the classroom factors like teacher interaction, assessment and feedback, and peer group discussion were measured. The factors of outside classroom learning experiences as cultural diversity, library and learning resources and conferences, seminars and webinars were measured. The simple random sampling technique was applied in the department of education,psychology and sociology in six public universities in Punjab to collect data.The tryout of the instrument was conducted on 200 students' samples to measure the content validity and reliability. The expert opinion was sought from the University of Sargodha and the University of Punjab Lahore. The Cronbach alpha reliability was .95, which showed the instrument is reliable.Having pilot tested the instrument. Data were collected from 1024 male and female students. The questionnaire comprised 42 items. Structure Equation Model (SEM) was used to validate the instrument using Confirmatory Factor Analysis (CFA). The Cronbach alpha and SEM results indicated that students learning experiences resulted in fit indices as an acceptable model.