Experiential Learning Activities Research Articles

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

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

Application of Character Education in the Modern Islamic Boarding School Curriculum

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

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

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

Exploring Climate Change through Experiential Learning Activities for Nonscience Majors

Exploring Climate Change through Experiential Learning Activities for Nonscience Majors

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

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

Effects of experiential learning on intention to become a CPA

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

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

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

Three Experiential Learning Activities for the Online Environment

Three Experiential Learning Activities for the Online Environment

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

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

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

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

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

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

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

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

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

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

Application of TPACK for Student Learning Motivation in Science Subjects in Elementary School

Motivation Learning science and technology in elementary school is a problem faced by teachers. Students think social studies lessons are boring so teachers need to apply Technology Pedagogy and Content Knowledge (TPACK) to increase student learning motivation by integrating technology in learning, creating relevant, active and varied learning experiences, as well as facilitating effective collaboration between students, and can improve student engagement and understanding. This research aims to develop TPACK-based teaching media to increase learning motivation in Natural and Social Sciences (IPAS) learning. This research is included in the Research and Development (RD) category, using the ADDIE development model as stages in developing learning materials. Data collection techniques using interviews, observation, questionnaires and documentation. Data analysis used parametric statistical methods, namely the t-test with a significance level of 0.05. The research results show that: (1) there are significant differences in motivation to learn science S especially historical material between the TPACK learning model and the conventional model, the t - test results show a significance value of 0.002 or sig (2-tailed) 0.05; (2) the use of the TPACK learning model has been proven to be more successful in increasing students' motivation in studying historical material compared to conventional approaches. This was revealed from the posttest results, where the experimental group that took part in TPACK-based learning achieved an average score of 71.52, while the conventional group only achieved an average score of 58.89.

Experiential Learning Labs for the Post-COVID-19 Pandemic Era

The post-pandemic era shaped by COVID-19 has compelled universities to reimagine their learning experiences, adapting to new educational requirements and heightened expectations. However, this transformation brings forth novel pedagogical requirements and learning limitations. In today’s educational landscape, learners seek active and relevant learning experiences that seamlessly integrate interactivity, crisis awareness, and global challenges tied to a resilience and sustainability perspective. To address this imperative, our work introduces an experiential learning lab to articulate Kolb’s experiential learning cycle and authentic assessment principles. By incorporating real-world events as study scenarios, higher-order skill challenges, and self-regulated learning in alignment with reflective and practical activities, we aim to enhance students’ engagement and learning relevance. To illustrate practical implementation, we propose a case study methodology regarding an experiential learning lab for operations management education. Specifically, we delve into a case study centred around the Social Lab for Sustainable Logistics, involving a circular economy challenge as a learning experience during the post-COVID-19 pandemic. Preliminary results indicate that the experiential learning lab helped to create the learning experience in alignment with intended learning outcomes. However, further instances of such learning experiences are necessary to explore the contribution and applicability of the lab across diverse settings and disciplines.

Comparison of face to face and online delivery of a dementia-specific experiential learning activity

ABSTRACT During the COVID-19 pandemic, healthcare professions shifted from face to face(F2F) to online educational delivery methods. Research evaluating the effectiveness of online educational delivery is mixed.The purpose of this study was to compare the effectiveness of a dementia-specific experiential learning activity(ELA) delivered to Doctor of Physical Therapy(DPT) students face to face(F2F) versus online. Participants included a sample of DPT students (n = 171) from four consecutive cohorts. In this quasi-experimental, single-site two-factor design study, students participated in either a F2F(n = 84) or online version (n = 87) of an ELA. They completed a dementia survey pre-(T1) and post-ELA(T2). Pre- and post-survey analysis demonstrated significant improvements between T1 and T2 for both groups. The interaction of group by time F(1,169) = 287.61, p < 0.01 indicates a main effect for groups over time. Analysis did not demonstrate significance between versions for T1 or T2. The interaction of time by group F(1,169) = 1.08, p = 0.30 indicates there was not an interaction of time by group.This study provided strong evidence that students benefitted from the dementia-specific ELA regardless of delivery method. Both methods proved equally effective, as there was no statistically significant difference between them. Programs may consider online experiences to increase schedule flexibility and content accessibility.

Promoting gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program

The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (N = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their PowerPoint presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.

Leveraging Physical Activities to Support Learning for Young People via Technologies: An Examination of Educational Practices Across the Field

Many technological interventions have leveraged physical activity (PA, i.e., activities that involve whole-body movements) to provide young people with active and productive learning experiences. However, there is a lack of systematic understanding of how PA can serve as a learning medium—for example, how PA can support learning and how to design technologies to support PA-based learning. This paper conducts a systematic literature review (N = 141) of PA-based, technology-mediated learning experiences for young people with a focus on how PA supports learning, what technologies are involved, and the associated challenges. Through content analysis, we identified four approaches of how PA and learning were combined (i.e., PA embodied learning content, served as a functional input method for learning tasks, guided learners through different learning sites, and generated data for learning activities) and supporting technologies like full-body interaction learning environments and mobile apps. However, many challenges might arise, such as balancing learning and PA, as well as the scalability and reliability of technologies. We conclude with a discussion and reflection on design implications for more PA-based learning experiences and technologies. Overall, this paper provides a systematic overview of the different ways to design physically active learning experiences for young people and can serve as a reference for future designs of physically active learning experiences and technologies.

Clinical trial on nurse training through virtual reality simulation of an operating room: assessing satisfaction and outcomes

IntroductionVirtual reality (VR) provides a firsthand active learning experience through varying degrees of immersion. The aim of this study is to evaluate the use of VR as a potential tool for training operating room nurses to perform thoracic surgery procedures. MethodsThis is an open parallel-group randomized clinical trial. One group received basic formation followed by an assessment module. The experimental group received the same basic formation, followed by thoracic surgery training and an assessment module. ResultsFifty-six nurses participated in the study (51 females), with a mean age of 41.6 years. Participants achieved a median evaluation mode score of 480 points (IQR = 32 points). The experimental group (520 points) achieved an overall higher score than the control group (440 points; P = .04). Regarding age, women in the second quartile of age among the participants (35–41 years) achieved significantly better results than the rest (P = .04). When we evaluated the results based on the moment of practice, exercises performed in the last 10 min obtained better results than those performed in the first 10 min (1064 points versus 554 points; P < .001). Regarding adverse effects blurred vision was the most frequent. The overall satisfaction rating with the experience was 8.5 out of 10. ConclusionVirtual reality is a useful tool for training operating room nurses. Clinical trial with ISRCTN16864726 registered number.

Pilot study of interprofessional learning and engagement in culturally responsive nutrition simulations

BackgroundThis single-group pre-/post-test quantitative pilot study with prelicensure nursing students (n = 6) used multi-disciplinary and multi-ethnic faculty to develop culturally responsive learning scenarios on nutritional care for diverse patients experiencing type 2 diabetes, anemia, and irritable bowel syndrome. MethodsInterprofessionaly designed nutrition simulations used standardized patients, a pre-event nutrition concepts worksheet, pre-briefing, anonymized pre-/post-test, data collection, instructor-supervised feedback by trained patient actors to students, and PEARLs debriefing. SIM interaction diverse learning practices were measured by the NLN's EPQ-C tool. ResultsInterprofessional team-developed culturally responsive nutrition simulations enhanced factual and cultural quality of scenarios with perspectives from nursing, dietetics, social work, simulation science, and multicultural backgrounds. Trained actors as patients added realism and depth to student simulation. ConclusionOffering multiple authentic, active learning experiences on nutritional nursing care is possible in a single half-day format.