Experiential Learning Approach Research Articles

The Analysis of Experiential Learning Method of Dale's Cone Experience Model in Improving the Effectiveness of Arabic Language Learning

This study purposed to analyze the effectiveness of the Arabic language learning model based on Edgar Dale's cone of experience theory. The method used library research by taking books, journals, and documents. The result of this research is that Arabic language learning with an experiential learning model, according to Edgar Dale's cone of experience, is effective learning and can help to develop Arabic language learning that is focused and empowers students to master it. Learning Arabic through this model is also very effective for teaching Arabic as a means of communication. Experiential learning and Edgar Dale's cone of experience theory have a strong fit in the context of Arabic language learning. Dale's cone of experience theory illustrates different levels of student participation and involvement in learning, ranging from concrete experience to abstract conceptualization. According to Dale, direct and interactive experiences promote more effective learning, which is consistent with the experiential learning approach. In experiential Arabic learning, students engage in direct experience by speaking, listening, reading and writing in Arabic, which is the first step in the cone of experience.

Culinary Medicine Experiences for Medical Students and Residents in the U.S. and Canada: A Scoping Review

Phenomenon Despite the importance of diet in the prevention and management of many common chronic diseases, nutrition training in medicine is largely inadequate in medical school and residency. The emerging field of culinary medicine offers an experiential nutrition learning approach with the potential to address the need for improved nutrition training of physicians. Exploring this innovative nutrition training strategy, this scoping review describes the nature of culinary medicine experiences for medical students and resident physicians, their impact on the medical trainees, and barriers and facilitators to their implementation. Approach This scoping review used the Joanna Briggs Institute methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist as guides. Eligible publications described the nature, impact, facilitators, and/or barriers of nutrition and food preparation learning experiences for medical students and/or residents. Additional inclusion criteria were location (U.S. or Canada), allopathic or osteopathic, English, human subjects, and publication year (2002 or later). The search strategy included 4 electronic databases. Two reviewers independently screened titles/abstracts and a third reviewer resolved discrepancies. The full-text review consisted of 2 independent reviews with discrepancies resolved by a third reviewer or by consensus if needed, and the research team extracted data from the included articles based on the nature, impact, barriers, and facilitators of culinary medicine experiences for medical trainees. Findings The publication search resulted in 100 publications describing 116 experiences from 70 institutions. Thirty-seven publications described pilot experiences. Elective/extracurricular and medical student experiences were more common than required and resident experiences, respectively. Experiences varied in logistics, instruction, and curricula. Common themes of tailored culinary medicine experiences included community engagement/service-based learning, interprofessional education, attention to social determinants of health, trainee well-being, and cultural considerations. Program evaluations commonly reported the outcome of experiences on participant attitudes, knowledge, skills, confidence, and behaviors. Frequent barriers to implementation included time, faculty, cost/funding, kitchen space, and institutional support while common facilitators of experiences included funding/donations, collaboratives and partnerships, teaching kitchen access, faculty and institutional support, and trainee advocacy. Insights Culinary medicine is an innovative approach to address the need and increased demand for improved nutrition training in medicine. The findings from this review can guide medical education stakeholders interested in developing or modifying culinary medicine experiences. Despite barriers to implementation, culinary medicine experiences can be offered in a variety of ways during undergraduate and graduate medical education and can be creatively designed to fulfill some accreditation standards.

“Doing economics” through a photographer’s lens: An experiential learning approach

Kolb Learning Cycle Theory is employed in this study as a pedagogical framework to show how combining economics with photography can foster experiential learning. The author draws on her personal experience of teaching a course titled Economic Issues through a Photographer’s Lens to undergraduate students in an urban setting. She discusses the instructional design and activities of the course (which include field photography, photo essays, and photo exhibits) and their impact on students’ engagement and motivation. The author concludes that such experiential learning methods have the potential to improve students’ understanding of economic concepts and issues and to encourage students to discover deeper meaning in their studies.

Entrepreneurship in Islamic Education Institutions: Pesantren Strategy in Responding to the Industrial Revolution 4.0

This study aims to explore the proactive steps of pesantren in improving the entrepreneurial skills of Santri to respond to the Industrial Revolution 4.0. The study, which was conducted at Pesantren Al-Mawadah Honggo Suco Kudus, used a case study approach with data collection techniques through observation, interviews, and document analysis. The collected data were analyzed using a qualitative approach with thematic analysis techniques. The results showed that Pesantren Al-Mawadah Honggo Suco Kudus has four excellent programs to support these goals. First, through training and workshops that focus on developing digital skills such as programming, graphic design, and social media management. Second, by strengthening technology-based education through curriculum relevant to Industry 4.0, such as artificial intelligence, data analysis, and the Internet of Things (IoT). Third, through collaboration with related companies and institutions to provide access to pesantren and students in understanding the latest industry needs and building networks that are useful in the business world. Fourth, by applying an experiential learning-oriented learning approach to teach students how to think creatively, innovatively, and adaptively. The challenges faced are the lack of understanding of entrepreneurial concepts and practices among pesantren teachers and managers as well as access to resources and capital to develop entrepreneurial activities. This research provides a foundation for the development of an entrepreneurship curriculum that is relevant and useful for Santri in welcoming industry 4.0.

The Impact of a Classroom as Organization on University-to-Work Transitions and Early Careers

Background: One of the most promising experiential learning approaches in the field of management education is the classroom as organization (CAO), in which students create and run an organization as part of class activities. The CAO contributes to student development in many ways, including by helping students develop teamwork skills, real-world problem-solving capabilities, and emotional intelligence. Purpose: To explore the impact of the CAO on university-to-work transitions and early careers, a challenging time marked by ambiguity, uncertainty, and anxiety. Methodology/Approach: We used a qualitative analysis of semi-structured interviews with former students from three generations of a CAO. Findings/Conclusions: Findings show that the CAO helps students obtain “realistic” work skills, facilitate career decisions, and develop career adaptability. Implications: The CAO can serve as a powerful career intervention that integrates many of the benefits of simulations and internships.

The Implementation of Digital Entrepreneurship Learning in Higher Education: A Systematic Literature Review

The phenomenon and topic of digital entrepreneurship learning remain popular for analysis in the era of digitization. Previous literature reviews discussed the context and concept of digital entrepreneurship only. This article presents a literature review aimed at facilitating the search for research publications on digital entrepreneurship, in order to understand the track record, learning models, the impact of implementing digital entrepreneurship learning, and future research opportunities. The article has used the Systematic Literature Review (SLR) method using the Scopus database. This article has used "digital entrepreneurship" keyword for search the resources in January 2014 to May 2023 period. The result of the literature screening process yielded 19 relevant journals. The results of the literature review indicate that research on this topic has shown a significant increase and has the potential to continue to grow. Digital entrepreneurship learning can be designed using experiential learning approaches or the Internet of Things (IoT) and technology approaches. The implementation gives an impact on business opportunities, entrepreneurial intention, innovation, entrepreneurial attitude, and student problem-solving. This study contributes to providing an overview of learning models that can be replicated or modified in future research.
 Highlights:
 
 Growing research on digital entrepreneurship education; impactful learning approaches identified.
 Experiential and IoT-based methods enhance digital entrepreneurship learning outcomes.
 Positive impact on business opportunities, innovation, and entrepreneurial skills observed.
 
 Keywords: Digital Entrepreneurship, Entrepreneurship Learning, Learning Model

Why Should Mainstream Social Researchers Be Interested in Action Research?

The essay tries to argue why conventional researchers are obliged as researchers to be interested in certain forms of action research. The 60 years of ignorance have been illegitimate. The essay starts by listing two commonly encountered arguments paraphrasing Karl Marx and Francis Bacon via Kurt Lewin. It tries to show why a certain simplified reading of Marx cannot provide the necessary arguments. It then presents different variants of action research in order to single out approaches that according to this author require attention from mainstream social researchers. The action research approach emerging as central, by demonstrating its presence and effectiveness within mainstream research as well, is immanent critique. The method of research methodology is immanent critique. Immanent critique has to be demystified, however. When it is brought down to earth, immanent critique is really the kind of dialogical and experiential learning approach associated with apprenticeship learning and with organisational learning. This conclusion, making self-reflective practitioner-research the “hard-core” of action research, even internal to mainstream research, also requires a revision of the experimentalist-as-interventionist credo of action research.

Evaluation of an Internet of Things Device-Based Educational Approach to Engage a More Diverse Cybersecurity Workforce

Cybersecurity education heavily utilizes competition-based approaches, such as capture-the-flag (CTF) games to support the need for a skilled cybersecurity workforce. Although CTFs expose students to cybersecurity work competencies, their competitive nature may contribute to the lack of diversity in cybersecurity programs. In response, we developed a technology-based, experiential learning approach utilizing Internet of Things (IoT) devices to educate learners about cybersecurity concepts. We evaluated the approach’s effectiveness in engaging and sparking interest in a diverse sample of high school students. Our results indicated that (a) all participants reported a moderate challenge-skill balance, (b) underrepresented minorities (URMs) reported significantly higher engagement than non-URMs, and (c) significantly more female students compared to male students reported increased levels of intent to pursue cybersecurity after participating in the learning activity. We present the approach, methods, results, implications, and recommendations for the use of IoT devices in cybersecurity education to train a more diverse workforce.

Creative Thinking in Art and Design Education: A Systematic Review

This study aims to identify and analyze relevant characteristics associated with creative thinking, particularly in arts and design education. A systematic literature review was conducted following the PRISMA protocol, utilizing the Scopus database, where 292 studies were retrieved through search strings. From these, 187 studies were selected for the final analysis. The results highlight an emphasis on experiential learning, STEAM (Science, Technology, Engineering, Arts, and Mathematics), and interdisciplinary approaches as prevalent educational methodologies for fostering creative thinking. The identified techniques include interdisciplinary projects, artistic practices, nature-based activities, and the use of digital tools. The core skills identified include originality, fluency, flexibility, and elaboration. Furthermore, it was observed that most of the studies were conducted in higher education institutions. The study underscores the urgency of promoting research in specific regions, such as Latin America, to contribute to advancing and enriching the educational landscape in these areas. Additionally, it emphasizes the importance of fostering creativity from an early age. The significance of this study lies in its contribution to more effective pedagogical practices for the development of creative thinking that positively impacts education and prepares individuals for the challenges of the 21st century.

Taking Learning Outside: The Effect on Middle School Students’ Mood

School-based outdoor learning is an experiential learning approach that involves the integration of the natural environment with the learning process. This study focused on investigating the effect of a school-based outdoor learning experience on mood among 83 sixth grade students. The researcher found a positive correlation between time spent outside and feeling energetic, and a negative correlation with feeling angry, confused, or tired and with total mood state after students participated in an outdoor learning experience. Additionally, the researcher found a statistically significant improvement in overall mood and in anxiety and confusion following the outdoor education experience. Furthermore, two students participated in interviews and the researcher identified three themes: (a) enhanced learning, (b) improved mood, and (c) nature connectedness. The researcher discusses implications for practice, including teachers collaborating with community and government organization and universities. Furthermore, the author presents considerations for future research to expand upon the current findings, including replication studies.

Investigating the Impact of Experiential Learning on Vocabulary Memorization and Language Production: A Quantitative Study among Moroccan Young English as Foreign Language Learners

This study explores the effects of experiential learning (EL) on vocabulary memorization and language production in English as a Foreign Language (EFL) among 4th-grade primary school students in Morocco. Two 4th grade classes were involved, with one class receiving traditional instruction over five weeks and the other class immersed in experiential learning through concrete situations. The current investigation endeavors to overcome the shortcomings associated with traditional approaches by examining the potential benefits offered by experiential learning methodologies. Preliminary results indicate a noticeable difference in vocabulary memorization and language production between the two groups. For instance, the experiential learning group demonstrated a deeper understanding of the vocabulary related to the supermarket theme by actively engaging in role-playing scenarios where they simulated grocery shopping. The traditional instruction group, while also exhibiting improvement, did not showcase the same level of enthusiasm and retention. The findings suggest that experiential learning positively influences vocabulary memorization and language production among 4th-grade primary school students. In other words, by incorporating real-life situations into the learning process, students not only acquire language skills but also gain a practical understanding of the context in which these skills are applied. In sum, through the lens of the quasi-experimental design, this study addresses the inadequacies of these traditional methods by exploring the potential benefits of experiential learning approaches, aiming to provide a more holistic and applicable foundation for language acquisition among ELF young learners.

Embedding the UN SDGs into a Marketing Elective on Base-of-the-Pyramid Markets: An Experiential Learning Approach

The role and importance of sustainability are increasing multi-fold, and responsible organizations across the globe are aligning with the United Nations (UN) Sustainable Development Goals (SDGs). Integrating the UN SDGs into marketing education, especially curriculum, has received scant attention in the marketing education literature, even though 880 business schools have become Principles for Responsible Management Education (PRME) signatories. This exploratory study attempts to address the gap. It describes an instructor’s attempt to integrate two SDGs, 8 and 12, into a marketing elective course, BoP & Rural Markets, using an experiential rural market project. The students were asked to use the lens of SDG 8 and 12 to understand the rural marketplace and its stakeholders during their field visit. This article describes the rural market project, spread across four experiential learning stages, and assesses its impact on sensitizing the students about SDGs. The whole experience, with its challenges and potential areas for improvement, is shared, and some lessons for marketing educators are identified. Finally, this article highlights some limitations of the approach and pinpoints directions for future work. In sum, this experiential project, a unique pedagogical intervention, helped increase the participants’ awareness and encouraged them to come up with possible recommendations for the issues around the two SDGs.

Assessment of effectiveness of practice teaching biology methods in collective learning: The pilot study

This study constitutes a pilot investigation conducted in the absence of a control group. Its objective was to evaluate the efficacy of practical learning within a collaborative setting among first-year students specializing in biotechnology. The research session focused on the topic “Methods for the development and production of biological products: The role of biological products in human life.” Sixteen students were divided into four groups of four students each. The lesson was facilitated using the Jigsaw group teaching method, integrating both theoretical and practical components. Pre- and post-class tests were administered to evaluate students' performance, revealing significant improvements after the session.The assessment of students who underwent the post-class test significantly exceeded their performance in the pre-class test. For theoretical questions, this yielded: T=14.478, P<0.001, and for practical questions: T=19.104, P<0.001. Additionally, the study revealed that the implementation of the Jigsaw method leads to a substantial increase in the percentage of students achieving high grades and a significant decrease in the proportion of students receiving low grades. The percentages of students receiving high grades increased by 43.75% (excellent) and 6.25% (good), while the percentage of low grades decreased by 50% (fair) and 12.5% (bad). This study provides empirical evidence supporting the utilization of collaborative, experiential learning approaches in enhancing biology education, particularly in fostering both theoretical understanding *and practical skills among students in the field of biotechnology.

Evaluation of the Impact of Utilizing Stock Market Simulators for Enhancing Analytical Competence: An Experiential Learning Approach

Evaluation of the Impact of Utilizing Stock Market Simulators for Enhancing Analytical Competence: An Experiential Learning Approach

An Experiential Learning Approach to the Introduction to Business Course

An Experiential Learning Approach to the Introduction to Business Course

An Experiential Learning Approach for Enhancing Performance of First Year Engineering Students in Engineering Graphics Course

Abstract— Engineering Drawing is a crucial and mandatory course for first-year engineering students. This subject plays a vital role in enhancing students' ability to visualize, imagine, and effectively illustrate concepts. It aids them in expressing their ideas clearly and swiftly, comprehending drawings produced by others, and devising effective designs. The curriculum covers essential topics like projection, sectioning, and the development of solids such as prism, pyramid, cylinder, cone, cube, and tetrahedron. These topics help students develop the ability to conceptualize, visualize, and create drawings according to specific requirements. The achievement of learning outcomes related to these subjects is hindered by the challenges faced by first-year engineering students, including their lack of fundamental knowledge in technical drawing and limited abilities in imagination and visualization. As a result, their performance in these areas tends to be subpar. To address this issue, a practical "learning by doing" approach is introduced alongside traditional classroom instruction. This strategy aims to boost the visualization, imagination, and technical drawing proficiency of first-year engineering students. This article outlines the author's endeavors to enhance students' visualization, imagination, and drawing skills. The focus is on involving students actively in both classroom and extracurricular learning. By methodically incorporating a "learning by doing" approach, there has been a notable enhancement in student engagement, achievement of course objectives, and overall performance in the course assessments. The topic of development of solids was completely taught with this method. This activity resulted increase in the CO attainment, active participation and engagement of the students in the class room as well as outside of the classroom. Following the implementation of this activity, there was a substantial rise of 17.30% in the accomplishment of course outcome, coupled with a notable increase of 25.34% in the students' learning index. Keywords— Course Learning Outcome, Engineering Graphics, learning by doing

Development of prose appreciation teaching materials based on experiential learning

Prose appreciation is a mandatory course taken by prospective primary school teacher education students in the first semester with a load of 2 credits. This research was carried out to develop Prose Appreciation teaching materials based on an experiential learning approach and to determine the validity and practicality of Prose Appreciation teaching materials based on an experiential learning approach. This research uses an R&D (research and development) approach, namely the Dick and Carey model. The data collection techniques used were interviews and questionnaires. Data analysis techniques used were interviews and questionnaires conducted qualitatively and quantitatively. The research results show that the Prose Appreciation teaching lesson based on the Experiential Learning approach is valid and practical for use in lectures. The linguistic validation results show that the Prose Appreciation teaching material is very valid for use with a score of 0.89. The validation results of the presentation and graphics obtained a figure of 0.77 in the valid category. Meanwhile, the content/material expert assessment obtained a figure of 0.87, which is in the valid category. Furthermore, the small group trial showed that the Prose Appreciation teaching material was practical to use and the large group trial showed that the Prose Appreciation teaching material was very practical to use.

Probing Experiential Learning Approach in Islamic Religious Education

This study delves into the effective strategies employed in Islamic religious education to illuminate the nexus between instructional approaches and subject matter alignment. Utilizing a qualitative research methodology with a phenomenological orientation, the investigation involved fifteen high school Islamic religious education teachers. Participants were selected using a purposive technique, focusing on eligibility criteria specific to Islamic religious education instructors. Data collection took place through structured interviews with an interview protocol, followed by analysis stages encompassing data collection, reduction, and interpretation. The results discern five overarching themes elucidating the strategies employed in teaching Islamic religious education. Firstly, three schools integrated experiential learning into their pedagogical approach, intertwining it with discussion strategies. Secondly, the application of experiential learning strategies is more straightforward with less intricate subject matter. Thirdly, addressing complex topics necessitates teachers to demonstrate competencies across pedagogical, personal, professional, and social dimensions. Fourthly, not all students readily engage in experiential learning due to unfamiliarity with articulating personal experiences as educational content. Lastly, the study advocates for incorporating advanced methods to tackle complex subject matter. These findings offer a foundational reference for future research endeavors, acknowledging the study's limitations and the recommendations proposed.

Livelihood challenges faced by women in rural India: exploration of solutions using participatory action research

ABSTRACTWomen in rural India continue to face deprivation and inequality, despite various initiatives and reforms to empower them. In this note, the authors share their experiences of identifying the challenges faced by women in earning a livelihood and the sustainable solutions they identified using the participatory action research approach. The study involved two self-help groups of women in Nagla Chandi, a rural village in Uttar Pradesh, India. It revealed three key challenges: a need for entrepreneurial skills, low earnings, and limited access to land and capital. The note highlights potential sources of income and emphasises the importance of building women’s capacity to enhance their chances of finding work, starting a business, and supporting their families. Policymakers, Civil Society Organisations, and academic institutions working to empower women in rural communities can benefit from this note, offering an experiential learning approach to sustainable development research and education.

Exploring the Potential of Immersive Virtual Reality in Italian Schools: A Practical Workshop with High School Teachers

In recent years, there has been a surge of interest in affordable and accessible extended reality devices. Big tech companies like Apple and Meta have announced advanced devices expected to become more prevalent in everyday life. As younger generations embrace immersive digital realities for socialization, entertainment, and information retrieval, there is a need to explore immersive digital technologies that support experiential learning and reevaluate educational approaches. In Italy, the COVID-19 pandemic has sparked a growing interest in immersive virtual reality (VR) and the metaverse for distance education. However, the integration of VR in Italian schools could be faster, primarily due to cost and teacher knowledge challenges. Our study aims to involve high school teachers in a practical workshop to assess their knowledge, skills, and intention to use VR in their teaching after brief training. The focus is on evaluating the acceptability of VR for educational purposes among Italian high school teachers. The workshop involved up to 16 teachers at once and was repeated eight times to reach 120 teachers. Participants received VR training and explored three educational VR applications. The results show that teachers are interested in learning and integrating VR into their lessons. They believe it can enhance teaching practices by actively engaging students and enabling experiential learning. This work provides an overview of the current state of VR in education, describes the workshop with high school teachers, and presents the obtained results.