Experiential Activities Research Articles

Experiential Learning Exercises’ Effects on Students’ Attitudes Toward the Global Poor

This article describes the results of an experiential learning activity conducted at Cal Poly Pomona (CPP) and the University of North Florida (UNF). The activity formed the basis for an assignment required for class credit in a course titled Politics of the Developing Areas (Politics of Developing Countries at UNF). The authors developed and administered a pre- and post-assignment survey measuring student attitudes on the causes of global poverty. Between surveys, students recorded their baseline spending habits, indicated whether or not they were able to reduce their expenses over the activity period, and wrote a reflection essay on the difficulties of limiting their expenditures, connecting their experiences to citizens living in less developed countries. The article discusses the findings across the two samples, highlighting the effectiveness of experiential learning and its appropriateness in and benefits for the classroom.

Orienting to Marriage, Couple & Family Counseling: Integrating Adventure-Based Counseling Activities into the Classroom

ABSTRACT Marriage, couple, and family counselor (MCFC) educators are often seeking creative and innovative strategies in the classroom to further the understanding of course topics for counselors-in-training (CITs). Adventure-based counseling (ABC) activities are an example of innovative, action-based experiential learning activities that counselor educators can utilize to facilitate engagement, reflection, and contemplation through systemically oriented therapeutic strategies to better understand course content. This article will explore the use of ABC strategies within MCFC classrooms to promote engagement and learning of CITs as it relates to courses topics and content to meet the 2016 Council for Accreditation of Counseling and other Related Educational Program (CACREP) standards.

Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach

AbstractIt has always been a challenging issue to develop complex professional skills accompanied with sufficient professional knowledge and correct judgement. Previous studies have indicated that students have more opportunities for practice in flipped learning contexts. Basically, complex professional skills training is often risky in different real‐world applications. Therefore, most medical training lessons are done through case discussions, interpretation of mannequins, and watching videos. Such learning models are, however, not only ineffective, but students fail to solve real problems without sufficient drills. The advanced progress of 3D simulation technology provides good opportunities to solve these problems. Virtual reality (VR) provides simulations for real clinical scenarios, offering medical students the chance to practice standard complex medical skills repeatedly, as well as thinking about and responding to clinical problems in VR, where they can obtain immediate feedback from VR learning systems. Thus, to enhance medical students' complex medical skills, the study proposes a virtual reality‐based flipped learning approach. To investigate the effectiveness of the proposed approach, a quasi‐experimental design was conducted with two groups in a lumbar puncture course for postgraduate year (PGY) residents of a hospital The experimental group with 39 students was conducted with virtual reality‐based flipped learning (VR‐FL), while the control group with 37 students was managed by traditional flipped learning (T‐FL). The results showed that the complex medical skills of the experimental group were significantly better than those of the control group. In addition, the experimental group showed higher learning motivation and self‐efficacy. It can be inferred that VR‐FL has a positive impact on complex medical skills for PGY residents. Educators and researchers should consider integrating VR technology with learning strategies in medical simulation training. Practitioner notesWhat is already known about this topic Flipped learning provides opportunities for medical students to practice professional technical operations to enhance students' knowledge and skills. Virtual reality (VR) situates students in a simulated environment that enables them to have deep experience regarding the learning contexts. What this paper adds A virtual reality‐based flipped learning approach is proposed to facilitate students' complex professional skills. In addition to promoting students' learning motivation, the results showed that the proposed approach is able to promote students' complex professional skills and self‐efficacy. Implications for practice and/or policy It is potentially worth using the VR technology in flipped learning to facilitate learners' knowledge and professional skills. VR‐FL is a potential learning strategy for implementing experiential learning activities; especially in improving students' ability to integrate knowledge and professional technology applications, as well as enhancing students' self‐confidence in performing professional technology. It is worth promoting the VR‐FL approach to strengthening skill practice since students use cell phones individually, without gathering in the same classroom. It can prevent infectious diseases prevention in schools.

Mind–body connections during intercultural conversations

ABSTRACT This experiential activity invites students to investigate the mental, affective, and behavioral effects of personal investment and authenticity during intercultural conversation. We invite students to create intercultural interactions through engaging in un/familiar conversational subject matter to simulate the sensations of navigating cultural unfamiliarity. In our test runs of this activity, we explored how common ground is generated and extended when a participant navigates unfamiliar conversational terrain. We share student discoveries about their perceived affordances and connect their experiences to Cultural Intelligence (CQ) development. These results may inform future learning activities to develop intercultural competence through embodied attunement. Courses Interpersonal Communication, Intercultural Communication, Conflict Resolution and Negotiation, Leadership and Ethics, Civil Discourse, Nonverbal Communication. Objectives Through this assignment, students will (1) investigate mental, affective, and behavioral adaptive effects during intercultural conversations; (2) articulate embodied responses and practice navigating discomfort in un/familiar terrain; (3) identify aspects that generate and extend common ground or create disengagement in intercultural conversations; (4) explore adjusting conversational rhythms to improve topical understanding; and (5) practice approaches that allow partners to engage more fully.

INFLUENCING FACTORS AND SOLUTIONS TO THE MANAGEMENT OF EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES FOR STUDENTS FOLLOWING 2018 GENERAL EDUCATION CURRICULUM

Experiential and career-oriented activities are mandatory in the 2018 General Education Curriculum (GEC); it plays an essential role in education in the new era, contributing to developing qualities and competencies for high school students. In reality, experiential and career-oriented activities and the management of these activities have been implemented in schools according to the 2018 General Educational Curriculum, but there remain many problems to overcome which necessitates a fast improvement, especially in the management of the organization of experiential and career-oriented activities (in order to ensure the improvement of comprehensive education quality and to develop the quality and capacity of learners). With a conceptual system that contributes to clarifying the perspective of experiential teaching and career orientation, in this article, the author outlines the opportunities and challenges to the management of the organization of experiential and career-oriented activities and proposes five specific groups of solutions: (1) The group of solutions to raise general awareness of the role and meaning of experiential and career-oriented activities; (2) The group of solutions to develop a plan for organizing experiential and career-oriented activities; (3) The group of solutions to organize experiential and career-oriented activities effectively; (4) The group of solutions to strengthen the direction of experiential and career-oriented activities; (5) The group of the solution to contribute effectively to improving the quality of experiential and careeroriented activities under the general education program 2018.

Community Engagement through Interactive Field-Based Activities

This qualitative case study consisted of social justice interactive field-based experiential learning activities designed to understand community partnerships between a university and local public school. The research question was: How can interactive field-based activities build closer community ties? The theoretical foundation incorporated Ken Zeichner’s “hybrid spaces” with the premise of field-based interactive experiences. The findings indicated the need for further activities that create partnerships between teacher education programs and neighboring public schools.

An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students: Erratum

An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students: Erratum

Experiential learning: An innovative way to bring success in the future endeavors of transfer students

AbstractThe world of Higher Education has been evolving for some time. From only offering classes in a traditional face‐to‐face format, to correspondence classes, higher education now has the ability to teach fully online courses and programs. However, no matter how classes are taught, the primary goal in Higher Education has always been to educate students. Students have also changed from those of the generation that make up the majority of the current teaching faculty. Current traditional students grew up with technology, and many do not know what life is like without it. For this reason, faculty have to be more intentional with their content. One way to do this and to re‐emphasize the theoretical and conceptual knowledge that they have learned is through High‐Impact Practices. Athens State University developed the Experience|Success initiative which focuses on providing students with Experiential Learning activities using High‐Impact practices.

A STEM Experiential Learning Experience

From Fall 2012 to Fall 2016, 127 teacher candidates at a public university in southern Louisiana and elementary school students in grades four, five, six, and eight formed a Science, Technology, Engineering, and Mathematics (STEM) partnership to develop and implement science projects. The research questions of the accompanying study over the five years were: 1.Will mentoring a science project increase student understanding of best practices afforded by the scientific method? 2. What strategies improve the quality of a STEM experiential learning experience? A paired-samples t-test on teacher candidates’ pre- and post-test scores showed a significant difference in mean scores, indicating an increase in understanding in students for each of the five years. Themes emerging from the qualitative data suggest that successful strategies include preparation, staying small, organization, communication, motivation, and acknowledgement. Coincidentally, these themes closely mirror the National Society for Experiential Education’s (NSEE) “Eight Principles of Good Practice for All Experiential Learning Activities.”

THE TEACHING OF INDUCTIVE MODEL-BASED EXPERIENCE ACTIVITY IN LITERATURE TO DEVELOP HIGH SCHOOL STUDENTS’COMPETENCY AND QUALITY

In the renewals of methodology, students are considered as the main role to actively participate in learning activities to develop their quality and competency mentioned in the 2018 Literature program. By designing and organizing experiential activity teaching according to Kolb’s learning theory, students not only exploit the beauty of words and artistic images but also thanks to that beauty, have good language skills, and positive and humane lives. Therefore, determining the model of experiential activity teaching in Literature is believed to become urgent. In this paper, Kolb’s learning theory is flexibly applied to teach the topic “Understanding a work of art adapted from literature”. The results show that the creative application is a direction that is consistent with the modern teaching perspectives in Literature and it is a very feasible application in the current teaching context in high schools.

Learner Response to an Activity Introducing Adverse Childhood Experiences as a Social Determinant of Health.

Threading content on the social determinants of health into the nursing curricula is a best practice recommended by certifying bodies; however, introducing content on social determinants of health can overwhelm learners, who may have difficulty relating the information to their nursing practice. A learning strategy was developed that used film and an experiential activity to introduce content on adverse childhood experiences, a social determinant of health, and resilience into nursing course-work. A total of 130 first-semester nursing students viewed a film in class and participated in a focused debriefing and subsequent clinical exercise. The majority of participants (97%) believed the film appropriately introduced the content. Learners reported the debriefing was helpful in relieving distress, and 95% found the content relevant to their future nursing practice. Early introduction of key concepts related to adverse childhood experiences may assist prelicensure nursing students in developing a trauma-informed professional practice. [J Nurs Educ. 2022;61(11):650-653.].

Activities experience activities of small students in elementary schools in Thuy Nguyen District, Hai Phong City by access to capacity

In order to perform well the organization of experiential activities for students of primary schools in Thuy Nguyen district, Hai Phong city in the direction of approaching the capacity, primary schools in the district have been invested and created favorable conditions for education. however, there are certain limitations as well. The results of the survey on the actual situation of experiential activities for students in primary schools in Thuy Nguyen district, Hai Phong city in the direction of competency approach are the basis for proposing measures to manage experiential activities in the direction of competency approach. , along with the requirement of renovating school administration in order to effectively implement the 2018 National Education Program, contributing to improving the quality of comprehensive education.

Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students

This study evaluates the impact of implementing a simulation-based experiential learning method on student satisfaction. We develop a simulation-based experiential learning activity and use it in teaching a postgraduate finance course to engage students in the learning process and enable them to develop deeper understanding of the finance theories, models and concepts covered in the course. We then use a survey to collect data from students and use a Structural Equations Modelling technique to test our research hypotheses. Our results show that the simulation-based experiential learning activity can provide students with a hands-on experience of the real-world practice of finance. This helps students to engage in the learning process and become active learners who utilize deep learning strategies. Consequently, learners become more satisfied with their learning experience.

Innovative online learning in entrepreneurship education: The impact of embedding real-life industry practice in the virtual learning environment

Applied areas of entrepreneurship are growing in popularity due to the ongoing need for students to gain specialised skills to find employment after graduation. This study explores how educational scaffolding can facilitate the delivery of online experiential activities to improve the entrepreneurial learning experience and the performance of music management students by using information and communications technology tools within the virtual learning environment. A case study methodology was adopted to present two scenarios of innovative online learning delivered in a postgraduate programme in music management. This research takes into consideration the difficult transitional journey for some students from studying to being immediately thrust into the workplace, which often requires different types of knowledge, experience, skills and competences. The findings show that, by strengthening industry links, tutors can build a portfolio of online practical activities that represent the ‘real-life’ industry, helping to forge long-term, collaborative partnerships to facilitate learners’ acquisition of more meaningful knowledge and opportunities.

Experiential Learning of School Counselors-In-Training to Work with English Learners

While the need for school counselors to support ELs is prominent, school counselors believed they were not well prepared to effectively work with EL students. To inform and strengthen our practice, we engaged in a practitioner inquiry study to understand the lived experiences of school counselors-in-training (SCITs) in an experiential learning activity to work with English Learners. Three themes emerged from the qualitative analysis of classroom observations, SCITs’ reflection journal entries, and transcripts of a focus group: (a) SCITs’ perceived challenges, (b) strategies used to overcome challenges and (c) how this experiential training benefited their future work as a school counselor. This study provides implications for our own practice, other counselor educators, school counselor practitioners, and policymakers.

Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach

AbstractIn artwork appreciation activities, visiting physical exhibitions in art museums is often limited by time, distance and cost. Thus, conventional teaching is mostly conducted through textbooks, presentation slides or videos. However, by presenting artwork appreciation through a lecture, it is difficult for students to feel the beauty of artworks, and they can hardly develop accurate appreciation knowledge and critical thinking. To tackle this problem, this study proposed an experiential learning‐based spherical video‐based virtual reality (EL‐SVVR) learning approach based on the experiential learning theory to guide students to browse world‐famous artworks and experience the features of artwork creation. This study developed an EL‐SVVR learning system and adopted a quasi‐experimental design to determine whether the EL‐SVVR learning approach improved students' performance in artwork appreciation in comparison with the conventional teaching approach. A total of 45 university students from two classes who participated in an elective art course were recruited in the study. One class was assigned to be the experimental group and adopted the EL‐SVVR learning approach, while the other class was assigned to be the control group and adopted the conventional technology‐supported learning (CTL) approach. The results showed that in comparison with the CTL approach, the EL‐SVVR learning approach enhanced students' learning achievement, learning motivation, self‐efficacy, critical thinking and performance in digital painting creation during artwork appreciation.Practitioner notesWhat is already known about this topic Spherical video‐based virtual reality (SVVR) situates students in a simulated environment that enables them to have deep experience regarding the learning contexts. SVVR has great potential in promoting students' learning performance by providing them situational contexts. What this paper adds An SVVR‐based experiential learning approach is proposed to facilitate students' artwork creation. In addition to promoting students' learning outcomes, the EL‐SVVR learning approach could better facilitate students' learning achievement, learning motivation, critical thinking, self‐efficacy, and performance in painting creation. Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities; in particular, in improving students' creative thinking for artwork creation. It is potentially worth trying to apply the SVVR technology to other courses related to artwork creation to promote learners' learning performances and perceptions. It is worth promoting the SVVR approach in school settings since it is a low‐tech and low‐cost solution with potentially positive impacts on students' learning outcomes.

Teaching Professional Skills During the Pandemic: Does Delivery Mode Matter?

The current study explores how the transition to online course delivery during the pandemic impacted a professional skills course which incorporates a variety of in-class and out of class experiential learning activities. In this paper, we compare student performance on a resume writing assignment, a LinkedIn profile creation assignment, a mock interview with members of local businesses and overall class scores during Fall 2019 when the professional skills course was delivered face-to-face with student performance during Fall 2020 when the course was delivered online. We explore whether the effect of delivery mode varied as a function of student sex, race and first-generation college status. Our results indicate that there were some significant differences in student performance across the two semesters. Students performed better on the resume and LinkedIn assignments when the course was delivered online. There was no difference in mock interview performance across the two class delivery modes. Students taking the online version of the course in Fall 2020 did significantly worse in the course overall than students taking the face-to-face version of the course in Fall 2019. Despite concerns that women, racial minorities and first-generation students could suffer disproportionately in the online version of the course, the relationship between class delivery mode and student performance did not vary as a function of these student characteristics. This underscores the importance of future research which can help to identify changes that can be made to online courses to assist students.

세계 시민성 함양을 위한 예술적 시민 교육 방안 탐색

Objectives The purpose of this study is to explore artistic citizenship education methods for fostering global citizenship. Methods After confirming the possibility of expanding artistic citizenship to global citizenship by comparing and analyzing the concepts of global citizenship and artistic citizenship, and designing the content system of curriculum reconstruction to educate artistic citizenship in schools, based on this, the methods reconstruction of music curriculum for the the second grade middle school students was presented. Results The content system of the curriculum reconstruction for artistic citizenship is based on three areas: artistic responsibility, artistic competence, and participatory art. Artistic competence is the exploration and understanding of oneself/others through artistic expression, artistic responsibility is imagining, reflecting and empathizing with the world through art, while participatory art is expressing a voice for the development of the community through bonding, caring, and service through art. To this end, it is necessary to reconstruct the curriculum in connection with art subjects, subjects, and creative experiential activities, and in the process, self/other understanding, imagination, reflection, empathy, care, and service have values. Conclusions Artistic citizenship enables global citizenship to be cultivated through empathic and a divergent approach. however to this end, flexibility in curriculum operation, collaboration and empowerment of teachers, and provision of school facilities for participatory arts, and continuous research on artistic citizenship is required.

Developing Self-Study Competence of Students through Experiential Activities in the Digital Environment

Digital Technologies including Big Data, Artificial Intelligence (AI), and Data Mining have created a revolution in education: switching from traditional teaching method to self-teaching method, which can maximize the self-study competence of learners to meet changes in digital technologies. The research aims to develop methods of for organizing experiential teaching in order to maximize the self-learning abilities of students in the digital environment and meet the development of advanced science and technology. This research used mixed which qualitative and quantitative methods to analysis and assessment. This research focuses on high-level experiential learning which an experience is: group discussion, experimentation & practice for certain subjects, namely the embedded system. The result of this research has presented the scientific basis for developing self-study competence through experiential activities in the digital environment and proposed two strategies to organize experiential activities in the digital environment to develop students' self-efficacy.

Professional Student Education and Training During the COVID-19 Pandemic.

The ongoing COVID-19 pandemic has presented numerous challenges to education at all levels, but has been particularly challenging for professional schools and other educational sectors that require intensive hands-on training. Those institutions have had to deploy and continuously adapt new learning strategies in response to an ever-changing pandemic landscape over the past two years, while at the same time meeting the rigorous proficiency standards for their students. This communication describes how two professional schools at Oregon State University, the College of Pharmacy and the Carlson College of Veterinary Medicine, pivoted in response to the COVID-19 pandemic to ensure continuity in student training. The adaptations included technological solutions, physical distancing, barriers, reduced group size and scheduling changes in the curriculum, and enhanced personal protective equipment. The available evidence suggest that the biosafety measures implemented to reduce the risk of COVID-19 in the hands-on educational setting appear to have been effective in preventing transmission during classroom and experiential learning activities. Professional licensing exam scores for the students of both colleges remain as high as pre-pandemic values, suggesting that the implemented changes in instruction did not have a detrimental impact on student learning. The scores will need to be monitored for several more years before firm conclusions can be drawn. Both colleges implemented creative solutions to the delivery of hands-on pedagogy that sought to balance risk of infection and the necessity to master critical skills that can only be acquired by active learning.