Application Of Experiential Learning Research Articles

The Experiences of Non-PE Teachers in Teaching First Aid and Emergency Response: A Phenomenological Study

This phenomenological study aimed to explore and understand the experiences of non- PE teacher in teaching First Aid and Emergency Response in District I Asuncion, Davao Del Norte. The participants’ experiences, coping mechanisms, and insights were gathered. The theory and the idea of the study were gleamed through the Skills Acquisition Theory of Fitts and Posner (1967), Pedagogical Content Knowledge (PCK) by Shulman (1987), and Experiential Learning Theory by Kolb (1970). Out of the fourteen (14) participants who participated in this study, seven (7) non-PE teachers underwent in- depth interviews (IDI), and another seven (7) for focus group discussion (FGD); (7) participants of them participated virtually through Zoom application while the other (7) participants underwent to a face-to-face interview. They selected to purposive sampling technique. As to the experiences of the non-PE teachers, the following themes emerged: experiencing lack of resources; inadequacy of training opportunities; giving value to learning first aid and emergency response; having struggles in teaching due to insufficient knowledge and skills; provision of practical knowledge and personal growth; having lack of confidence and uncertainty in teaching first aid; and having students who actively participating. To address the issues and challenges, the non-PE teachers mentioned the following: application of experiential learning in practical knowledge skills education; collaboration with people in first aid and emergency response; being optimistic and enthusiastic; sustaining creative adaptation and comprehensive readiness; and utilizing online resources for knowledge enhancement. They also cited insights they could share with others through the themes that emerged; provisions of support, training, and seminar- workshop for non-PE teachers; integration of practical application in real scenarios; continuous professional development in first aid and emergency response; and practice of being calm in emergency response. The results are deemed essential to non–PE teachers, students, the Department of Education, School Administrators, and other stakeholders to give awareness and create best practices that would provide great help in delivering quality teaching of First Aid and Emergency Response, training techniques that would motivate and encourage the non- PE teachers.

Games and Arts as Tools for Developing Generic Skills in Engineering Students

In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom.

Enhancing Marketing Students’ Indigenous Cultural Competencies Through a Decolonisation and Authentic Assessment Approach

To prepare students for multicultural environments and understand consumers from different backgrounds, marketing educators must incorporate diversity into their curricula and recognise the importance of decolonisation by considering First Nations’ perspectives to promote reconciliation and better outcomes. This paper reports on a novel approach of students working directly with First Nations businesspeople to gain an applied understanding of Indigenous cultural learning. The study examines the influence of this approach on students’ learning and cultural understanding, as well as how the teaching approach and authentic assessment design within the unit improve the confidence of students to apply these learnings and engage in culturally informed practices, both presently and in their future careers. Through embracing an applied learning experience and critical self-reflexivity, students gained a greater appreciation and respect for First Nations peoples resulting in a transformational shift in their attitudes, leading to greater empowerment, respect, competence and confidence in their cultural awareness to work with First Nations. The paper fills a gap in the literature by highlighting a teaching and learning approach that engages and builds students’ Indigenous cultural competencies within the marketing discipline through a strength-based approach, thus promoting cultural sensitivity and effective communication with diverse populations.

Integration Review of Project Based Learning in Biology Education: A Systematic Literature Synthesis of Education Levels, Biology Subdisciplines, Research Methodologies and Learning Competencies

Project-Based Learning (PjBL) has become an increasingly popular learning approach in many fields, including biology. The research conducted a systematic review of the literature on the implementation and effectiveness of PjBL in biology education, especially in the period 2019–2023. The study explores the use of PjBL in various subdisciplines of biology, education, and research methodologies, as well as integrating a variety of targeted learning and competence approaches. Colleges widely adopt PjBL, focusing on developing students' cognitive, affective, and psychomotor abilities. The study also highlights the various learning methods integrated into the pjBL, including laboratory experiments, field activities, and reflection. The findings confirm that PjBL is an effective educational strategy for improving student understanding of concepts, critical thinking skills, and learning motivation. This approach supports holistic and applied learning experiences, integrating theory with real practice, as well as developing skills essential to students in the 21st century. The study provides a comprehensive insight into the current trends and potential of PjBL in biology education, as well as recommending directions for future education research and practice.

Integrated Framework for Experiential Learning: Approaches & Impacts

Purpose: The paper aims to provide a robust foundation for understanding the significance and application of experiential learning as an attractive alternative for classroom learning. Through the identification and evaluation of various types of experiential learning, the research seeks to elucidate the diverse approaches and their impacts on student learning outcomes, skill development, and career readiness. Furthermore, by focusing on the integration of curriculum and faculty training to foster an innovation culture, it aims to delineate strategies for enhancing educational practices to align the objectives of higher education with real-world applications. By predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models, thereby providing insights that can inform educators, administrators, and policymakers in enhancing the effectiveness and inclusivity of experiential learning in higher education. Methodology: This paper presents the multifaceted landscape of experiential learning within the context of higher education. The primary objectives of the paper include gaining a comprehensive understanding of the concept and principles of experiential learning, identifying and evaluating various methods of experiential learning and their impacts in higher education, and exploring the integration of curriculum and faculty training to foster an innovation culture based on exploratory research methods. Results/Analysis: The paper aims to assess the impact of experiential learning adoption on student learning, skill development, and career readiness, emphasizing the importance of aligning educational practices with real-world applications. Furthermore, the paper seeks to address critical issues related to equity and inclusivity in experiential learning, along with identifying faculty training needs. By examining challenges and proposing solutions, the chapter contributes to creating an inclusive environment that benefits a diverse student body. The analysis takes a forward-looking approach by predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models. Originality/Value: This holistic exploration serves as a valuable resource for educators, administrators, and policymakers seeking to enhance the effectiveness and inclusivity of experiential learning in higher education. Type of paper: Exploratory Research.

Using Design Thinking to Solve Real-World Problems

This paper presents an innovative pedagogical model that incorporates components of team-based learning, problem-based learning, and design thinking in the context of a community-engaged applied learning experience. Students participating in this project build 21st century skills needed to be successful in their future educational and career pursuits. Undergraduate sociology and master's level social work students partnered with community organizations to solve a real-world problem for that organization. They were coached through the process by their instructors. Before participating in the project, students reflected on what they hoped to get out of the experience. After completion, they reflected on the process and what they learned. Analyzing student reflection papers, we found three themes: excitement and fears, challenges and opportunities, and personal and professional growth. We conclude by describing how instructors can incorporate aspects of this model into their own classroom, and the importance of teamwork skills, design thinking skills, and meaningful community engagement.

Art Didactics and New Technologies in Primary School Field Practice: Augmented Reality Application for Multimodality

This paper is a result of a field application carried out in a public school in the city of Thessaloniki, Greece. We aimed at integrating an augmented reality application in the primary school curriculum. The role of Art Education in nowadays mostly has to do with specific tasks, traditional art methods and materials that will always have their place in the curriculum. Art education is a fundamental aspect of a well-rounded education. It goes beyond merely teaching artistic techniques; it instills valuable life skills, fosters creativity, and contributes to personal growth, cultural understanding, and societal enrichment. Digital technologies, especially in the post covid and postdigital era, have influenced both the education system in general and art didactics as well. The research question of the paper is how new technologies and applications are reinventing and reshaping art education. The use and the study of specific artworks is carried out in a way for the multisensory experience of contemporary cultural reality. The key is to find a true balance between the field art practice and the high-end tech integration. How can we address old school artworks and artistic content in a multimodal way? Can we address a class free lesson in school? By addressing this empirical, applied learning experience, we tried to facilitate student with the technology integration.

Integrating the Web in the English Language Teaching-Learning Process: A Case Study in Text Analysis, 2nd Course, English Branch

E-learning has changed the perception of the world and influenced many areas of human social
 activity. It offers many new pedagogic opportunities and challenges in the teaching-learning process in Higher Education. Based on that, the integration of websites in the English acquisition process is important in the variety of interactive activities for improving the understanding of the English language and the communication of students in different subjects. This article analyses the integration of websites in the English teaching-learning process and examines the extent that technology-enhanced teaching and learning and its integration with coursebooks, make students benefit from language acquisition. This paper is focused on a case study with a group of 12 English language students, at the University of Korça. It focuses on how the web can be interlaced with the Text Analysis coursebook, by integrating four language skills, to improve overall language comprehension. The empirical descriptive qualitative research is applied to offer a lesson observation and description of applied learning experiences, such as collaborative learning with technology and the use of technology in communication. To gain an in-depth result, quantitative research is applied based on a focus-group online questionnaire with the students to see how web integration develops cognitive learning and how it facilitates learning and memory through speaking, listening, reading, and writing new knowledge found on the web, at different time intervals. Based on students’ perceptions it is seen how the websites may be a means of entertainment and motivation in acquiring new concepts in the subject of Text Analysis.

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

While previous research has examined the association between various forms of applied learning and effects on student outcomes, the present study examines engagement in forms of applied learning and three distinct measures of student success. Using longitudinal data from the Wabash National Study, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ graduation within four years, fourth-year college grades, and post-baccalaureate degree aspirations. Results suggested that certain applied learning experiences were associated with specific forms of student success. Specifically, the odds of graduation within four years increased for students who participated in internship, capstone, or study abroad experiences but decreased for students who participated in an independent study or volunteer experience. Applied learning experiences associated with higher college grades included faculty asking students to apply theories or concepts to practical problems or in new situations, completing an independent study, capstone, internship, research with a faculty member, or study abroad experience, but applying concepts to exams or assignments was associated with lower college grades. Finally, higher levels of students’ educational aspirations were associated with participating in research with a faculty member and study abroad. Together, these findings emphasize the need for institutions of higher education, faculty, and student affairs practitioners to nuance applied learning opportunities in relation to student success goals.

Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE): A tool to support preservice teachers’ applied learning experiences

In tandem with increased reliance on virtual teaching in K-12 schools, the purpose of this study was to develop a systematic observation instrument – the System for Observing Virtual Real Time Lessons in Physical Education (SOVRTL-PE) – to support teacher candidates' development of distance-delivery teaching skills during preservice training. SOVRTL-PE is designed specifically to capture and measure recommended instructional practices for teaching synchronous online physical education (OLPE) lessons to students in K-12 school settings. Instrument development entailed steps taken to address validity and reliability. To address validity, we created an a priori conceptual framework from the literature on OLPE, drew from observations of OLPE lessons and conducted a Delphi survey. Steps taken to address reliability included devising a coding system, pilot testing the instrument, and establishing inter- and intra-observer reliability. Results supported the validity and reliability of SOVRTL-PE. This new instrument provides teacher education programs with an evidence-informed tool to optimize teacher candidates’ preparation for effectively conducting lessons when OLPE is a suitable alternative to in-person educational programming.

Teacher Education Student Attitudes Toward School-Based Field Placements and Traditional University-Delivered Courses

This survey-centered study explores student preferences related to school-based field placements, prime examples of applied learning in that field, and the impact of those practical experiences on student motivation to succeed in classroom-delivered courses, student perception about whether these applied learning placements made traditional coursework more valuable to them, and perception about whether student teaching and similar field placements inspired them more to become effective classroom teachers. The survey was completed by 47 education students nearing the end of their teacher training program at a midsized Midwestern, open-enrollment state university. While it was expected that survey findings would be positive, the extent to which students embraced these applied learning experiences and perceived them to be valuable for learning outside the field placement was more positive than expected. In summary, students strongly sense that field experiences motivate them to do better in traditional courses, help them understand more the need for the content of those courses, and inspire them to work even harder to become effective teachers. While the numeric data from the survey is instructional, actual student comments more powerfully convey their very positive attitudes toward applied learning experiences in the field of teacher education.

Dynamics of the Implementation of Experience-Based Religious Learning in Indonesian and Malaysian Senior High Schools

Purpose – This study describes implementing the experiential learning-based spiritual learning model for high school students.
 Design/methods/approach – This research adopts a qualitative methodology with a narrative approach, focusing on thirteen Islamic religion teachers from both public and private high schools in Indonesia and Malaysia.
 Findings – This study divides the findings into three, namely teacher understanding, forms of application and constraints in experiential learning. Teachers' understanding of experiential learning based on this research is not evenly distributed. meaning that the teacher in theory does not know much but some have practiced it. the application of learning is carried out using online media. while the constraints faced came from internal and external factors.
 Research implications/limitations – This research recommends the use of experiential learning to enhance religious education. Teachers need to develop innovative learning strategies, while students should actively participate in the learning process and apply their experiences. The study also suggests that schools should incorporate experiential learning methods in their curriculum to enhance the effectiveness of religious education. These recommendations provide practical insights into developing religious education based on experiential learning.
 Originality/value – The study found similarities in the application of experiential learning in religious education between Indonesia and Malaysia, including the use of video media to increase students' interest in the material. However, both countries face similar obstacles, such as the need to increase teacher competence in innovative learning strategies, the presence of noise in new learning, and the need for standard syllabi.

Evaluation of a Virtual Training to Enhance Public Health Capacity for COVID-19 Infection Prevention and Control in Nursing Homes.

Context:Between April 2020 and May 2021, the Centers for Disease Control and Prevention (CDC) awarded more than $40 billion to health departments nationwide for COVID-19 prevention and response activities. One of the identified priorities for this investment was improving infection prevention and control (IPC) in nursing homes.Program:CDC developed a virtual course to train new and less experienced public health staff in core healthcare IPC principles and in the application of CDC COVID-19 healthcare IPC guidance for nursing homes.Implementation:From October 2020 to August 2021, the CDC led training sessions for 12 cohorts of public health staff using pretraining reading materials, case-based scenarios, didactic presentations, peer-learning opportunities, and subject matter expert–led discussions. Multiple electronic assessments were distributed to learners over time to measure changes in self-reported knowledge and confidence and to collect feedback on the course. Participating public health programs were also assessed to measure overall course impact.Evaluation:Among 182 enrolled learners, 94% completed the training. Most learners were infection preventionists (42%) or epidemiologists (38%), had less than 1 year of experience in their health department role (75%), and had less than 1 year of subject matter experience (54%). After training, learners reported increased knowledge and confidence in applying the CDC COVID-19 healthcare IPC guidance for nursing homes (≥81%) with the greatest increase in performing COVID-19 IPC consultations and assessments (87%). The majority of participating programs agreed that the course provided an overall benefit (88%) and reduced training burden (72%).Discussion:The CDC's virtual course was effective in increasing public health capacity for COVID-19 healthcare IPC in nursing homes and provides a possible model to increase IPC capacity for other infectious diseases and other healthcare settings. Future virtual healthcare IPC courses could be enhanced by tailoring materials to health department needs, reinforcing training through applied learning experiences, and supporting mechanisms to retain trained staff.

Applied learning and student views of social and political involvement

ABSTRACT While levels of civic engagement among undergraduate students in the United States have increased, understanding how applied learning experiences might facilitate or hinder promotion of civic attitudes, or personal importance of social and political involvement, can provide insights for both faculty and student affairs practitioners. Using longitudinal data from the Wabash National Study of Liberal Arts Education in the United States, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ fourth-year attitudes toward the importance of social and political involvement. Results suggested that participating in out-of-class experiences which applied classroom learning, volunteer opportunities, completion of a community project, and study abroad were all positively associated with higher levels of the importance students placed on their social and political involvement.

Review best practices for accommodating students during applied learning experiences

Providing accommodations for students during internships, clinical rotations, and other applied learning situations presents challenges for disability services providers, and COVID‐19 has added complications. Susan D. Friedfel, Esq., of Jackson Lewis, P.C., and Seth F. Gilbertson, Esq., of the State University of New York, shared best practices at a session at the University of Vermont's Legal Issues in Higher Education conference.

Applied Learning Experiences in Higher Education and Students’ Attitudes toward Professional Success

We examine the relationship between undergraduates’ engagement in applied learning experiences and changes in students’ fourth-year attitudes toward professional success and desire to contribute to the arts or sciences, using longitudinal data from the Wabash National Study. Results suggest applied learning experiences were positively or negatively associated with students’ attitudes toward professional success and making contributions to the arts or sciences, invoking implications for higher education and student affairs in both curricular and cocurricular domains.

The application of experiential learning for forensic accounting students: the Mock trial

ABSTRACT Designing and implementing accounting programms that develop relevant skills for industry are in greater demand from practitioners. In accounting courses, complex topics may require an approach beyond traditional lectures and workshops. Experiential learning provides an alternative approach and is particularly relevant to forensic accounting students where legal rules and processes are taught. This paper presents the results from implementing Kolb’s experiential learning model including a mock trial to improve student learning on the role of the forensic accounting expert witness. The study is a qualitative design and examines a collection of reflective writing accounts of student experiences over three years. Using Kolb’s four-stage cyclic model, the paper examines student learning outcomes and how learning was enhanced from the experience. Findings from this study identify that active learning and continual feedback are critical to student learning and that complex topics can be better understood with practical experience.

STUDENTS, PLEASE TEACH US! IMPLEMENTING STUDENT-EMPLOYEE REVERSE MENTORING TO INCREASE CAREER READINESS

ABSTRACT Despite being a key competency sought by employers, many college students do not exhibit career readiness upon graduation. Reverse mentoring between students (mentors) and company employees (mentees) is an innovative applied learning experience that helps students gain important job knowledge beyond what is taught in a traditional classroom setting. We report on the implementation of a student-employee reverse mentoring experience with a Fortune 500 company in a qualitative marketing research course. Furthermore, we provide seven steps for replicating the experience across a variety of other marketing courses. Finally, we deliver evidence that the reverse mentoring teaching innovation contributes to students’ preparedness on four important career readiness competencies: critical thinking, teamwork, professionalism, and communication.

GSA and AGHE: 75 Years of Leading Innovative, Interdisciplinary, Intergenerational, and Engaging Education

The AGHE Symposium will highlight the many ways that education has advanced interdisciplinary work, innovative programs, intergenerational services and community engagement in the field of aging over the last decades. Presenters will reflect on how these educational modalities can inform the future of gerontology education. Educators have innovated over decades to develop a field characterized by a diversity of programs, including internships, applied learning experiences in research, policy and practice, and leadership. The history of AGHE and interdisciplinary education are linked, with AGHE serving as an incubator for the advancement of change in this area. Over the course of the last five decades, funding from federal and foundation initiatives have resulted in multi-disciplinary university based centers, interprofessional team training programs, and workforce development initiatives. These efforts have improved the health and well-being of older adults and contributed to the development of new collaborative care systems. AGHE members have also long been involved in intergenerational teaching and learning strategies, including service-learning and community activities. Intergenerational work in the field of aging has helped to shape the Age-Friendly University initiative which calls for colleges and universities to promote intergenerational learning through reciprocal sharing of expertise among learners of all ages. Finally, the AGHE community has long promoted engaged learning with opportunities for students to interact with community partners through programs such as community-based research and clinical experiences and local policy efforts. The ideas presented in the symposium will lead to reflection on how AGHE can expand its value as GSA’s educational arm.

Innovation In Gerontology Education: An Adventure of Grand Ideas and Good Intentions

Gerontology educators continually innovated over multiple decades to create a field characterized by its diversity of programs with a variety of structures to meet a wide range of educational experiences. This paper explores the rich history of how innovations emerged and shares insights on how these grand ideas became broadly accepted practice. Since early 1970’s 6 distinct innovations emerge with sticking power, including convergence upon a core intellectual foundation; support of interdisciplinary education; offering internships or practicums; integration of gerontological training with opportunities provided by community/organizational partners, research affiliates, and alumni to foster applied learning experiences in research, policy, and practice; and, development of leadership across and among generations through the Emerging Scholar & Professional Organization (ESPO).