Experiential Learning Approach Research Articles

Learning the Concepts of Magnetic Effects of Current through Experiential Learning Approach as Envisaged in National Education Policy 2020

Learning the Concepts of Magnetic Effects of Current through Experiential Learning Approach as Envisaged in National Education Policy 2020

Effectiveness of Experiential Learning Approaches (ELA) in enhancing students’ active participation in physical education

Background: Active participation in physical education (PE) is essential for students’ development yet remains challenging in many schools. Research Objectives: This study aimed to assess the effectiveness of experiential learning approaches, including role-playing and interactive simulations, in enhancing students’ willingness and ability to actively participate in PE at Gabas Integrated School (GIS). Methods: This study utilised a one-group pretest-posttest design in which 34 Grade 9 GIS students participated. A researcher-made survey questionnaire patterned from the Students’ Participation Survey and the Motivation in Physical Education Survey and a checklist tool were used to gather data. Education experts reviewed the survey questionnaire to ensure content validity and conducted a pilot test. The collected data were analysed using Jeffrey’s Amazing Statistics Program (JASP). Findings/Results: The study revealed that the students’s willingness to participate was initially moderately willing, which increased to extremely willing after the intervention. The student’s ability to participate improved from a participative rating to a highly participative rating after the intervention. The Wilcoxon signed-rank test further revealed significant differences between the students’ willingness and ability to participate before and after the intervention. Conclusion: These findings concluded that an experiential learning approach effectively enhances students’ active participation in terms of their willingness and ability to participate in PE classes. Thus, the Department of Education must encourage teachers to use ELA to transform students from passive spectators to active participants. Physical education teachers must also consider incorporating performance-based learning and real-life scenarios that allow students to apply their skills in meaningful contexts to their physical education teaching.

The Pedagogical Power of Paper

AbstractIn this research, I explore the potential of a material‐led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre‐GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether human or non‐human. Through the implementation of a project titled ‘To Play,’ which utilises paper as a primary pedagogical tool, I engaged Year 9 Art and Design students. Qualitative data collected over a six‐week period underpins the analysis, with a particular emphasis on understanding students' experiences with material‐led processes. The findings highlight the potential of material‐led pedagogies to empower students and challenge anthropocentric perspectives, offering valuable insights for enhancing pre‐GCSE art education and harnessing the educational potential of materials. This study contributes to the ongoing discourse in art education by emphasising the importance of embodied, experiential learning approaches that prioritise creativity, exploration and critical engagement with the world around us.

Design and implementation of a project management training program to develop workforce ready skills and career readiness in STEM PhD students and postdoctoral trainees

A growing number of STEM doctorates pursue careers across the broader biomedical workforce, including industry, policy, and healthcare. Graduate and postdoctoral trainees need training to develop professional skills that prepare them for diverse workforce options. Through engagement with faculty and trainees, we determined that formal management skills are underdeveloped in trainees, particularly around managing projects in a way that is translatable to broader industries. At Georgetown University Medical Center, we adapted Kern's six-steps of curriculum design to develop the Academy for Transferable Management Skills (ATMS) program to help graduate and postdoctoral trainees develop linear experience in utilizing project management tools in their academic research contexts. ATMS includes a self-paced online CANVAS course with learning objectives and content modules that map to the project management cycle from initiation to closure, developed in consultation with PhD-level industry experts. From 2021–2024, 25 trainees have completed the ATMS program, including the capstone project and posttest evaluation. Trainees also complete brief quizzes after each module as a formative assessment of learning. The pre-test evaluation (n = 92) revealed a baseline of project management “pain points” regularly encountered by trainees (risk management, project charters, work breakdown structures, and managing project scope). Posttest data (n = 25) reveal a significant increase (p < 0.0001) in project management self-efficacy measures across the aforementioned pain point scales. Notably, 100% of trainees indicated that they may/would refer the program to colleagues. ATMS offers trainees the flexibility to pick frameworks that apply to their projects with trainees planning to use project schedules (84%), Work Break Down Structures (80%), lessons learned reports (68%), and communication plans (68%) in their work. This integrated experiential learning approach equips trainees to develop and execute their projects according to industry-informed project management principles, which allows them to perform their current research more efficiently and to utilize project management frameworks in a way that is directly transferable to broad careers.

Children’s understanding and STEM-related experiences of solar energy and technologies in a smart kindergarten in Norway

ABSTRACT In the quest to tackle complex societal and environmental challenges, Norway stands as one of the nations that are increasingly incorporating and transitioning to renewable and green energy solutions, particularly solar energy and technologies. In this context, science and technology education, starting from an early age, have been highlighted as important to achieving carbon-neutrality goals and sustainable futures. That notwithstanding, a significant knowledge gap persists regarding young children’s understanding and experiences with renewable energy and technologies. This study explores kindergarten children’s STEM-related knowledge and experiences, particularly regarding solar energy and technologies. Specifically, the study focuses on a pioneering kindergarten in Stavanger, Norway, that relies on solar technologies for warmth and waste management. After using a comprehensive qualitative case study approach, the study's findings underscore the effectiveness of experiential learning and multi-method approaches within early education, particularly in enhancing children’s knowledge about renewable energy and technologies.

Strategy for Instilling Trustworthy Character Using the Tumpe Method in Elementary School Students

The tumpe-based character education method is a strategy that is expected to be effective in instilling values ​​and character education in elementary school students. This approach is implemented at SDN Negeri 1 Toili, Banggai Regency with a focus on cultivating the character of Trustworthiness (Integrity). The Tumpe method is a participatory and experiential learning approach that involves students in the entire process. The aim of this research is to find out what the trustworthy character education strategy is using the Tumpe method at Toili 1 Elementary School, Banggai Regency. This research method is a qualitative descriptive method, namely a method that relies on observation, interviews and documentation. The research results show that the strategy of instilling character in school-age students is very important to become their educational capital in the future. The TUMPE method is an educational method that is easy to apply. Keywords: Strategy, Trustworthy Character, Method, Tumpe

Using an interactive simulation tool of national energy and climate policy planning to explore environmental policy options from the perspectives of different interest groups

AbstractTo reach the Paris Agreement goals, European governments have defined national contributions to the EU binding climate goals and have developed national climate and energy plans for 2021–2030 (NECPs). NECPs are detailed strategies in which governments can flexibly emphasize specific sectors, technologies and national energy policy choices. Every country has built its own energy modelling capacity for forecasting purposes. In most countries, this national modelling relies on optimization tools such as Markal or TIMES. For Latvia's energy sector, a system dynamics (SD) model was built to complement the TIMES model. The SD model deals with an integrated energy system, including the primary energy supply and transformation sector; energy distribution and storage system; and energy demand sectors (residential, tertiary, public, industry and transportation). Sectoral policies are presented in the Stella Architect interface. This study demonstrates how the interactive simulation tool was used in the Environmental Engineering Master level course ‘Environmental Policy and Economics’ as an experiential learning approach. The student assignment involved applying this tool to develop and analyse the energy transition policy package for one of four ideological interest groups: deep greens, bright greens, light greens and greys. Students had to assume a role and adopt its perspective by applying their border‐crossing competence and reflecting on selected policy mixes for that ideology. Various transition pathways, based on different ideologies, illustrate the possibilities for application. Results show that students were successful in fulfilling the assignment.

Practicality of syntax soft skill-based learning (Ss-BL): a new model in web-based entrepreneurship learning

The soft skills-based learning (Ss-BL) learning the methodology was proposed as an innovative approach to facilitate experiential learning in authentic real-world contexts. This was created to address the shortcomings of the Experiential Learning (EL) approach in enhancing student communication proficiency. Thus, this study's goal is to evaluate the viability of the Ss-BL learning paradigm. In this work, confirmatory factor analysis (CFA) and the Mile and Huberman methodology were employed in an exploratory sequential mixed methods approach. The paradigm for Ss-BL learning is created by conceptualization, theorization, hypothesization, and finalization phases. The research data was acquired via the process of document analysis and conducting a Focus Group Discussion (FGD). A focus group discussion (FGD) was carried out with a sample of 5 experts for research purposes. A non-test was the tool used in the FGD. The Ss-BL model consists of the Motivation, Observation, Real Experience, Implementation, Evaluation, Reflection phases. For all phases, a CFA value of 0.000 was obtained, that is, if the number is less than 2, it means that the Ss-BL model meets the goodness-of-fit model criterion. Among the innovative learning models suggested for entrepreneurial courses in vocational education, the Ss-BL model stands out as both a contribution to the advancement of knowledge and a viable option

Enhancing Engineering Students Understanding of Entrepreneurship with Hands-On Selling and Buying: Implementation and Benefits

This paper introduces the idea of enhancing engineering students’ understanding of entrepreneurship through hands-on selling and buying activities. It also explores the impact of incorporating the activity among engineering students. We designed the activity to bridge the gap between theoretical knowledge and practical application, acknowledging the importance of entrepreneurial skills for engineering students. The study demonstrates that this experiential learning approach equips students with essential skills in sales, marketing, problem-solving, critical thinking, teamwork, and resilience. Additionally, it fosters creativity and innovation while providing a sense of accomplishment. The findings suggest that such practical engagements significantly contribute to preparing engineering students for the challenges of the business world, promoting their versatility and adaptability in professional settings.

Competences for the future (Future Work 4S) – Green skills and environmental education

This article describes an innovative Future Work 4S project and provides comprehensive feedback on a free Massive Open Online Course (MOOC) focused on environmental skills. Feedback was collected from two main target groups: educators (including university professors, teachers, and trainers) and student adult learners from Bulgaria, Greece, the Czech Republic, and Italy. The purpose of this survey is to provide an in-depth analysis of the feedback received on the Green Skills course and to highlight the main strengths identified by both educators and students. The findings reveal a high appreciation for the course’s interactive and experiential learning approach by both the students and the educators. Specifically, 93% of participants agreed that the course was interesting, engaging, relevant, accessible, and developmental. The course’s interactive exercises and gamification elements were particularly praised, enhancing learning and motivation. However, suggestions were made for including more practical examples and improving the uniformity of the text.

Eating vegetables at school lunchtimes: Pilot and feasibility studies testing strategies to improve intake

Vegetable provision at schools in the UK has increased over recent years; however children still eat few of the vegetables that are served to them. Two experimental pilot and feasibility studies implemented a vegetables-served-first (study 1) plus experiential learning (study 2) approach to increase children's (3–5 years and 4–7 years respectively) vegetable consumption at school lunchtimes. Both studies involved vegetables-served-first 10-min before the rest of the meal, with experiential learning techniques (repeated exposure, “veg-first” dinner plates, vegetable songs, videos, and nutrition education) complementing the vegetable service in study 2. Study 1 (n = 38) found that vegetables-served-first, compared with serving all foods together, increased vegetable intake by ∼12 g. Study 2 (n = 69) found that vegetable consumption depended on individual schools. Schools where vegetable intake was low showed increases in consumption during intervention weeks, whereas schools with high vegetable intake showed little change. Acceptability of interventions was found to be good for children and schools that participated, although concerns about time to serve vegetables first and COVID-related environmental restrictions reduced feasibility for some schools. Child engagement could also be improved by offering a wider variety of vegetables during repeated exposure to reduce monotony. Future research should design interventions using co-design methods including schools to suit their context best, whilst also addressing the problem with a systems approach. Interventions which focus on child learning through experience need to take account of specific school environments including curricular needs, resources available for school lunch (including both time and space), provision of food, support from teachers and parents, and the culture around eating (e.g. encouragement, pressure to eat, lunchtime competing with playtime). Joined-up systems approaches could enhance both provision and uptake of vegetables at school meals.

Enhancing Project Management Education: Investigating the Effectiveness of Flipped Learning and Active Experiential Learning Approaches

This study proposes an in-depth investigation into the efficacy of combining flipped learning and active experiential learning methodologies within the context of project management education at Open University Malaysia. The primary aim is to overcome the shortcomings of the traditional lecture-based teaching approach, which often falls short in engaging students and equipping them with the practical skills required for effective project management in real-world scenarios. By transitioning towards a more student-centered model through the implementation of flipped classrooms, this research seeks to enhance student engagement, learning outcomes, and overall satisfaction with the course. Employing a mixed-methods approach, the study will involve quantitative and qualitative techniques to gather comprehensive data. This includes pre- and post-assessment of students' knowledge and understanding of project management principles, alongside surveys and reflective journals to capture students' perceptions of the learning experience. The participant base will consist of students enrolled in a project management course, allowing for direct observation of the pedagogical strategies' impacts. The anticipated outcomes of this research are twofold. Firstly, it aims to provide empirical evidence on the effectiveness of integrating flipped learning and active experiential learning in project management education. Secondly, it seeks to offer actionable insights for educators and educational institutions on how to design and implement more engaging and effective instructional strategies. Ultimately, this study aspires to contribute significantly to the literature on educational methodologies in project management, paving the way for enhanced educational practices and student preparedness for professional success.

Learning Strategies for Equal Education Programs for Learning Citizen in Non-Formal Education

Equal education programs in non-formal education units are an important means of ensuring access to education for students who have been marginalized from formal education. In facing complex challenges such as the inability to access formal education for various reasons, learning strategies are key in achieving educational equality. This research aims to explore various effective learning strategies in the context of equality education in non-formal education units. This type of research uses a descriptive qualitative approach, namely exploring social phenomena through observation, in-depth interviews, and text analysis to understand in depth how these learning strategies are implemented and integrated in non-formal learning environments.. The research results show that effective learning strategies include creating an inclusive learning environment that pays attention to individual needs, providing a curriculum that is relevant and appropriate to the needs of participants, as well as utilizing technology and innovative learning methods consider specific characteristics of equity education, such as experiential learning approaches, distance learning, or technology-based learning. The implication of this research is the importance of developing learning strategies that are adaptive and responsive to the needs of students in equal education in non-formal education units, thereby ensuring that all individuals have equal opportunities to access education and improve their quality of life.

Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda

ABSTRACT This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Penerapan Experential Learning pada Materi Trigonometri Peserta Didik Kelas X untuk Meningkatkan Hasil Belajar Peserta Didik

Some students feel that mathematics is unnecessary, resulting in their interest in learning being low and learning outcomes also being low. To overcome this, one approach that can be taken is experiential learning. This approach is based on four phases, namely real experience, reflective observation, abstract conceptual, and active experimentation. The four phases involve students in the learning process through acting, reflecting, thinking and applying. The aim of this research is to describe the learning process carried out using an experiential learning approach to trigonometry material to improve student learning outcomes. The research was conducted on 35 class X students. The data collection methods used were tests and field notes. The research results show an increase in student learning outcomes in three aspects, namely student learning completeness which reaches a score of more than or equal to 75, students' activeness in asking questions, arguing and working together in groups, and students' enthusiasm in taking tests given by the teacher. In conclusion, the application of experiential learning in class X trigonometry material can improve student learning outcomes.

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.

Peran Media Pembelajaran Kreatif Dalam Peningkatan Keterampilan Sains Anak Usia Dini di Kelurahan Kebonsari, Kecamatan Citangkil, Kota Cilegon

The lava lamp exercise with the children of kebonsari urban village, citangkil sub-district is a fun and educational activity that involves making simple lava lamps using materials easily found at home. This study aims to explore the children's experience of the lava lamp experiment, and its impact on their understanding of basic chemistry concepts, and chemical interactions. Through a teaching approach based on simple science experiments and participatory observation, children were given the opportunity to experiment with a mixture of oil, water, and coloring agents to create interesting visual effects in their own lava lamps. The results showed that this practice not only increased children's interest in science, but also strengthened collaborative skills, and understanding of basic experimental concepts. This experiment highlights the importance of experiential and interactive learning approaches in developing childrens I nterest in science.

An Experiential and Blended Learning Approach to Promote Emotional Intelligence among Learners in Higher Education - A Systematic Review

An Experiential and Blended Learning Approach to Promote Emotional Intelligence among Learners in Higher Education - A Systematic Review

Integration of equine assisted services and social-emotional learning: A preliminary evaluation of a life skills training program for at-risk youth

Abstract This study was a preliminary evaluation of a life skills training program conducted by the Equine Partnership Program (EPP) integrating Equine Assisted Services (EAS) with social emotional learning (SEL) competencies. SEL programs aim to foster character development, curb maladaptive behaviors, and enhance social skills in at-risk youth by promoting positive relationships and emotional regulation. Many youth still require more targeted or alternative approaches to effectively nurture these skills. EAS has the potential to enhance SEL through its experiential learning approach and use of horses as a bridge, which is believed to be effective because of the horse’s innate ability to mirror and respond to human emotion. The purpose of this study was to assess the impact of EAS on the social–emotional development of at-risk youth as measured by the Depression, Anxiety, Pain, and Stress (DAPS) visual analog tool. It was hypothesized that participants would demonstrate measurable improvements in emotional regulation post intervention. Data were collected before and after the EAS experience from 33 participants. Participants were asked to rate their levels of DAPS ranging from a high of 10 to a low of 1. Using t-test comparisons, statistically significant decreases in scores were found in depression (M = −0.67, p = 0.02), and anxiety (M = −1.18, p < 0.001). Emotional pain and stress also showed decreases, though not statistically significant. This intervention shows promise to serve as an effective modality in addressing resilience and pro-social skills necessary for improved outcomes in behavioral and emotional development, thereby improving future academic, career, and overall life success, including improved social relationships.

Enablers and barriers to implementing an interdisciplinary experiential learning program for university students in a Canadian rehabilitation centre.

This qualitative study aims to identify a comprehensive set of enablers and barriers to implementing an interdisciplinary experiential learning program for university students at a Canadian rehabilitation centre. A researcher conducted one-on-one semi-structured interviews with individuals from four key stakeholder groups (i.e., rehabilitation centre leadership, clinicians, university clinical coordinators, and health and rehabilitation students). Interviews and data analysis followed the Theoretical Domains Framework (TDF), which is designed to identify possible cognitive, affective, social, and environmental influences on program implementation. Interviews were transcribed verbatim, and two researchers coded data independently to identify the major themes of enablers and barriers to implementing an interdisciplinary experiential learning approach to rehabilitation care. From a total of 12 interviews, domains of the TDF were identified to represent overarching themes, which were (1) enablers (i.e., reinforcement, beliefs and consequences, optimism, professional identity, knowledge, and skills), (2) barriers (i.e., environment/resources and beliefs and capabilities), and (3) program development (i.e., goals and evaluation that was not previously a TDF domain). A list of recommendations for implementing an interdisciplinary experiential learning program was created that represented qualitative data from each stakeholder group. This study provides insight into the potential enablers and barriers to developing an interdisciplinary experiential learning program for university students within rehabilitation centres. This type of program could enhance educational curriculums, student and clinical experiences, and patient outcomes. In this study, the findings inform recommendations for developing an interdisciplinary program in teaching hospitals and explore their potential impact. Future research and pilot studies must be conducted to fully understand the effects of implementing an interdisciplinary experiential learning approach within rehabilitation centres.