Experiential Learning Environment Research Articles

Rethinking Assessment: Community-Engaged Experiential Learning and Complex Environments in Business from a Student Perspective

The COVID-19 pandemic has disrupted the academic landscape profoundly, prompting a shift toward new learning environments and evolving pedagogy, including a notable increase in experiential community-engaged learning (CEL) projects within business curricula. Despite these innovations, traditional assessment practices often neglect the development of critical skills, focusing instead on outdated knowledge certification. This study examines the integration of student voice in assessment practices, particularly within CEL projects. It aims to explore student perceptions of the opportunities provided by CEL, offering insights into specific elements that should be assessed to measure student success, accomplishment, and growth. Using a qualitative approach, data were collected through end-of-term reflections, focus groups, and interviews with 52 undergraduate business students engaged in CEL projects. Thematic analysis revealed three key themes that can impact the design, selection, implementation, and interpretation of assessment methods: Adaptation, Balancing Teamwork with Individual Accountability, and Creativity and Innovative Problem-Solving. Students emphasized the importance of flexibility and proactive problem-solving in dynamic project environments. They also valued effective collaboration and personal accountability, preferring individual assessments within team projects. Creativity and innovative solutions were highlighted as essential competencies, suggesting the need for assessment tools that recognize these skills. The research indicates that incorporating student voice in the assessment process enhances engagement and relevance, aligning evaluations with students' actual experiences while fostering essential life skills. The study recommends the development of assessment rubrics that measure these competencies along with longitudinal studies to examine the impact of revised assessment processes on student experience and satisfaction over time.

Comparative Effectiveness of Developed Serious Game Versus Standardized Patients' Simulation in Nursing Education.

Background: Serious games provide a realistic environment in nursing education, a stimulating and experiential learning environment for developing skills necessary for learning, recognizing, analyzing, selecting, and applying information. Methods: This study aims to determine the impact of serious games and standard patient practices developed for nursing education on students' knowledge levels, satisfaction, self-confidence, critical thinking, and problem-solving skills. A serious game was designed using the educational principles of the diabetes course and developed using the 3D interactive content creation platform UNITY. One group played the game online, whereas another had a face-to-face experience. Both groups completed forms before, after, and 4 weeks later via Google Forms. Results: Quantitative analysis showed significant improvements in knowledge and increases in student satisfaction and confidence in learning in both the serious game and standardized patient groups. The groups had no significant differences in problem-solving and critical-thinking abilities (P > 0.005). Conclusion: Developing advanced clinical proficiencies in nursing students requires an engaging and reliable educational environment. Using serious games and standardized patient simulations in nursing instruction highlights the need for diverse digital teaching tools. Therefore, it is essential to support the professional development of nursing educators in these innovative modalities.

Enhancing User Experience in Learning Environments: a Narrative Gamification Framework for Education

This research explores the fertile intersection of narrative, gamification, and education, focusing on user experience (UX). Addressing a critical gap in the literature, we developed and validated a Narrative Gamification Framework for Education. The framework provides educators with tangible guidelines to gamify their lessons, emphasizing the content’s gameful transformation rather than the environment. The research contributes novel insights and practical tools to the fields of Human-Computer Interaction (HCI) and UX, with implications for the broader context of education. Our findings set the stage for future research, including an ongoing initiative to adapt the framework to engage teachers in a journey of recognition and learning.

The mediating role of cultural intelligence to learning flexibility, cultural difference and expatriate effectiveness

PurposeDrawing on experiential learning theory, this study seeks to understand how the perceived cultural difference in a foreign country and learning flexibility, which enables more integrated experiential learning from international experience, influence expatriates’ cultural intelligence (CQ) and consequently their adjustment and job performance.Design/methodology/approachSurvey data were collected from 169 expatriates in China. Polynomial regression analyses were employed to test curvilinear relationships between cultural difference and CQ and between learning flexibility and CQ. Mediation hypotheses were tested either by the MEDCURVE procedure if a curvilinear relationship was confirmed or by the Haye’s Process procedure if a curvilinear relationship was not confirmed and instead a linear relationship was confirmed.FindingsThe results demonstrated a positive relationship between cultural difference and CQ and an inverted U-shape relationship between learning flexibility and CQ. CQ mediated the relationship between cultural difference and expatriate adjustment and partially mediated the relationship between learning flexibility and expatriate adjustment. CQ positively influenced expatriates’ job performance via expatriate adjustment.Practical implicationsOur findings suggest that companies should not hesitate to send expatriates on assignments to culturally very different countries and focus more attention on the selection of expatriates. The findings of this study suggest firms should choose candidates who are moderate or high in learning flexibility and could engage in integrated learning and specialized learning in a more balanced manner.Originality/valueThis research is the first study that examines the influence of learning flexibility on CQ and expatriate effectiveness. It examines cultural difference through the lens of experiential learning theory and argues that cultural difference constitutes “stimuli” in the experiential learning environment for individual learning in an international context. The results advance our knowledge of the role of experiential learning in developing capable global managers.

Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy

Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.

Experiential Learning in Daylighting Course through Performance Measurements

The main objective of this study is to adapt research studies on performance measurements for daylighting design to education. An experimental course has been introduced in Missouri University of Science and Technology, and the curriculum was developed by including active learning beside the traditional learning environment. The parameters used in the schematic design and design development stages are presented, and the curriculum topics and practical experience are explained in the study. Particularly performance measurements are associated with course assignments. Curriculum results are evaluated qualitatively with assignment results and quantitatively with surveys. Current and emerging metrics are included in lab assignments and results of course assessments show that emerging metrics in daylighting technology and practical experience had attraction over participants. As a result of the evaluation of two sample courses, differences emerge regarding the courses that can be given at undergraduate and graduate levels. These differences are grouped into traditional lecture learning environments and experiential learning environments. The learning outcomes of the course curricula are summarized as gaining the knowledge and skills to communicate technically at the level of design practitioner for the student aiming for undergraduate graduation and at the level of the research community for the student aiming for graduate level.

The impact of robotics clubs on K-12 students' interest in STEM careers

This paper explores the transformative impact of robotics clubs on K-12 students' interest in Science, Technology, Engineering, and Mathematics (STEM) careers. Through a comprehensive review, we delve into the experiential learning environment, critical thinking skills, and collaborative dynamics fostered by these clubs. Despite their potential, challenges such as accessibility, gender disparities, and resource constraints are identified. The recommendations provided offer strategic insights to optimize the effectiveness of robotics clubs. These recommendations aim to create inclusive, sustainable, and impactful STEM engagement by emphasizing equitable access, diversity, and integration with the formal curriculum. By addressing challenges and implementing recommendations, educators and policymakers can harness the full potential of robotics clubs in shaping the STEM trajectories of K-12 students.

Heutagogical Design Principles for Online Learning: A Scoping Review

ABSTRACT In higher education, heutagogical design principles may be utilized to foster active teaching and learning to engage learners in an online learning environment. This research study aims to investigate the application of heutagogical design principles such as exploration, creation, collaboration, connection, reflection, and knowledge sharing. Therefore, a scoping review was conducted to identify and analyze the potential use of heutagogical design principles across a variety of online instructional approaches, including personalized learning, peer learning, smart learning, self-regulated learning, independent learning, learner-centered learning, facilitative learning, collaborative learning, free-choice learning, and lifelong learning within the theoretical framework of heutagogy. The results revealed that the most frequent instructional approaches included collaboration, self-regulation, personalization, and lifelong learning. Thus, instructional approaches encouraged students to connect with peers and instructors within the facilitative learning environment. As a result, instructors developed students’ 21st century skills in the scope of engaging, meaningful, and experiential learning environments. Online teaching and learning in higher education might be diversified based on heutagogical principles and instructional approaches and their subsequent implementation in the context of higher education.

Enhancing healthcare communication education: Standardised patient programmes.

This article delves into standardised patients' (SP) roles in healthcare education, using role-play and in-person methodology for realistic scenario simulation and learner technical and non-technical skill enhancement. Key to the success of the SP programme are phases like recruitment, onboarding, training and continuous quality improvement, cultivating a qualified pool of engaged SPs. Sustained SP engagement involves strategies such as tailored training sessions, quizzes, just-in-time videos and anaesthesia-specific self-assessment tools. The benefits of sessions led by SPs lie in their flexibility, providing anaesthesia learners with a controlled, experiential learning environment, where they can safely learn from mistakes. Addressing challenges in launching SP programmes for training, the article underscores clear objectives, strategic resource allocation, curriculum integration and specialised SP training. Implementing technology, quality assurance and ongoing evaluations are vital for dynamic SP programmes. The article advocates holistic SP programme implementation and optimisation, with continuous improvement for acquiring skills by anaesthesia professionals.

Students’ perspectives and experiences with equity, diversity, inclusion, and accessibility in online and in-person undergraduate science laboratory courses

Inclusive education strengthens the capacity of academic systems and addresses the needs of all learners. Although colleges and universities are embracing diversity and introducing inclusive principles into higher education policies and practices, there is scarcity in research exploring undergraduate university students’ participation and engagement in science laboratories, especially among underrepresented and equity-deserving groups. Accordingly, this study explores students’ perspectives on undergraduate laboratory courses and investigates best practices for creating equitable and accessible laboratory environments, both in-person and online. This study addresses the following research questions: 1) How accessible are online and in-person undergraduate laboratory courses to students? 2) What equity, diversity, inclusion, and accessibility (EDIA) barriers exist in laboratory courses? and 3) What support structures are recommended to ensure inclusion of all students in laboratory courses? A mixed methods design was employed to gather data using an online questionnaire and semi-structured interviews with 58 students in undergraduate laboratory science courses from diverse cultural, ethnic, racial, and socioeconomic backgrounds at a Canadian university. Findings highlight that students considered online labs to be flexible, convenient, self-paced, relaxed, and inclusive with respect to aspects involving physical disabilities and language barriers. In-person labs were deemed fast-paced, yet valuable for technical skills and inclusive considering elements pertaining to collaboration, academic support, and communication with peers and faculty members. Students highlighted the following as common inclusion barriers in both online and in-person delivery formats: accessibility (physical and language), financial, and stereotypical barriers. Recommendations for improving lab accessibility were also included. This research has significant implications for the design of laboratory courses and other experiential learning environments in higher education, particularly considering recent transitions and modifications in education. This paper will discuss implications related to the following sub-themes in the special issue: instructors’ professional development, digital education, and quality enhancement.

Turkish validity and reliability study of midwifery student evaluation of practice (MidSTEP) tool

BackgroundIn midwifery education, clinical learning environments have a significant impact on students' acquisition of clinical competence and professional self-identity. The Turkish version of the MidSTEP can be used a measurement tool to assess midwifery students' perceptions of their clinical learning environment experiences and the positive effects of preceptor on the professional development of midwifery students. AimThis research was conducted to determine the Turkish validity-reliability of MidSTEP. MethodThis research, which was designed as a methodological study, was conducted with volunteer students studying in the first, second, and third years of midwifery at a university in Turkey. The MidSTEP consists of the Clinical Learning Environment Scale and Impact of the Midwifery Preceptor Scale, each with two subscales. The validity and reliability of the MidSTEP were assessed using Exploratory Factor Analysis, Cronbach's alpha, and Intraclass Correlation Coefficient. ParticipantsIn this study, 205 students were included in the research sample, considering that it may not be sufficient to reveal the factor structure when the number of scale items and the sample size is less than 200. ResultsAs a result of the factor analysis a 26 item measurement tool of two scales and each with two sub-dimensions was achieved. The Turkish version of the MidSTEP Tool matched the original scale in terms of the number of items and factor structure. Conclusions and implications for practiceThe Turkish version of the MidSTEP is a valid and reliable instrument. The measurement tool can confidently be used in undergraduate midwifery clinical education.

Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review

Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncover their relation with generic learning outcomes. Methodology/Approach: Using a scoping review study, 22 studies were subjected to qualitative analysis. Findings/Conclusions: The design elements were related to authenticity, structure, and agency, and learning outcomes in the cognitive, affective, metacognitive, and socio-communicative domain. Confidence and communication skills were the most often included learning outcomes, followed by teamwork and problem-solving. The design elements that were most prominently present across learning outcomes were related to individual agency within group work during the activity and authenticity represented in interactions with peers. Further, we identified seven patterns about how design elements relate to generic learning outcomes. Implications: Addressing the design of experiential learning environments on a more fine-grained level is needed to increase insights of which generic learning outcomes are being fostered, and to enhance comparability of research findings within and between types of experiential learning environments.

Midwifery students' perceptions of clinical learning experiences and midwifery preceptors in Turkey

BackgroundThe clinical education environment presents a valuable opportunity for students to learn, acquire and develop the clinical skills essential for professional midwifery practice. The presence of competent and relevant preceptors plays a pivotal role in ensuring the success of midwifery students and fostering positive clinical experiences. AimThis study was conducted to evaluate the clinical practice experiences of midwifery students and their perceptions of midwifery preceptors. DesignA descriptive and cross-sectional study. MethodsThis study was conducted with 205 students enrolled in the midwifery department of the Faculty of Health Sciences of a state university in Turkey. Data collection used a participant information form and the Clinical Learning Environment and Midwifery Preceptor Scales designed to assess factors affecting midwifery students' clinical learning. Data analysis was performed using the SPSS 22.0 program, employing methods such as the Independent Sample T-Test, One-Way Analysis of Variance and Tukey test. ResultsThe average total score on the Clinical Learning Environment scale was 31.08±2.16 out of a possible 32, while the average total score on the Midwifery Preceptors scale was 17.60 (SD 1.27) out of a possible 18. The mean total score of the Midwifery Preceptor Scale and the mean scores of the sub-dimensions of Skill Development and Midwifery Practice Philosophy were found to be statistically significantly higher in those aged 21 years and older than aged 20 years and younger (P < 0.05). The Midwifery Preceptor Scale total score, the Clinical Learning Environment Scale total score and Skill Development sub-dimensions mean scores of the second-year students were found to be statistically significantly higher than the first and third-year students (P <0.05). Furthermore, students who received education in larger groups and willingly chose and had a passion for the midwifery profession demonstrated significant positive perceptions regarding their clinical learning environment experiences and the impact of their preceptors on their professional growth. ConclusionsUnderstanding the perspectives of midwifery students regarding the clinical education environment, preceptors and the teaching and learning process holds great importance for enhancing the quality of the clinical education environment and fostering the development of clinical competencies among midwifery preceptors.

Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines

E This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines

Tapping the Potential of Academic Leadership, Experiential Learning, and Employability of Students to Enhance Higher Educational Institute Performance

This research study is primarily conducted to tap the potential of academic leadership, experiential learning, and students’ employability in enhancing higher education performance. The study uses a survey to collect responses of 400 respondents from Higher Educational Institutions (HEIs). PLS-SEM has been used to design the model. Academic leadership (AL) covers three dimensions, Academic culture (AC), Academic environment (AE), and Academic operations (AO). It is essential to understand how AL influences Experiential Learning (EL). EL is based on the Kolb model and covers four subdivisions of experience viz Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. All these dimensions are essential; however, Abstract Conceptualization emerges more substantial than the other three dimensions, setting the stage for the emergence of Active Experimentation. Higher Educational Institute Performance (HEIP) has three dimensions, student satisfaction (SS), employers’ satisfaction (ES), and sustainability perspective (SP). Initially, the study examines the impact of AL on EL. The results highlight that AL influences EL. The next stage was to explore the direct effects of EL on HEIP. The results again support that EL affects performance. In HEI, a lot of focus is being imparted to employability competencies, thus we tried to examine how EL through indirect effect with the mediation of employability impacts HEIP. The results lend support to the mediation effect of employability which enhances the impact of EL on HEIP. Thus, given these results, it can be inferred that AL has a pertinent role to play and develop EL in HEIs. Furthermore, there is a need to focus intensely on the employability perspective in HEIs. The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the creation of experiential learning environment and employability to enhance HEIP.

Developing student's skills and work readiness: an experiential learning framework

PurposeThis paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context.Design/methodology/approachAs a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module.FindingsExploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning.Research limitations/implicationsSo far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience.Originality/valueThe originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.

Challenges to engage medical assistant students in 5E flipped learning environment

Flipped classroom approaches envision students using technology to access the lecture and other instructional resources outside of the classroom to engage them in active learning during class time. Although flipped classroom practices have been used in a number of educational studies and found positive outcomes, there were still some challenges with this approach. Therefore, there is a need for an innovative flipped classroom. In this article, the researcher presents a 5E-flipped learning environment approach and collected results of such data. The approach incorporates a 5E learning cycle model and flipped learning practices, making it accessible to anyone who wants to implement a 5E-flipped learning environment experience in their course. The 5E-flipped learning environment educational model proposes could help students to achieve higher order and deeper levels of learning as they engage in active work during online and face-to-face sessions. However, the thematic analysis of qualitative data three sources, participants learning dairy, focused group discussion and interview of 12 medical assistant students emerged some challenges they faced in a 5E-flipped learning environment. They faced challenges on learning activities which focused on fail to accomplish learning task and challenges on personal barriers related to lack of independent initiative and heavy responsibility on learners which influence their engagement in learning process. Therefore, the 5E-flipped learning activities need to be designed with these considerations in mind to encourage active student participation in online and classroom activities.

Interprofessional students’ insights into the experiential learning environment: Values, impacts, and alignment with interprofessional collaborative practice competencies and the triple aim

The experiential learning environment offers an ideal opportunity for students to observe and develop their interprofessional competencies. However, it is unclear whether interprofessional concepts are integrated into experiential learning in ways that are tangible and identifiable to the students. This study aimed to gain understanding of which elements of interprofessional collaboration in experiential learning environments are observed by students from various professions during experiential rotations; which of those are most valuable to student learning and which could be improved; in what ways students see interprofessional collaboration in practice impacting learners, provider teams, communities, and health systems; and whether student perceptions of the impacts of interprofessional collaboration align with one or more Interprofessional Education Collaborative (IPEC) competency areas and/or components of the Triple/Quadruple Aim. Results demonstrate that students perceive impacts related most often to their individual lens and to patient care and are less frequently focused on system-level observations. Intentional and innovative efforts must be made by academic programs, interprofessional education programs, experiential placement sites, and health professions accreditors to make the impacts on care systems, cost of care, communities, and populations more explicit in the experiential learning environment in pursuit of the Triple Aim.

Failure to fail – Perspective from junior faculty preceptors on the challenges of evaluating underperforming students in the experiential learning environment

IntroductionPreceptors serve as the gatekeepers between individuals progressing from student pharmacist to independent practitioner. This responsibility is challenging if a student is not progressing as required and is at risk of failure. In this article, we will review the potential consequences and barriers of “failing to fail” a student, share the emotions that come with the decision, and suggest actions that may aid in preceptor decision-making. CommentaryA preceptor's failure to fail a student has a global impact on many parties including the student, their future employer and patients, the preceptor, and the school or college of pharmacy. Despite supportive factors, preceptors may experience an internal struggle about the ripple effect of failing or not failing an experiential student. ImplicationsUnderperformance in the experiential setting is a complex issue that remains largely unseen due to “failure to fail,” a concept that should be researched further in the pharmacy setting. Empowering preceptors, particularly newer preceptors, to assess and manage failing students is possible through increased discussion around the topic and focused preceptor development programs.