Benefits Of Experiential Learning Research Articles

A Comparative Study of Effective Implementation Strategies for an Accounting Experiential Learning Program (AELP)

This study attempts to comprehensively address the formulated framework and the intricacies of the implementation of the Accounting Experiential Learning Program (AELP) in the specific context of the Diploma in Accountancy program. The AELP is based on an experimental design and uses three methods of implementation: on-campus classroom instruction, sessions in a practitioner’s office, and sessions in an on-campus office. The collaboration involves accounting students, faculty, practitioners, and university leadership. Real documents and Sage UBS accounting software are key components, with data collected through observation. AELP-M3, conducted in an on-campus office, proves to be the most suitable as it requires minimal supervision and provides a realistic environment. The results emphasise the active engagement of students in sorting documents, entering transactions and preparing financial statements. The research emphasises the importance of experiential learning to bridge the gap between theory and application in accounting education. Implications extend to increasing motivation, preparing graduates for the labour market and recommending the adoption of the AELP, with particular emphasis on the AELP-M3. This study introduces the novel AELP tailored to the Diploma of Accountancy program and contributes to the literature with a comprehensive review of experiential learning. Three different implementation methods are presented, of which AELP-M3 emerged as the most appropriate. The wide-ranging benefits of experiential learning for students, professionals, organisations and the university make AELP a valuable initiative in accounting education.

The Search for the Golden Ticket: A Value Chain and VRIO Experiential Exercise

While the benefits of experiential learning are well established throughout management and business courses, they are used less often when teaching strategic management. Yet, many concepts in strategy, such as the value chain, are difficult for students to understand. The abstract nature of these topics, coupled with the limited real-life exposure to strategy, make these topics difficult for students to understand and apply. The Golden Ticket exercise is designed to help students correctly apply the VRIO framework and conduct a value chain analysis. This exercise uses redirection as a learning tool, incorporating several independent myopic parts to create ambiguity, where students are initially unable to see how the exercise connects to the “big picture.” It is not until the end of the exercise that students can see how these parts connect (creating the big picture perspective), as they are able to identify the firm’s value creating activities, core competencies, and create the value chain for the firm. This exercise can be used in undergraduate and graduate-level strategy, marketing, and management classes, and can be taught face-to-face or online. Student feedback suggests that this exercise is engaging, practical, and an enlightening way to learn about value chain analysis and core competencies.

Walking in their footsteps: Historical empathy and experiential learning on battlefield study tours

Reflecting on my experience leading battlefield study tours for secondary school students, this article explores the pedagogical benefits of experiential learning for fostering historical empathy. I suggest that experiential learning offers students opportunities to engage with both the cognitive and affective dimensions of history, which are necessary for developing historical empathy. In doing so, I adopt Davison’s (2017) conceptualization of historical empathy as a cognitive-affective “pathway” to demonstrate how experiential learning supports students’ understandings of perspectives and experiences in the past. On the study tours, students entered the past by developing emotional connections to historical actors and particular places, based on their family histories and backgrounds. While visiting historic sites and interpreting battlefield landscapes, students worked with the historical record to build contextual knowledge and consider diverse perspectives. Finally, students exited the past to form ethical judgments about the World Wars and applied their learning within their communities back home in Canada.

Hospitality and Tourism Experiential Learning Combined with Interdisciplinary Learning

ABSTRACT The purpose of this study is to explore student perceptions of the benefits of experiential learning activities with interdisciplinary learning in hospitality and tourism. Semi-structured individual and focus group interviews were conducted with 22 students in a class collaboration project with hospitality and tourism and sport management classes at a Southeastern University in the United States. Using constant comparative analysis, the results of the study recommended four themes covering all stages of the experiential learning process. This study details how experiential learning benefits student’s learning and outlines valuable insights for academia. Theoretical and practical implications are provided, along with future research directions.

REGIONAL STUDIES AS AN IMPORTANT ELEMENT OF PATRIOTIC EDUCATION FOR ELEMENTARY SCHOOL CHILDREN

The article delves into the intricate realm of local history as an integral component of instilling patriotic values in elementary school children. It thoroughly explores the role and significance of immersing young learners in the study of their native land, emphasizing the broader context of fostering a sense of patriotism. The author scrutinizes how adopting a regional studies approach within the educational framework goes beyond imparting specific regional knowledge, becoming a catalyst for the development of a genuine patriotic sentiment towards oneʼs homeland. Advocating for the infusion of regional studies elements into educational programs, the article contends for the utilization of this approach during both regular lessons and extracurricular activities. A detailed analysis is presented, highlighting the positive repercussions of delving into oneʼs regional roots in cultivating a profound understanding and reverence for the history, culture, and natural wealth of the native land. Additionally, the article delves into the benefits of experiential learning within the context of regional studies. It explores how hands-on activities, field trips, and interactive projects can amplify the impact, making the educational process not only informative but also engaging and memorable for young learners. Furthermore, the article elucidates specific methods and pedagogical techniques designed to augment the efficacy of teaching regional studies to younger students. By offering these insights, the article serves as a valuable resource for teachers, educators, and parents, providing a comprehensive understanding of how the incorporation of regional studies into the educational milieu can significantly contribute to nurturing patriotic sentiments and fostering the well-rounded development of the younger generation. In conclusion, the article offers a comprehensive guide for educators and stakeholders, illustrating how a thoughtful incorporation of regional studies can contribute to the holistic development of patriotic sentiments, community involvement, and a profound connection to oneʼs homeland in the younger generation.
 Keywords: patriotic education; regional studies; school regional studies; elementary school children; patriotism; educational process; civic responsibility; cultural heritage.

The Makeup of a Makerspace: The Impact of Stereotyping, Self-Efficacy, and Physical Design on Women’s Interactions with an Academic Makerspace

This article applies a qualitative ethnographic research approach to explore the perceptions of highly-skilled makers of gender and its role in their makerspace. It explores two research topics – common problems impacting makerspaces and the role of gender in makerspaces – and then analyses the results in the context of their impact on women’s sense of self-efficacy. Various factors relating to the overall makerspace culture contribute to women’s lowered sense of self-efficacy. In the makerspace under study in this work, a feminine-stereotyped Craft Area had been integrated among the more ‘traditional’ makerspace equipment, affecting women’s participation in the space. Ergonomic and accessibility problems in the masculine-stereotyped areas of the makerspace were more likely to negatively impact women’s use of the space. We discuss potential solutions to common problems in the makerspace and share recommendations to create a more universally accessible makerspace and impart the benefits of experiential learning more equitably.

Transition of Public and Academic Library Makerspaces from Physical to Online Settings during a Pandemic

This research investigates how academic and public library makerspaces transitioned to online maker programming during COVID-19. Using a collective case study methodology based on interviews with library staff, the findings describe three resources that supported the online transition—existing knowledge, technology infrastructure and staff with technology expertise, and interorganizational collaboration—while navigating challenges related to logistics, lack of staff and training, substitution for the benefits of experiential learning, facilitation of online interactions, online marketing and program assessment, and social issues. The findings illustrate how online maker programming has expanded through changes in approaches. This article illustrates an increased level of accessibility, new skills for future maker programming, and changes in perceptions about online learning and making, as three central outcomes. These findings lay the groundwork for future research developing robust design guidelines for online maker programming beyond the pandemic.

Learning the Importance of Export Readiness Through Experiential Learning

Experiential learning has become a popular form of teaching in higher education in recent years. This learning modality focuses on giving students stimulating and hands-on experiences that simulate a real-world environment. This paper examines an innovative experiential learning project undertaken by students at Southern New Hampshire University (SNHU) during the Fall 2021 semester. The students worked closely with the owner of an entrepreneurial firm to evaluate the export readiness of one its products. By the end of the project, students were able to apply the concepts learned in the classroom to real-world situations. This paper discusses the outcome of the project as well as the benefits of experiential learning for both students and faculty.

Electoral Candidate Debates for Policy Learning in Large First-Year Classes

The benefits of experiential learning are well-documented, but large course enrollment can be seen as a barrier to providing meaningful experiential learning experiences. Political science literature on experiential learning in large undergraduate classes has prioritized simulations of political processes over direct student engagement in actual political processes. This multiple case study analyzes two in-class electoral candidate debates, one municipal and one federal, organized in a 300-student introductory social welfare course. Detailing the tensions inherent to organizing for maximum student engagement, and drawing on qualitative data from 73 student reflections, we found that in-class electoral candidate debates are feasible and effective as an experiential civic education activity. Though preparation work was complex and substantial, in-class candidate debates resulted in a rich learning foundation for the whole course. Key components for effective learning included student generated topics and questions and a wide range of candidates. Debriefing was also essential given the varied levels of prior knowledge inevitable in large classes. This paper extends the literature on teaching in the large policy classroom to a promising new experiential learning activity. It provides useful guidance for others who wish to harness the benefits of experiential civic education in large classes.

P143 A Qualitative Study Exploring an Undergraduate Community-Based Participatory Research Course

<h3>Objective</h3> To explore undergraduates' learning experiences and skill set development after completing an experiential learning course focused on Community-Based Participatory Research (CBPR). <h3>Use of Theory or Research</h3> Experiential learning, learning through experience and reflection by applying knowledge and facts to real-world problems, was used. <h3>Target Audience</h3> Undergraduate students <h3>Course/Curriculum Description</h3> A course was adapted to teach concepts of CBPR using experiential learning. Seven students enrolled in the course from two universities and met once a week (50 minutes/class). Students developed and conducted a Needs Assessment of their campus (surveys, interviewed health/wellness professionals, and assessed environment). Students used the information to develop a health program pitch that would meet the health needs. Focus groups took place after the semester ended to capture student experiences. <h3>Evaluation Methods</h3> Thematic analysis was conducted using two transcribed focus group discussions (N = 7). Each focus group consisted of three-four students. Eight questions were discussed regarding the role of CBPR and knowledge/experience gained. Focus groups were transcribed by one research assistant and verified by a second. Transcriptions were then coded for primary themes. <h3>Results</h3> Themes showcased students' understanding/application of CBPR concepts, and benefits of experiential learning in undergraduate courses. Themes included (1) advantages of experiential learning activities, "It was nice to actually apply skills we've learned...I feel like this course was nice because we got to do work that we could be doing after college;" (2) understanding the importance of CBPR, "CBPR allows us to meet participants where they are and have more of a mutual interaction for promoting and programming;" and (3) how to tailor programs to meet needs, "You can't force people to participate. Figure out what the issues are and then go from there. This gives you an idea for what students need." <h3>Conclusions</h3> After completing the course students understood the concepts of CBPR and reported that they received valuable hands-on learning experiences. The course was successful in advancing the knowledge base of CBPR and health programming skills of students. <h3>Funding</h3> NIFA

‘There’s maths everywhere!’: a case study on outdoor learning in mathematics in Initial Teacher Education in Northern Ireland

ABSTRACT The emphasis on test-based accountability has been linked with a recent decline in outdoor learning provision, particularly between the early and later stages of primary education. It also appears that pre-service teachers are inadequately prepared to teach outdoors. This paper reports on a project designed to equip a group of 15 pre-service teachers on one Initial Teacher Education programme in Northern Ireland to teach mathematics outdoors. The small-scale study used online questionnaires, semi-structured group interviews and individual written reflections to gather the views of the participants. Findings highlight the benefits of experiential learning for pre-service teachers: they were transformed by the experience, acquiring new pedagogical content knowledge and skills and showing increased confidence and enthusiasm for teaching outdoors. There was also recognition that further support and training would be beneficial. Such findings are important since pre-service teachers play a critical role in the future provision of school-based outdoor learning experiences.

The Impact of the Small Business Institute® (SBI) on Students, Faculty, Clients, and Other Stakeholders: Personal Reflections From Metropolitan State University of Denver

Higher education is increasingly criticized for its expense, decline in student performance, lack of accountability and transparency, and declines in student performance and learning. The Small Business Institute’s ® (SBI) Programs can meet some of these criticisms with its conferences, journals, and experiential learning. Research has found that SBI students build much needed interpersonal skills (soft skills) and retain information longer than other traditional teaching techniques such as lectures. The benefits of experiential learning include team skills, interpersonal relationships, economic development, and evidence of an institution’s social impact. This article explains Metropolitan State University of Denver’s SBI program and how it led to a Center for Entrepreneurship, a Major in Entrepreneurship, and a Minor in Entrepreneurship. In addition, it has provided several MSU Denver faculty and students with many of their career needs including research, service, and teaching.

Use of a low frustration tolerance exercise for trainee therapists in a SP/SR framework

Abstract Application of a self-practice self-reflection (SP/SR) framework to clinical training programmes for those learning cognitive behavioural therapy (CBT) have demonstrated positive outcomes. These programmes have typically resulted in reports of enhanced learning, improved clinical skills, heightened empathy, improved interpersonal skills, increased self-awareness, and self-development for those undertaking such training. However, the utility of specific activities within this framework for enhancing trainees’ learning still requires exploration. This study sought to explore the use of a low frustration tolerance (LFT) exercise to enhance trainee’s learning around issues relating to frustration and discomfort tolerance. It also further explored the possible application of SP/SR as a form of competency-based assessment. The study was based on 41 student trainees that engaged in a self-directed LFT exercise. Written reflections on these exercises were then thematically analysed. From a competency basis, the exercise provided an approach for observing the trainee’s competency with formulation skills, intervention planning, and self-reflective capacity. Participants reported both personal and professional development outcomes from the exercise. These included a ‘deepened’ understanding of cognitive behavioural principles related to their experiences, both in terms of principles relating to maintenance of dysfunction and to creating change. Increased self-awareness and learning outcomes relating to the development of interpersonal skills were also commonly reported by trainees. Key learning aims (1) To understand the usefulness of a behavioural experiment [a low frustration tolerance (LFT) exercise] for training within a SP/SR framework. (2) To examine the potential for using SP/SR as a form of competency-based training. (3) To demonstrate the benefits of experiential learning through SP/SR in training CBT.

Service learning: Justice for Fraud Victims Project

The benefits of experiential learning can be amplified when these endeavors are shared and implemented by others. This article highlights an example of experiential learning. The authors interviewed the Justice for Fraud Victims team at the University of Alaska Anchorage and found that this form of experiential learning has been beneficial for many stakeholders. Awareness of this experiential learning tool may result in more university faculty, police detectives, and fraud examiners joining the ranks of a commendable group of professionals who use their time and talents to help so many grateful people.

Applying behavioural activation (BA) and simulation-based learning (SBL) approaches to enhance MSW students’ competence in suicide risk assessment, prevention, and intervention (SRAPI)

ABSTRACT Providing adequate training on suicide assessment and intervention for students is of utmost importance in social work education. Given students’ anxiety around working with clients who have potential risk of suicide, scholars underline the benefits of experiential learning to enhance competence in MSW students in suicide risk assessment, prevention, and intervention (SRAPI). This paper illustrates how a required advanced mental health practice course has utilized simulation-based learning (SBL) and behavioural activation (BA) to foster specific skill building in SRAPI. Using a flipped classroom approach permitted students to increase knowledge related to suicide and BA using a self-guided online format. They also had opportunities to apply the online learning to classroom learning through practice activities. SBL was an innovative pedagogical approach that was critical for SRAPI training as it provides students with opportunities to engage in simulated practice with no harm to real clients. Using BA, students learned to conduct detailed functional analysis of suicide risks with corresponding graded tasks to mitigate suicidal risk. This paper discusses lessons learned from the SRAPI training and makes suggestions for future research and educational policies in social work education.

Delivering Employable Event Studies Graduates: Student Perspectives on the Benefits of Experiential Learning

The past decade has seen increasing competition between graduates for jobs, and universities are now frequently scrutinized and evaluated on their graduate employment success rates. This study reports on student perceptions of a revised event management course designed to enhance graduate employability through the use of experiential learning, based on the new Threshold Learning Outcomes for event studies in higher education in Australia. Thematic analysis of individual student reflections (the final assessment piece in the course) finds that students perceive significant benefits from the experiential learning activities, and most are able to articulate these in relation to employability. Professional skills and personal attributes developed include communication, problem solving, collaboration, leadership, and confidence. Students also perceive value in being able to link theory to practice and immerse themselves in a hands-on "real world" events industry experience that cements both events knowledge and events processes.

Dental Foundation Training (DFT): does it meet the Francis Report Recommendations?

This study evaluates Dental Foundation Training (DFT) in the context of the Francis Report recommendations. Results of questionnaires sent to trainees and educational supervisors involved in DFT highlighted the importance of an educational supervisor as a positive role model, the value of the informal curriculum in developing an organisational culture of professionalism, leadership and ethics, and the developmental benefits of experiential learning. DFT needs to create an optimal learning environment which should promote the benefits of reflection, positive role modelling and active participation by foundation trainees in their professional community and organisational culture. The findings of this study confirm the crucial role DFT plays in the development of safe, ethical and effective practitioners. It also underlines the need for clear and consistent UK wide standards of DFT supported by strong leadership and management, underpinned by skilled, professional educational supervisors, and effectively quality assured.

Second language acquisition and socialization in international trips

English is not only the most widely used language in the world, but a good command of English can certainly offer an array of benefits for international travel. Drawing on the language socialization paradigm and the travel-learning perspective, this research investigates independent tourists' foreign language (i.e., English) acquisition obtained from international trips. It adheres to a phenomenology approach with semi-structured interviews to gauge tourists' English preparation prior to departure, en route English acquisition, and post-trip language achievement. Results highlight the advantages of high English proficiency on tourists' favorable travel experience and language educational benefits of experiential learning in truly authentic environments. They also illustrate that one's English ability works in tandem with his/her interest, and it helps the tourist to imbue better connotative meaning of the toured objects with greater perceived authenticity and pleasure and hence, a greater sense of appreciation of the destination.

Actor Engagement in Business Model Innovation - The Role of Experimentation in New Ventures' Business Model Design

This study emphasizes the interplay between thought experimentation (Felin and Zenger 2009) and actor engagement (Brodie et al. 2019) in the pre-seed phase of the business model design process for new ventures (Snihur and Zott 2020). The review on entrepreneurial learning and action revealed that, while the experiential learning benefits of experimentation are largely undisputed, we know little about cognition and thought experimentation in business model innovation. This aspect, however, is crucial to new ventures, which are particularly vulnerable to uncertainty and financial constraints. Experimentation needs to be considered at a more profound level of analysis. This study draws on qualitative interviews with founders to uncover three forms of thought experimentation: purposeful interactions, incidental interactions, and theorising. We perceive thought experimentation as a process by which entrepreneurs cognitively and through interactions with other actors, evaluate their business model. The study also specifies six roles of engagement behaviour, including teaching, supporting, mobilising, co-developing, sharing, and signalling, by which actors influence the three forms of thought experimentation.

Developing open disclosure strategies to medical error using simulation in final-year medical students: linking mindset and experiential learning to lifelong reflective practice

Introduction and objectivesOpen disclosure is a policy outlining how healthcare practitioners should apologise for mistakes, discussing them with the harmed parties. Simulation is a training and feedback method in which...