Experiential Learning Activities Research Articles

Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions

ABSTRACT Globalisation has increased cultural diversity in Chinese higher education, highlighting needs for intercultural competence development. However, suitable China-centric resources are lacking. This study evaluates intercultural learning materials developed by the RICH-Ed project, an intercultural communication textbook grounded in critical social constructionism and non-essentialist principles. The study employed a two-phase qualitative design, collecting data through questionnaires and interviews to understand students’ and instructors’ perceptions of the materials. The results indicate the RICH-Ed intercultural learning materials expanded students’ intercultural understanding. The interactive experiential learning activities enabled transformational self-reflection, challenging previous assumptions and developing appreciation for diverse perspectives. Similarly, the materials shaped instructors’ beliefs about intercultural communication. Instructors also experienced significant pedagogical shifts from essentialist to contemporary critical constructionist approaches. The collaborative lesson planning, observation, and reflection cycles built instructors’ confidence and competence in student-centred, dialogue-based methods aimed at intercultural learning goals. However, academic reading difficulties and the need for supplementary teacher training were issues identified. Recommendations include scaffolding comprehension through glossaries, discussions, and levelled reading; tailoring examples and roleplays for Chinese contexts; adding interactive multimedia; and expanding lesson studies. This utilisation-focused evaluation provides insights to strengthen emergent intercultural resources and training programmes in Chinese higher education.

Innovative pedagogy: nurturing excellence through an effective student-centered approach in medicinal chemistry courses

Medicinal chemistry educators face challenges in providing students with essential tools to ensure an ideal learning environment. The suspension of on-site classes during the COVID-19 pandemic introduced further obstacles. This study investigated learning outcomes in an online versus on-site medicinal chemistry course in Saudi Arabia, focusing on drug classes and biomolecular interactions. We utilized a causal-comparison study method using data from first-year Pharmacy students (P1) enrolled in the Medicinal Chemistry I course (semester 1) during the 2019–2020 (on-site class) and 2020–2021 (online class) academic years. Data were analyzed using JMP software. The online course utilized advanced virtual technology such as Blackboard Collaborate Ultra and other computational platforms. Data representing the performance of 196 students were obtained. The analyses of the assessment scores showed a mean of 80.45 ± 12.65 for the online class group compared with 71.90 ± 9.50 for the on-site class group. Most online students showed improvement in their active engagement and learning experience. Current data support the argument that there is no apparent difference between outcomes for online versus on-site medicinal chemistry courses. Furthermore, advanced tools and their application within the online instructional methodology play a critical role in the overall learning experience.

Towards Integrating Emotional Intelligence in the Interpreter’s Toolkit: Emotions’ Management Training of Translation Graduate Students in KSA

Emotional Intelligence (henceforth, EI) is a critical but often an overlooked component in interpreter training, particularly in the context of Saudi Arabia (KSA) training curricula. This paper examines the integration of EI into the training toolkit for interpreters in KSA, focusing on the recognition and management of emotions. This study, conducted in a Saudi University, investigates the crucial role of EI in interpreter training. A mixed-method approach employing the EQ-i self-assessment, a self-developed questionnaire, and interviews with graduate interpreting students and trainers reveals a gap between the recognition of EI's importance and its actual integration into training programs. While the EQ-i data suggests a baseline level of EI in participants, current programs prioritize language proficiency over EI development. This disconnect necessitates a paradigm shift – a move towards an integrated training model that emphasizes both linguistic skills and crucial interpersonal skills like empathy, cultural competence, and stress management, all key aspects of EI. The study recommends faculty training on EI principles and integration methods, curriculum development with experiential learning activities, and collaboration with EI experts. The paper puts focus on the necessity for interpreter training programs in KSA universities in order to equip future interpreters with the comprehensive skill set to excel in their emotionally complex profession. Further research is necessary to explore culturally appropriate EI assessment tools and the long-term impact of such training on interpreter performance and career development.

Implementasi Permainan Tradisional Batok Kelapa Untuk Meningkatkan Kemampuan Koordinasi Gerak dan Keseimbangan Tubuh

This research aims to improve the movement coordination and body balance abilities of class 1C students at SDN Pakis 1 Surabaya through the implementation of the traditional coconut shell game. This Classroom Action Research (PTK) was carried out in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The results showed a significant improvement in students' motor skills. At pre-cycle, only 25% of students achieved the expected skills. After implementing the coconut shell game, the percentage of students who completed it increased to 42.86% in the first cycle and 82.14% in the second cycle. This increase indicates that the traditional coconut shell game is an effective method in developing students' movement coordination and body balance skills and providing a fun and active learning experience.

Implementasi Permainan Tradisional Batok Kelapa Untuk Meningkatkan Kemampuan Koordinasi Gerak dan Keseimbangan Tubuh

This research aims to improve the movement coordination and body balance abilities of class 1C students at SDN Pakis 1 Surabaya through the implementation of the traditional coconut shell game. This Classroom Action Research (PTK) was carried out in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The results showed a significant improvement in students' motor skills. At pre-cycle, only 25% of students achieved the expected skills. After implementing the coconut shell game, the percentage of students who completed it increased to 42.86% in the first cycle and 82.14% in the second cycle. This increase indicates that the traditional coconut shell game is an effective method in developing students' movement coordination and body balance skills and providing a fun and active learning experience.

Discrepancies between guidelines, preferences and actual activities in psychotherapy supervision

AbstractBackgroundClinical supervision, also known as consultation, is a key component of professional growth for psychotherapists, often involving activities like case discussions or practical exercises. However, the extent to which the content of supervision follows practice guidelines and whether supervision meets the preferences of psychotherapists is largely unclear.AimsThis study aimed to understand what psychotherapists prefer to do in clinical supervision and contrast that to what their supervision comprises. A secondary aim was to explore whether there were any differences in preferred activities between psychotherapists with different background variables, such as profession and training, and to examine associations between activities, supervision satisfaction and effectiveness.Materials & MethodsPsychotherapists (N = 243, 84% women, mean age 46.3 years, SD = 10.6) completed an online survey regarding their supervision preferences and actual supervision activities.ResultsThe psychotherapists reported that formative activities, such as concrete exercises, discussing recorded material and modelling, were significantly more preferred than they were occurring in clinical supervision. The activities of teaching, modelling and discussions on emotional reactions, which are more associated with restoration, were associated with supervision satisfaction and competence. Psychotherapists with a cognitive behavioural therapy orientation preferred more active learning activities than other psychotherapists.ConclusionsOverall, neither the preferred nor the actual activities aligned with existing guidelines for supervision practices. Still, the therapists reported a preference for more experiential learning activities rather than more verbal activities.

The Effectiveness of Experiential Learning Strategy in Achieving Science Subject Competence Among Fifth Grade Elementary School Students

This study investigates the effectiveness of experiential learning strategies in enhancing science subject competence among fifth-grade elementary students in Anbar Governorate, where traditional teaching methods dominate. Prior research indicates a lack of engagement and critical thinking among students, emphasizing the need for pedagogical approaches that promote active learning and real-world experiences. Employing a descriptive and experimental design, this research included two groups: an experimental group receiving instruction through experiential learning and a control group taught via traditional methods. The sample consisted of 65 fifth-grade students from Al-Mu'min Primary School, chosen to ensure representativeness. Pre-experimental assessments ensured equivalence in variables such as age, intelligence, and previous academic achievement. The study's impact was evaluated using a post-test composed of 40 multiple-choice questions aligned with the science curriculum. Statistical analysis revealed a significant difference in mean achievement test scores between the groups, with the experimental group achieving a higher average score of 29.90 compared to the control group's 22.55. The calculated t-value was 10.11, surpassing the critical t-value of 2.00 at the 0.05 significance level, indicating strong evidence for the effectiveness of experiential learning strategies. Furthermore, the effect size measured using eta squared (η² = 0.63) confirmed a large impact on student achievement. The findings signify that experiential learning strategies substantially enhance science subject competence among elementary students, fostering greater engagement and understanding of scientific concepts. These results advocate for the integration of experiential learning methodologies in science education, reflecting a shift away from traditional teaching practices to more effective, student-centered approaches that promote critical thinking and real-world application of knowledge.

A Qualitative Study on the Impact and Feasibility of a Simulation-Based Program for Shared Decision-Making in Non-Small Cell Lung Cancer Care.

In the pursuit of improved clinical outcomes and patient experience in health care, shared decision-making (SDM) stands as a pivotal concept garnering increasing attention, but SDM utilization varies widely, often leading to confusion regarding team members' roles. This study explores knowledge, skills, and attitudes of oncology clinicians engaged in a pioneering educational initiative at a comprehensive cancer care center, aimed at enhancing frontline SDM capabilities. Utilizing a prospective cohort qualitative approach, the team conducted interviews with 6 clinicians in a multidisciplinary oncology program who were engaged in an SDM continuing education program. In the program, participants were immersed in experiential learning activities including standardized didactic sessions and simulation-based SDM case role-play activities. Thematic analysis of interview data revealed 5 major categories: 1) perceptions of SDM; 2) training; 3) patient-centered care; 4) challenges and constraints; and 5) leadership buy-in. Participants perceived benefits, including adopting a better approach to integrate SDM into their practice, heightened engagement, emphasizing team collaboration, and embracing a patient-centric care model. This study underscores the transformative impact of education and training on enhancing SDM capabilities among oncology clinicians and is not intended for generalizability. By promoting a basic understanding and application of SDM principles, practicing clinicians can be better empowered to improve health care outcomes and experience. Our findings contribute to the broader endeavor of embedding practical SDM principles within clinical practice, thereby fostering a more patient-centered and effective health care environment.

Application of Character Education in the Modern Islamic Boarding School Curriculum

Character education is an important aspect in students' personal development, especially in a modern pesantren environment that integrates religious and general education. This study aims to explore the application of character education in the modern pesantren curriculum and its impact on student development. The method used is a case study on several modern Islamic boarding schools in Indonesia, focusing on the strategy, implementation, and evaluation of character education programs. The results of the study show that modern Islamic boarding schools apply various approaches in educating students' character, including the integration of religious values, experiential learning, and extracurricular activities that support character development. The implementation has a positive impact on student attitudes and behaviors, such as increased discipline, responsibility, and empathy. This study concludes that the curriculum of modern Islamic boarding schools that integrate character education can make a significant contribution to the formation of students' character, and recommends a more structured and sustainable approach to improve the effectiveness of character education in Islamic boarding schools.

Increasing intercultural competence among psychology students using experiential learning activities with international student partners.

Increasing intercultural competence among psychology students using experiential learning activities with international student partners.

Exploring Climate Change through Experiential Learning Activities for Nonscience Majors

Exploring Climate Change through Experiential Learning Activities for Nonscience Majors

The retirement village experiential learning journey (RV-ELJ): an Australian “case study” in university course curriculum to reduce ageism and promote working with older adults

ABSTRACT Background An aging population means health services are dealing with increasing numbers of older adults, placing challenges on health care systems. Research demonstrates many students who are in the health sciences carry negative views toward older adults, affecting their choice to work with older adults. This study evaluated whether course curriculum via an experiential learning activity that exposed Pre-Medicine students to older adults in retirement villages, improves attitudes to working with older adults upon graduation. Methods A survey using validated tools namely Australian Aging Sematic Differential (AASD); Relating to Older People (ROPE): Reactions to Aging Questionnaire (RAQ); Geriatric Attitudes Scale (GAS) was implemented. Thematic analysis to evaluate students’ reflective essays post placement was conducted (n = 11). Results There were significant positive shifts in attitudes toward older adults and aging (AASD/GAS), along with improvements in students’ self-perceptions of aging supported by qualitative analysis. Discussion The results support the need for educational interventions like the RV-ELJ model for reducing ageism and encouraging a mind-set shift toward working with older adults. It is important to expose students to settings where older adults live independently to build rapport and breakdown prejudices and stereotypes. This is likely to encourage interest in working with older adults.

Effects of experiential learning on intention to become a CPA

ABSTRACT The declining number of individuals taking and passing the Certified Public Accountant (CPA) exam worldwide, necessitates investigating the intention to become a CPA. Becoming a CPA is a career choice that student make as an undergraduate accounting major but not all students who make this choice pursue the certification. Prior research investigates experiential learning’s effects on career awareness and choice, yet no research to date has explored its role in student choices to become a CPA. Using a survey of 188 graduate and undergraduate students at two public universities, this research incorporates experiential learning in the Social Cognitive Career Theory (SCCT) model. Results show that as accounting students engage in more experiential learning activities, they build self-efficacy to become CPAs. This effect is greater for those with a lower grade point average (GPA). In addition, increased self-efficacy increases positive outcome expectations of becoming a CPA and decreases negative outcome expectations. Theoretical implications include expanding SCCT in an accounting context and finding positive effects of experiential learning on the intention to become a CPA and moderating effects of GPA. Practically, the results highlight institutional support for students engaging in multiple types of experiential learning including student organizations, internships, and community-based projects.

Assessing the Impact of Experiential Learning in Promoting Environmental Education and Sustainable Practices

This study investigates the effectiveness of experiential teaching and learning methods in enhancing environmental education among 2nd-grade students in Hyderabad, India. Utilizing a mixedmethods approach, this quasi-experimental study involved 30 students from two schools managed by different organizations. The intervention group engaged in experiential learning activities designed to improve their understanding of environmental issues and promote sustainable practices. Pre-test and post-test assessments, along with qualitative data from interviews, focus group discussions, and observations, were used. Quantitative analysis revealed significant improvements in post-test scores among students exposed to experiential learning compared to those following traditional methods. The mean pretest score of 9.97 increased to 16.80 in the post-test, indicating a notable enhancement in environmental knowledge. Qualitative data supported these findings, showing increased student engagement and critical thinking regarding environmental issues. The study demonstrates that experiential learning effectively fosters environmental awareness and sustainable practices among young students. The positive correlation between experiential learning interventions and improved educational outcomes highlights the potential for incorporating these methods into broader educational curricula to address environmental challenges comprehensively.

Three Experiential Learning Activities for the Online Environment

Three Experiential Learning Activities for the Online Environment

Enhancing Roles: Teaching the Teachers Through EHR Documentation and Associated Quality of Care Analysis.

Electronic health records (EHR) are designed to promote patient safety, workflow efficiency, and communication (HealthIT.gov). Competency in the use of an EHR is essential for both undergraduate and graduate nursing students. Masters prepared nurse educator students may become clinical faculty in schools of nursing or clinical nurse educators in hospitals or out-patient settings after graduation. A gap exists in preparing future nurse educators to teach EHR-specific skills to their future nursing student populations and in promoting patient safety through quality improvement initiatives. The purpose of this observational study is to evaluate experiential learning activities for Master of Science in Nursing (MSN) nurse educator students aimed at preparing them to teach EHR-specific skills to undergraduate nursing students and in utilizing an EHR query activity to develop quality improvement plans.

Sustainable development through service learning and community engagement in higher education: a systematic literature review

Purpose This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development. Design/methodology/approach In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise. Findings The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics. Research limitations/implications While this research is based on publications from two prominent databases, it may not include significant studies published in other databases. Practical implications These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability. Originality/value This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.

Experiential learning in sport tourism curriculum: A case study at the university of the Algarve

Sport is an important activity for tourists when they travel away from home, and travel experiences are accompanied by different types of sport. This paper focuses on an innovative pedagogical approach based on experiential learning activities. With this study we intend to describe the context, the teaching and learning process, and a real case package proposal that was successfully implemented by a group of undergraduate students. This education approach has been developed for the last three academic years as part of a 3rd year module ‘Sport, Leisure and Tourism’ within Sports undergraduate degree at the University of Algarve (Portugal). The case study method and reflective portfolio, underpinned by experiential learning theory, were designed to create an authentic, enriching and transformative learning experience for all students. The authentic experiential learning had positive impact on the dynamics established in the classroom, where we could see active participation of the students. This education experience allowed the creation of a tourist sport package that fits the objectives of a specific hotel, and allows the diversity of their offer and the attraction of new senior clients.

Developing Skills in Designing Experiential Learning Activities in Mathematics Teaching for Primary Education Students at Tan Trao University, Tuyen Quang Province

The enhancement of educational practices through the integration of experiential learning activities in mathematics teaching is increasingly recognized as essential for fostering student engagement and comprehension. This study delves into the development of skills required for designing such experiential activities among primary education students at Tan Trao University in Tuyen Quang Province. By implementing a structured training program, this research aims to equip future educators with both the theoretical knowledge and practical skills necessary to create dynamic and interactive mathematics lessons. The methodology encompasses a blend of qualitative and quantitative approaches to assess the effectiveness of the training program. Pre- and post-training evaluations, along with detailed observations and interviews, provide a comprehensive understanding of the improvements in the students' abilities. The results demonstrate a marked enhancement in the competency of the students to design and execute experiential learning activities, reflecting a deeper understanding of pedagogical techniques and a more profound engagement with the subject matter. The findings underscore the transformative potential of experiential learning in primary education, highlighting how such approaches can make abstract mathematical concepts more tangible and relatable for young learners. This study also addresses the challenges and obstacles encountered during the implementation of these activities, offering insights and recommendations for overcoming such barriers. Furthermore, the research contributes to the broader discourse on educational innovation by illustrating the impact of well-designed experiential activities on student motivation and academic performance. It emphasizes the need for ongoing professional development and support for educators to continuously refine their teaching strategies in response to evolving educational demands. This study not only reinforces the value of experiential learning in mathematics education but also provides a practical framework for developing and implementing these activities. By preparing primary education students at Tan Trao University with these essential skills, the research paves the way for a more interactive, engaging, and effective educational experience for future generations. This underscores the critical role of innovative teaching methodologies in nurturing the intellectual and personal growth of young learners, ultimately contributing to the advancement of primary education in Vietnam.

Accounting Careers of Tomorrow: A Comprehensive and Accessible Professional Development Program

ABSTRACT This paper describes the Accounting Careers of Tomorrow (ACT) professional development program offered at a large, urban university. ACT is an experiential learning activity hosted at a public accounting firm, where students engage with employees from firms and corporations while immersed in a natural business environment. It provides a free event accessible to working and otherwise underserved students. The six-hour event was developed using experiential learning theory and community stakeholder feedback. It focuses on three key areas: (1) career exploration, (2) professional development, and (3) knowledge of personal and professional ethics. Results indicate that ACT improves students’ knowledge and confidence in these areas, with students especially learning from the mock interview session. This learning strategy discusses current challenges in accounting education, reviews the literature on experiential learning, and documents ACT’s development, implementation, and efficacy. It also provides guidance on how it can be adopted face-to-face, online synchronously, and online asynchronously. Data Availability: Data are available from the authors upon request.