Validity and Reliability of the Civic-Minded Graduate Scale in a Place-Based Experiential Learning Context: Integrating Ethical and Self-construal Theory

In this paper we discuss the theoretical, design and evaluative underpinnings of the experiential learning context central to the design processes of the Future Delta 2.0 serious game. The game is aimed at facilitating understanding and action on local climate change. We begin with a discussion of play as it relates to designing serious games. Then we articulate the experiential learning context revealed through three interconnected design strands: meaningful learning objectives -- how the learning is structured; situatedness -- where the learning takes place, geographically and culturally; learning through action -- how learning happens through play. We introduce the experiential learning context of Future Delta 2.0, a virtual 3D game. The game reaches across art, science and technology to communicate a community-based local vision of climate change challenges and solutions in Delta, British Columbia. Finally, we discuss the design, evaluation methods and analysis of the Future Delta 2.0 experiential learning context. Our conclusion is that the experiential learning context may contribute theoretically and practically to the research and design of 3D serious games.

Self-efficacy has been examined around the world, with research indicating its importance for personal and civic development. The General Self-Efficacy Scale has been translated into 33 languages; however, no African language version has been well established, and research on self-efficacy in the region is rare. A measure of self-efficacy in Swahili, a language widely used in East Africa, could spur research. We describe the development of the Swahili General Self-Efficacy Scale and its psychometric properties with a large, diverse group of Tanzanian youth and emerging adults ( N = 1,409, ages 13–26). We report psychometrics including internal consistency, factor structure, convergent reliability, and the ability of the measure to predict civic competencies. Our results establish the Swahili General Self-Efficacy Scale as a credible measure with implications for personal and civic development. We suggest areas for investigation and provide the Swahili scale as an impetus for research in the region.

Students' speaking ability in Indonesian language learning is an important aspect that needs to be optimized. However, conventional learning approaches that are less relevant to students' lives often hinder the development of these skills. This study aims to analyze teachers' strategies, especially in the Muadalah Ulya Education Unit, in integrating the Contextual Teaching and Learning (CTL) method to improve students' speaking skills, identify challenges and solutions to the implementation of CTL, and evaluate the transformation of students' speaking skills after the implementation of this method. This research used a qualitative approach with a case study design, where data was collected through observation, interviews, and document analysis. The results showed that the implementation of CTL encouraged students to be more active in speaking through learning activities relevant to daily life. Challenges faced include time constraints, technology support, and differences in students' level of understanding, but these can be overcome through the preparation of flexible lesson plans and collaboration between teachers and students. Visible transformations include increased student courage in expressing opinions, more structured language use, and better understanding of the context of the conversation. This study found that the application of CTL method in Indonesian language learning is effective in optimizing students' speaking skills, while providing meaningful and contextual learning experiences. This research emphasizes the development of learning strategies that are relevant to the needs of students in the modern era. Â

Like organizations in other sectors, military settings can be appropriately characterized as political arenas.As such, political skill is critical for military leader effectiveness and leader reputation.This article proposes a conceptual model that articulates the roles of political skill, contextual learning, impression management, and adaptation in leader reputation development for military personnel aspiring to leadership positions. Political skill is shaped by mentoring and contextual learning experiences, which, in turn, affect the flexibility needed for making favorable impressions on others, adaptation, and fit. Implications of the proposed model for developing a more informed understanding of leader effectiveness and reputation in the military are discussed, as are directions for future research. ©2007 Wiley Periodicals, Inc.

PurposeThis study proposes a serial mediation model to investigate the factors influencing hospitality and tourism (H&T) students' destination choice intentions in an experiential learning context. By extending the theory of planned behavior (TPB) model to include extended variables and the stimulus-organism-response (S-O-R) theory, this study explores pathways in which experiential learning involvement (IEL) and destination emotions (DE) interact with attitude (ATT), subjective norms (SN) and perceived behavioral control (PBC) to predict H&T students' intentions (ITT). This work also examines the moderating role of destination familiarity (DF) on relationships between destination emotions and attitudes, subjective norms and perceived behavioral control.Design/methodology/approachThe conceptual model and research hypotheses were each assessed using partial least squares structural equation modeling (PLS-SEM). Paper-based surveys were used to collect data from 715 students majoring in tourism and hospitality training at schools in Vietnam and applying experiential learning activities during their training.FindingsResearch results confirm a serial mediation model wherein IEL and DE promote the formation of intention to choose a specific destination through various pathways: IEL? PBC? ITT; IEL? DE? SN/PBC? ITT and DE? SN/PBC? ITT. In addition, the results show that destination familiarity dampens the relationship between emotions and attitudes as well as with perceived behavioral control.Practical implicationsThis study offers practical recommendations for destination management organizations (DMOs) seeking to increase the intention of H&T students to choose their particular destination. These recommendations include: forming strategic alliances with H&T educational institutions; implementing preferential policies like discounted or free admission to attractions and corporate discounts for students; launching targeted digital marketing campaigns on social media platforms and promoting the destination through youth-oriented media such as television shows and music videos.Originality/valueFrom addressing the research gap by developing and testing a serial mediation model of destination choice intention of H&T students in an experiential learning context, this study offers new insights into developing scales of constructs in the research model associated with the context of experiential learning and highlights the importance of IEL and DE as a stimulus to achieve ATT, SN and PBC, all of which serve to increase H&T students' intention to choose a destination through different paths under the moderating lens of destination familiarly.

Stability of the five-factor structure of the Positive and Negative Syndrome Scale (PANSS)

Consumption economics education in children has an important role in shaping rational and responsible consumption mindsets and behaviors, Economic developments and advances in information technology have brought changes to people's consumption patterns, including adolescents. This study uses a qualitative design with a case study approach with a number of key informants and supporting informants as many as 40 people, key informants of junior high school students in Padang City as many as 28 people. The supporting informants are social studies teachers, parents and curriculum representatives with a total of 12 supporting informants. This research produced four themes, namely: (1) students' understanding of the concept of consumption economics (2) consumption behavior of junior high school students in daily life (3) The role of schools in consumption economics education (4) The role of the family in shaping children's consumption behavior, (5) The influence of the local social and cultural environment. The results of this study show that consumer economics education for junior high school students in Padang City has not been fully effective in shaping rational consumption behavior. There is a gap between understanding economic concepts and daily consumption practices. This condition reinforces the view that consumer economics education needs to be directed towards contextual learning and real-life experiences

This study explored the measurement equivalence of the Career Indecision Profile (CIP) in a Chinese sample with both U.S. and South Korean samples. Past measurement invariance research on the CIP in four international samples (Icelandic young adults, Italian adolescents, French-speaking young adults, and South Korean adolescents) has supported a four-factor structure in the U.S. and in the three Western samples but not in the South Korean sample. Rather, a five-factor structure emerged in South Korea. This study sought to identify whether either the four- or five-factor structure would demonstrate suitable fit for a Chinese adolescent sample. Results indicated that the four-factor structure developed in the United States did not replicate in China, but the five-factor structure found in South Korea showed adequate fit. Additional analysis suggested full metric invariance on all five scales and scalar invariance on four of the five scales. These findings extend the past measurement invariance work with the CIP to suggest two potential ways with which to understand career indecision: a four-factor structure in Western cultures and a five-factor model in Eastern cultures. Future research needs are discussed.

The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics’ experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis.Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics’ experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.

Faculty research has led to a plethora of innovations and entrepreneurial resources (I&E), allowing for enhancements to the greater social good including, but not limited to, technological and economic advancements. Faculty I&E also enhances faculty competitiveness for funding, institutional image and fundraising, and supports students’ workforce preparation. Over time institutions of higher education have recognized the value of faculty I&E in their mission statements and strategic plans. Yet commensurate promotion and tenure processes and policies are not a given, within and across institutions, and many faculties may be in the position of weighing their own interests in I&E activity against a lack of its explicit value in academia. Admittedly, though, an empirical basis regarding these suspicions is limited. Herein, we describe our work: 1) mapping the otherwise unknown terrain of factors relevant to the evaluation of tenure-line faculty members’ I&E in promotion considerations in the US, via a survey of 99 unique institutions across the academic spectrum and, from this, 2) advancing recommendations to inform a non-binding alliance of over 67 US institutions that share a common commitment to pursuing best practices for inclusively recognizing faculty I&E impact through university reward structures.

This study focuses on the development of an instrument to assess the effectiveness of experiential-based Islamic learning at the tertiary level. This research is categorized as an instrument development study, with students serving as the respondents. The sampling method employed is a stratified technique, classifying students based on their experience and participation in experiential-based Islamic religious learning. A total of 93 students from undergraduate programs in Islamic Religious Education and Sharia Banking were deemed eligible to participate. The study successfully developed a quality instrument for measuring experiential-based learning, validated through construct analysis, as well as assessed for reliability. The instrument demonstrates a high validity (0.813) and good reliability (0.909). It is supported by the identification of key components that constitute experiential-based Islamic learning (EBL), which are categorized into three aspects: independence (SD), problem-solving (PCO), and experience as a learning resource (ELS). The results indicate a favorable tendency toward the successful implementation of each aspect. Based on these findings, it is recommended that educators focus on improving the design, execution, and evaluation of the learning process. Future researchers are encouraged to develop measurement models for assessing material understanding within the context of experiential learning.

Instead of being seen as an essential component of the core curriculum, creative dance is often considered to be within the purview of the physical education department. In order to determine whether or not creative dance can be categorized as experiential learning for children aged 5 to 12 who are engaged in standard state education, the primary objective of this study is to conduct a literature review on the benefits of creative dance for this population. This will allow the researchers to determine whether or not creative dance can be categorized as experiential learning. The literature study included key phrases from a number of different databases, and it arrived at possible advantages that may be articulated within the context of experiential learning. The research indicates that creative dance has positive effects on socioemotional, arts-based, transferrable, physical, embodied, and cognitive learning. Considering creative dance to be a kind of hands-on education may lend credence to the idea that it should have a more prominent place in the instructional framework. Through a study of the relevant material, this essay reinterprets the function that creative dance plays in the educational development of young children. If the advantages of creative dance as well as its method were recast as experiential learning, then maybe it would have a more prominent position in the curriculum.

Using Role-play with Physiotherapy Students: Part 1: Background and Rationale

As the context of experiential learning has evolved over the last several decades, we argue this is a moment of inflection. This essay follows a human-centered design process to update the definition of experiential education (EE) for the Society for Experiential Education (SEE). The authors stewarded a 20-month process to identify needs, define the challenge, develop solutions, and create prototypes. Data collection, reflection, and transformation occurred through dozens of conversations with hundreds of stakeholders from the broader EE community and SEE members, stakeholders. The prototype definitions are here! In the context of an experientially focused and practical project, the authors share and reflect upon three emergent prototype definitions. The prototypes reflect the needs of both educators and community partners throughout the experiential learning ecosystem. The reflections help us connect this project back to the broader landscape of evidence-driven practice in North American higher education.

This paper addresses questions of contextual learning experience sharing among users in personal learning environments. As learning environments has become personal and user oriented, a user can acquire knowledge and learning experiences anywhere and anytime by reading public or personal online learning resources aggregated by a set of provided tools. In this paper, we propose a system allowing a user to share his contextual learning experiences with his/her friends by sharing his contextual learning histories. This experience is propagated to others by using a trusted social network. Our system not only helps users to spread their learning experiences but also ensures user privacy (individual knowledge and preferences). It can be applied to enhance lifelong learning.