Experiential Learning Approach Research Articles

Coaching to build commitment for generating performance improvement

PurposeThe paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to both the job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.Design/methodology/approachAs a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.FindingsIt is possible to create a research results–driven practical guide/action plan for managers. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.Practical implicationsThere is clear evidence in empirical research that employee commitment positively relates to work performance, job engagement and job retention. This paper applies investment theory to build commitment as it is based on actual inputs and efforts of the employee.Originality/valueThere is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.

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.

The (Coffee) Grounds of Change: An Experiential Learning Approach to Sustainable Development

Drawing on six years of experience teaching Political Science classes with field experiences in the Dominican Republic, I discuss the design and implementation of effective sustainable development projects. What started as a one-off field experience has grown into a long-term relationship with the coffee growing community of El Naranjito, which provides opportunities for students to learn through purchasing our campus coffee and collaborating with producers on navigating the international specialty market. Beyond efforts to assist farmers raise their standard of living through the sale of their primary commodity, students are also involved in projects addressing quality of life issues, such as access to reliable, affordable solar energy and safe drinking water—all funded from profits of our College-branded Warrior Coffee. Discussion includes learning objectives specific to Political Science and how an intentionally crafted experience can assist in the development of students’ cultural competence, global awareness, and soft skills—including effective communication, teamwork, and resilience. Finally, special attention is paid to the importance of building collaborative, mutually beneficial relationships with host communities in order to ensure sustainable economic and community development that seeks to avoid dependency and neocolonial power dynamics. The lessons learned can be applied to other contexts.

THE GAINS, ISSUES, AND OPPORTUNITIES IN THE INTEGRATION OF VIRTUAL LABORATORY IN SCHOOL SCIENCE LABORATORY

Virtual world seems to be taking on the physical world, and the education as it seeks to be dynamic and relevant to the current trends in ICT is also going through changes and advances. In the field of science pedagogy for instance, virtual laboratories and simulations are gaining ground through its facets of cutting-edge “real-like” augmentation of science experimentation and concept formation. This paper explores the possibility of using this technology in the school science classrooms of developing countries such as the Philippines. The paper used the systematic literature method to identify the theoretical underpinnings, gains, issues, and potential of virtual laboratory integration to school science laboratory. The reviewed literatures were synthesized, and the researchers found out that majority of virtual simulations used in education rely on the theoretical embodiment of experiential and constructivist learning approach particularly in guided inquiry-based science pedagogy. The paper also listed issues in the integration of virtual laboratories which are cognitive overload; critical formative assessment applications on virtual set-up; and inadequate resources. It was then concluded that the virtual laboratory integrations provides both advantages and disadvantages to science learning, hence, such integration shall be done with careful consideration to accommodate both the gains and issues. The findings of the paper also lead to the recommendation to not make virtual laboratories as substitutes but as a complementary tool to improve science learning in an actual science lab. Virtual laboratory integration shall only be done to accommodate difficult and improbable science activities such as those that are in a molecular scale. KEYWORDS: Science Education, Science and Technology, Educational Technology, Virtual Laboratory, Computer Simulation, Gains, Issues, Potential of School Science Laboratory Integration, Philippines School Science Laboratory Integration

The influence of personality and leadership formation program (P2KK) on soft skills of students of the Faculty of Health Sciences (FIKES) University of Muhammadiyah Malang

Backgrounds: Character education is currently one of the solutions to overcome moral decline. From a psychological point of view, a character describes several potentials. Objectives: This study aims to determine the effect of P2KK on the soft skills of students at the University of Muhammadiyah Malang. Methods: The research design used was a pre-experimental group pre-posttest design. Sampling in this study used non-probability sampling with a quota sampling technique. The samples used were 100 students of the University of Muhammadiyah Malang class of 2018 who took part in P2KK batches 24 and 25. Data collection used the LEQ (Life Effectiveness Questionnaire) questionnaire with data analysis using the Wilcoxon test. Results: Soft skills of University of Muhammadiyah Malang students before participating in P2KK 72% had a medium category with an average value of 140, and soft skills after P2KK 76% had a medium category with an average value of 15. Based on the results of data analysis using the Wilcoxon test, significant results were obtained (p =0.00), meaning there are differences in soft skills before and after P2KK. Conclusion: There is an effect of P2KK on the soft skills of students at the University of Muhammadiyah Malang with an experiential learning approach that can improve soft skills. The most significant influence is on the attribute of controlling emotions. The UPT recommends it. P2KK to find out and evaluate the soft skill character of P2KK participants so that the training can specifically improve the soft skills that are lacking.

Effect of changes in co2, plasma protein, and hemoglobin on increasing blood acidity of patients with respiratory acidosis in the ICU room, dr. Slamet Martdirjo Pamekasan

Backgrounds: Character education is currently one of the solutions to overcome moral decline. From a psychological point of view, the character describes several potentials. Objectives: This study aims to determine the effect of P2KK on the soft skills of students at the University of Muhammadiyah Malang. Methods: The research design used was a pre-experimental group pre-posttest design. Sampling in this study used non-probability sampling with a quota sampling technique. The samples used were 100 students of the University of Muhammadiyah Malang class of 2018 who took part in P2KK batches 24 and 25. Data collection used the LEQ (Life Effectiveness Questionnaire) questionnaire with data analysis using the Wilcoxon test. Results: Soft skills of University of Muhammadiyah Malang students before participating in P2KK 72% had a medium category with an average value of 140, and soft skills after P2KK 76% had a medium category with an average value of 15. Based on the results of data analysis using the Wilcoxon test, significant results were obtained (p =0.00), meaning there are differences in soft skills before and after P2KK. Conclusion: There is an effect of P2KK on the soft skills of students at the University of Muhammadiyah Malang with an experiential learning approach that can improve soft skills. The most significant influence is on the attribute of controlling emotions. The UPT recommends it. P2KK to find out and evaluate the soft skill character of P2KK participants so that the training can specifically improve the soft skills that are lacking.

Connecting organizational learning and open innovation research: an integrative framework and insights from case studies of strategic alliances

Purpose This study aims to combine open innovation (OI) and organizational learning (OL) literature in the context of strategic alliances. Design/methodology/approach The authors develop a conceptual framework that links OI to OL literatures. The authors empirically validate this framework through four representative cases of dyadic strategic alliances in which the allied partners have (mainly) adopted an inbound or outbound OI strategy and (mainly) used an experiential or experimental learning approach to access knowledge in the alliance. Findings The authors propose and validate a framework that links two well-known OI strategies (inbound and outbound) and two types of OL, namely, experiential and experimental learning. This, in turn, allows us to propose four different typologies of learning opportunities that could be pursued by alliance partners. Research limitations/implications The research offers a framework that links experiential and experimental learning to inbound and outbound OI strategies. However, the authors focused on inbound and outbound OI. The authors are aware that sometimes coupled innovation could take place in alliances. Practical implications This study proposes best practices for companies willing to open their innovation processes with alliance partners by bearing in mind the learning outcomes that may be exploited through the alliance. Originality/value This study highlights four alliance archetypes emerging from the nexus between OI strategies to OL methods.

The effect of a learning approach based on experience and prior knowledge on the mastery of the concept of static fluids

The development of science and technology in the world of education today has dominated the development of other sciences. Science is the study of natural phenomena. These natural phenomena can occur at any time without being realized by humans. This study aims to determine the difference in concept mastery between students who are taught with an experiential learning approach and students who are taught using a conventional approach to class XI Science at SMA Negeri 2 Makassar in the 2020/2021 academic year, to determine the differences in conceptual mastery between students who have high and low initial knowledge. This research is a type of quasi-experimental research (quasi-experimental), involving two groups, namely the experimental group and the control gro up. The data analysis carried out is descriptive and inferential analysis to examine the proposed hypothesis. The conclusion of this study is that there are significant differences in concept mastery between students who are taught using an experiential learning approach (PBP), there are significant differences in conceptual mastery among students who have high prior knowledge and there is an interaction between the learning approach and prior knowledge of mastery of students' physics concepts.

INFLUENCE OF EXPERIENTIAL LEARNING APPROACHES AND INTERPERSONAL INTELLIGENCE ON STUDENT PPKN LEARNING OUTCOMES

This study aims to: (1) analyze the differences in student KDP learning outcomes taught with an experiential learning approach compared to students taught with a direct instruction approach; (2) analyze the differences in KDP learning outcomes of students who have high interpersonal intelligence compared to students who have low interpersonal intelligence; and (3) analyze the interaction between experiential learning approaches and interpersonal intelligence in influencing student KDP learning outcomes in elementary schools. The sample in this study was 50 students of Class V of the State Elementary School 056587 Garbage Beach, Bahorok District. Data collection in this study through interpersonal intelligence questionnaires and ppkn learning outcomes tests. Hypothesis testing was carried out with the Two Way Anova test. The results showed that: (1) The learning outcomes of KDP students taught with an experiential learning approach were higher than those of the direct instruction approach (Fcount = 6,157 and sig. 0.017 < 0.05); (2) The learning outcomes of KDP students who have high interpersonal intelligence are higher than students who have low interpersonal intelligence (Fcount = 5.098 and sig. value 0.029 < 0.05); and (3) There is an interaction between learning approaches and interpersonal intelligence in influencing student KDP learning outcomes (Fcount = 4.285 and sig. 0.016 < 0.44).

Embedding experiential learning in undergraduate health promotion curriculum.

The experiential teaching method draws on research-based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Community Health Promotion is a second-year subject offered in the Bachelor of Health Sciences at La Trobe University. The project-based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands-on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation. The experiential learning approach enables students, in a self-directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely "experiment" and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real-life environments which they recognised as building their competencies and enhancing their employability skills. Experiential learning through small-group projects prepares students for the health promotion workforce in a low-risk, high-impact educational setting while contributing to promoting the ethos of a health-promoting university. SO WHAT?: The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards.

Training Incoming Social Work Students in Motivational Interviewing Skills

Field practicum settings often do not have adequate resources, staff, and time to meet the extensive basic training and learning needs of master’s level social work students beginning their first year of field placement. An innovative, empirically-supported motivational interviewing (MI) skills lab was created to provide students with supplemental skills training in preparation for field placement entry. The lab practice of MI strategies allows students to gain familiarity with effective methods for forming helping relationships, developing intervention goals, and understanding and resolving ambivalence about behavioral change. This paper describes the rationale for the experiential learning approach, addresses challenges encountered by students in learning MI skills, and demonstrates its potential effectiveness in addressing the learning needs of incoming social work students. We recommend that the MI lab be considered as a model for helping to prepare new students for agency practice.

Belajar Eksperiensial Untuk Meningkatkan Pemahaman Generasi Muda Tentang Credit Union

There are still many young people who do not know Credit Union (CU) well, so they are reluctant to become CU members. This program aims to make the younger generation know CU more deeply so that the desire arises to join CU and plan their future well. This program uses an experiential learning approach in the form of a digital infographic competition. The result showed that the experiential learning method used in this program has a positive effect on participants' knowledge and attitude about CU. In addition, this program was also quite successful in attracting the interest and attention of Instagram social media users, as indicated by a large number of likes on the contestants' social media.

A COLLABORATIVE ONLINE READING AND RESEARCH PROJECT

This paper describes the conception and implementation of reading and research project designed to help students develop effective online reading and research skills. In addition to providing opportunities to practice traditional reading skills such as skimming, scanning, and critical reading, the project aims to help learners gain autonomous strategies for evaluating the credibility of online information. A student-centered, experiential learning approach to instruction framed the design. This required students to do most of the project work online, and involved a blend of face-to-face activity in computer laboratory along with out-of-class online collaboration. KEYWORDS: Collaboration, reading, face-to-face learning, online learning, project work online, teaching and learning

Developing and Delivering a Remote Experiment based on the Experiential Learning framework during COVID-19 Pandemic

The students following Engineering disciplines should acquire a conceptual understanding of the concepts and the processors and attitudes. There are two recognizable learning environments for students: classroom and laboratory environments. With the COVID-19 Pandemic, both environments merged to online environments, impacting students' processes and characteristic attitudes development. This paper introduces a theoretical framework based on experiential learning to plan and deliver processes online. A case study based on the power-factor correction experiment was presented. The traditional experiment that runs for 2 hours was broken into smaller tasks such as pre-lab activity, simulation exercise, PowerPoint presentation, remote laboratory activity, and final report based on the experiential learning approach. The delivery of the lab under online mode delivery was presented. Then students' performance was compared before and after the online mode of delivery. It was found that students' performance on average has a distinct improvement. In order to obtain students' reflections about the online experiential learning approach, a questionnaire that carries close and open-ended questions was administered. The majority of the students liked the approach followed and praised for allowing them to experiment in a novel way during the COVID-19.

Trying on a role: Mentoring, improvisation and social learning in luxury retailing

Much work has viewed retail as analogous to theater, creating memorable performances that communicate brand meanings. This article investigates how the theatrical metaphor applies to a further role played by retail environments: enabling customers’ social learning. When products are used in a collective consumption context, customers need to learn how to perform within that context. A micro-sociological study of men’s luxury tailoring reveals two ways in which this learning can begin in the store. First “mentoring scripts” help sales associates to coach the customer via discursive and experiential learning approaches. Second, staff and customers engage in improvisation practices, termed as role switching, status asserting, nurturing, and show rescuing. While deeply theatrical, these behaviors are reminiscent of improvisatory and immersive theater rather than of traditionally-staged plays, in that customers are not the audience but are active—albeit novice—performers. The drama of retail contexts is far more participatory than scholarship has yet acknowledged.

Effectiveness Evaluation of a Primary School-Based Intervention against Heatwaves in China.

Background: Evidence of the effectiveness of intervention against extreme heat remains unclear, especially among children, one of the vulnerable populations. This study aimed to evaluate the effectiveness of a primary school-based intervention program against heatwave and climate change in China to provide evidence for development of policies for adaptation to climate change. Methods: Two primary schools in Dongtai City, Jiangsu Province, China, were randomly selected as intervention and control schools (CTR registration number: ChiCTR2200056005). Health education was conducted at the intervention school to raise students’ awareness and capability to respond to extreme heat during May to September in 2017. Knowledge, attitude, and practice (KAP) of students and their parents at both schools were investigated by questionnaire surveys before and after intervention. The changes in KAP scores after intervention were evaluated using multivariable difference-in-difference (DID) analysis, controlling for age, sex, etc. Results: The scores of knowledge, attitude, and practice of students and their parents increased by 19.9% (95%CI: 16.3%, 23.6%) and 22.5% (95%CI: 17.8%, 27.1%); 9.60% (95%CI: 5.35%, 13.9%) and 7.22% (95%CI: 0.96%, 13.5%); and 9.94% (95%CI: 8.26%, 18.3%) and 5.22% (95%CI: 0.73%, 9.71%), respectively, after intervention. The KAP score changes of boys were slightly higher than those of girls. Older students had higher score changes than younger students. For parents, the higher the education level, the greater the score change, and change in scores was greater in females than in males. All the health education activities in the program were significantly correlated with the changes in KAP scores of primary school students after intervention, especially those curricula with interesting activities and experiential learning approaches. Conclusions: Heat and health education program in primary school was an effective approach to improve cognition and behavior for both students and their parents to better adapt to heatwaves and climate change. The successful experience can be generalized to respond to the increasing extreme weather/climate events in the context of climate change, such as heatwaves, and other emergent occasions or public health education, such as the control and prevention of COVID-19.

Tree Stories: Assessment Making as Relationally Respecting, Dynamically Listening with Care, and Inviting Celebratory Journeying

Through my recent Master of Education journey, I am becoming increasingly awake to the ways in which I value “place” when thinking of my autobiographical beginnings, teaching, learning, and assessment making alongside children. As a forest and nature kindergarten teacher in a K–6 elementary school, who is facing increasing class sizes, classroom complexity, parental anxieties, and children’s wide-awakeness to all these influences, I worry about early childhood development and the knowing that each of us, from an early age, holds embodied experiences which guide us and either nurture or hinder our development. I see the importance of co-creating environments to invite children, parents, and educators to think collaboratively, and emergently to come to learning and knowing and assessment making. Basso (1996) writes, “relationships to places are lived most often in the company of other people, and it is on these communal occasions – when places are sensed together – that native views of the physical world become accessible to strangers” (p. 109). We teach and learn in social contexts across time and in the world of formal education on landscapes called schools. However, my hope is for schools to be thought of in a broader context, which bends and sways as we ground ourselves in experiential pedagogies (Dewey, 1938). Pedagogies which are always in the midst and in the making. Narrative beginnings matter. With this thinking, we become awake to knowing that our collective approaches to the education of young children will significantly affect future leaders and the environment which sustains us. My current research puzzling for the purpose of this special issue is as follows: in what ways can land-based, place-based, emergent, and playful experiential learning approaches in school outdoor settings increase child, family, and teacher collaboration? What role might assessment making have in this collaboration and the child’s learning? Do the stories that children come to live and tell through this collaboration and their dynamic interaction with one another, their families and teachers, and more-than-human beings influence the lives they are making in the present in their early years of schooling i.e., K–3, and into their futures?

OUTCOME BASED LEARNING: INVESTIGATING THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY-BASED INSTRUCTION ON STUDENTS

“Change in the classroom is the change in world”
 Understanding the scientific concept is central in school education. To enhance the deep conceptual understanding- teaching- learning method that is adopted at school by teachers play a significant role. The conventional teaching approach is often used by the school teachers because it is easy and due to lack of other alternative teaching-learning approaches. The present study is conducted to compare the experiential learning method with conventional method. The experimental research design is employed in the study. Totally 40 students participate in the study. Sample is drawn by using Purposive convenient sampling technique. Students are categories into two: study and control group. Each group consists of 20 students. Study is conducted in a co-educational school. Data is collected by using questionnaire. Descriptive statistical method is used to collect the data. Result of the study depicts that experiential learning activity model enhances the academic performance and deep theoretical understanding to attain intended specific learning outcome than the conventional method of teaching-learning. The statistical data clearly illustrates that there is noteworthy difference in the performance of both groups. Researchers supports the amalgamation of experiential learning approach at the foundation level will change the dynamics of education system in the modern technological era.

Remote Delivery of MBA Management Consulting Projects for Corporate Sponsors: A Pivotal Twelve Months During the 2020-21 Global Pandemic

The experience of delivering remotely MBA management consulting projects sponsored by major corporations is described, as it evolved during the pandemic in Spring 2020, and continued for over a year into Spring 2021. The traditional experiential learning approach, involving student teams working in-person (both in class and with company personnel), was severely disrupted and had to drastically change to an online experience. Results show that the pivot to this mode was largely successful, based on positive feedback from all stakeholders (students, company personnel, school administrators, and faculty). Limitations included team difficulties coordinating project tasks effectively and missing out on developing stronger ties with their colleagues and with the companies. As conditions evolve, such experiential learning courses will need to adapt accordingly, using technology and new ways of managing individual and team tasks. It is also expected, that these experiences will possibly generate hybrid approaches to learning, involving combinations of in-person and online elements, that will result in even better models of teaching and learning.

Designing a Serious Game for Scrum Learning

Scrum approach is now an important component of project management courses in universities. Experiential learning approaches as serious games seem to be more effective for Scrum learning since they have the advantage of providing students with an opportunity of encountering complex, realistic project situations. However, these educational games often lack clear specifications as to how they are to be incorporated within an experiential learning approach following a systematic instructional design. In this paper, we propose a conceptual framework that shapes serious games design, providing guidelines that allow integrating mechanisms of transfer aligned with the nature of knowledge. These transfer mechanisms rely on a “boundary perspective” with the use of boundary objects and boundary actors as a means to fostering social exchange during the game. Our framework is tested through the design of a LEGO serious game, MindScrum, to strengthen Scrum learning. We present the design principles of the game and discuss its effectiveness in the learning process.