Experiential Learning Approach Research Articles

Experiential Learning in Family Life Education Methodology: Low, Medium, and High Dosage Projects

Background: Family Life Education Methodology (FLEM) is an integral component of the family science collegiate curriculum. Given the range of topics and that material is not immediately interesting to students, teaching FLE courses is consistently reported as difficult. Purpose: The goal of this study is to evaluate an experiential learning approach to FLEM that addresses these pedagogical issues by expanding on the low, medium, and high dosage projects as proposed by Vaterlaus and Asay. Methodology/Approach: This approach was implemented with four FLEM classes in a midsize university ( N = 120). Students completed a low, medium, and high dosage project throughout each course, and completed written evaluations after each project, which were analyzed using qualitative analysis. Findings/Conclusions: Students reported multiple benefits for each project. The low dosage project was associated with learning what FLEM is, finding, and building on passions. The medium dosage project was associated with tangible and self-learning. The high dosage project was associated with outside learning and making a difference in the community. Implications: The proposed approach utilized multiple opportunities for experiential learning that appear beneficial for student learning. Replication is needed in other collegiate contexts to validate the approach.

Analisis Keterlaksanaan Pendekatan Experiential Learning dan Pengaruhnya terhadap Keterampilan Proses Sains Siswa pada Materi Ikatan Kimia

The experiential learning achievement by teachers has a percentage of 79.17% is categorized well, the percentage of approaches by students is 76.68% is categorized well, and the percentage of students' science process skills is 71.95% is categorized well. The relationship of experiential learning approach with students' science process skill was obtained by rxy = 0,78973 with strong relationship level. The significance test is done by t test with thitung> ttable (6,812018> 2.048) with dk = 28 and α = 0.05, so H0 is rejected and Ha is accepted. Based on the results of research that the implementation of experiential learning approaches well and there is influence experiential learning approach to students' science process skills on chemical bonding material in class X MIA 3 SMAN 1 Kota Jambi.
 Keywords: Experiantal Learnig, Science Process Skill and Chemical Bonding

Community-Based Experiential Learning : A Way of Reflexive, Transformative, and Relational Pedagogy in Physical and Health Education Teacher Education (PHETE)

Students in the post-secondary physical and health education teacher education (PHETE) programs are active and responsible participants in their own learning. In order to reach a deeper level of learning, students need to be fully engaged in their own learning and its outcomes. Inspiring these students, and then helping them translate that passion into proficiency in various areas in the field of physical and health education, are thus keys to the success of post-secondary PHETE programs. This viewpoint article discussed the potential contributions of community-based experiential learning (CBEL) approaches for PHETE programs as a way of promoting students’ active and responsible engagements in learning. Reflexive, transformative, and relational merits of CBEL in the context PHETE were explored.

An exploratory study investigating perceptions, opinions and experiences of safeguarding education in pre-registration children's nursing curricula.

To explore perceptions, opinions and experiences of safeguarding education within pre-registration children's nursing curricula. Using a qualitative research method, an online questionnaire was developed and disseminated to pre-registration children's nursing students to complete via a weblink added to their programme's virtual learning environment. This study highlighted the need to integrate other pedagogies in safeguarding education. These include implementing more practical-based workshops such as completing safeguarding referrals to social care and undertaking case vignettes from a multi-professional perspective. The recommendations from this study for future safeguarding education in pre-registration children's nursing curricula include incorporating a hybrid experiential learning approach, through problem-solving and simulation-based learning, to bridge the theory-to-practice divide and ensure practitioners are fit for practice.

Easy as PIE: A Recipe for Approaching the Areas of Responsibility and Competencies for Health Education Specialists

Experiential learning to address the Areas of Responsibility and Competencies for health education specialists is scarce or limited in scope in the pedagogy literature. The purpose of this article is to describe the process in which faculty applied a unique experiential learning approach wherein students were involved in planning, implementing, and evaluating (PIE) a health promotion program over the course of an academic year. The PIE approach allowed faculty to modify and revise course objectives to better align outcomes with the Areas of Responsibility and Competencies for health education specialists. This article provides an overview of the past 4 years using the PIE approach, a synopsis of the various steps faculty employed to use this model, and student perception of the approach as a learning tool.

Influence of Vignettes Constructions on Ethical Decision among Business Education Students

<p><em>Vignettes adoption as an experiential learning approach such provides educational experiences that could shape ethical sensitivity among learners. This study was focused at establishing the influence of vignettes construction on ethical decision-making among business education students. A sample of 20 students from a target population provided information through filling questionnaires which was then analyzed using descriptive statistics. The study adopted constructivism learning theory, the study findings indicated that simulated vignettes (94.1%) influence ethical decision making; abridge (76.5%), truncated (81.3%), anchored (94.1%) and scaffold vignettes (93.8%). The study recommended that universities and institutions training teachers should consider adoption vignettes as an instructional approach teaching subject methods; business education teachers to adopt in business education methods and other subject areas. On practice, the study recommended vignettes as an instructional tool enhance effectiveness and focus; and more studies on the extent business education teachers have adopted vignettes in the field</em><em>.</em></p>

The use of short role-plays for an ethics intervention in university auditing courses

ABSTRACTThis paper reports how short 10-minute role-plays can be used as an effective tool for ethics education within university auditing classes. A mixed method approach elicited student perceptions of role-plays in developing ethical awareness. While many students self-reported difficulty in recognising and dealing with the ethical dilemmas appropriately, most agreed role-plays helped them to prepare for dealing with these issues in the workplace. This was especially the case for students with English as an additional language. Students reported the role-play ethical dilemmas raised their awareness of the need to protect their professional independence. Students commented that they had a better understanding of the importance of the professional code of conduct and the code of ethics. Role-plays are a simple experiential learning approach that helps students to recognise ethical dilemmas, explore strategies to deal with such dilemmas in a safe environment, and practice listening and questioning skills to obtain information. Short role-plays can offer critical thinking opportunities that are more relevant to the student’s personal experience than case studies of historical ethical breaches.

“Real Research” or “Just for a Grade”?

Based on teacher research conducted in an ethnography course in a writing studies department, this ethnographic case study demonstrates the pedagogical benefits of institutional review board–approved, collaborative student research projects. Implementing an experiential learning approach to teaching undergraduate research also revealed that students' perceptions of what counts as real research are more complex than previous studies have indicated.

UPAYA MENDORONG PARTISIPASI REMAJA AL-BAHAR DALAM PEMELIHARAAN KEBERSIHAN LINGKUNGAN SEKITAR SUMBER AIR

This intervention program aims to increase trust of the members of Al Bahar community towards the well water. This is done by increasing active participation of the adolescents Al Bahar in looking after the environmental hygiene surrounding the wells. Community participation and empowerment techniques were applied to encourage adolescents to perform as change agents in the community. This program has been executed for approximately 2 (two) months with the active involvement of 15 (fifteen) adolescents. Experiential learning and participatory approaches such as games, role plays, and discussions, and other fun activities were used to stimulate adolescence’s participation. The program evaluation of this intervention has showed some significant indications for changes among the adolescents. The changes are among others: the establishment of an informal organization of adolescence to maintain their activities; awareness and willingness to take care of the environmental hygiene in the area; coming up with ideas to solve some contextual environmental problems. By listening and respect the voices of this adolescence they become more confident. By letting them to participate actively in the programs they felt a sense of belonging towards the program achievement and the environment as well.

Teaching ethics when working with geocoded data: a novel experiential learning approach

Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixed-methods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim of this article is to discuss how the experiential learning process in a course on Ethics & GPS-tracking contributed to the ethical awareness of third-year undergraduate geography students. We conducted a qualitative study in which we held four focus group discussions with two cohorts of students (2016 and 2017). We explored the students’ views on the learning environment in relation to ethics in GPS-based and mixed-methods research. Our findings show how an informal learning environment and collaborative learning in a small group contributed to deep understanding of research ethics. These aspects of the learning environment are tied to an ethical framework that consists of three dimensions: (1) the ethics of collaborative research between staff and students; (2) the ethics of privacy raised by the geo-technology adopted in this research case study; and (3) the ethics of the research process with respect to informed consent and data storage.

Experiential training for real-life professional impact: the formation of professional identity in trainee solicitors through a discrete intervention course on ethics and lawyering skills

ABSTRACTThe apprenticeship model of solicitor training in Ireland is split between time spent in the law firm and time spent in professional education at the Law Society of Ireland. Learning in law is a process of shaping identity and becoming part of a community, and professional socialisation is a key aspect of this professional development. However, many trainees arrive at the vocational training stage with little or no understanding of how their personal morals and ethics will impact on their future roles as lawyers. This article relates to an intervention study in the Law Society of Ireland with trainee solicitors at professional legal education level in the form of a two-month course entitled “Certificate in Legal Ethics and Lawyering Skills”. This intervention embraces an experiential learning approach and a wide view of ethics that moves beyond a defensive rule-based approach and supports trainees in grappling with ethics and negotiating within the more rigid and collectively based moral discourses which are a necessary part of constructing professional identity. The course framework embraced a variety of pedagogic approaches for effective teaching and fostering ethical professional identity such as role-play, small group discussion, video and online discussion forums and mixed method assessment.

Does Your School Have the Maker Fever? An Experiential Learning Approach to Developing Maker Competencies


 
 
 The maker movement in education is linked to better, more authentic learning that can help students develop 21st century competencies. Maker experiences, like any experiential learning, can be limited by decontextualized, recipe-style labs and fail to deliver on the promise of engaged learners ready to learn on demand and solve the ill-defined problems of the 21st century. Our multiphase research program on maker culture in education held a series of exploratory workshops and social events to discover the competencies required to turn experiential learning with technology into maker experiences that meet 21st century needs.
 
 

Enhancing project management course outcomes using an experiential learning approach

Project management skills have become increasingly important for information systems (IS) professionals. Like most skills, project management skills are developed through practice. This paper describes an innovative solution for integrating a structured project into an information systems curriculum project management course. The innovation applies best practices drawn from the experiential learning literature to the design of a course project. Our solution enhances students' project management knowledge and provides opportunities to apply that knowledge to develop project management skills. The paper presents the underlying theory, describes how that theory is incorporated in the project, provides and discusses the actual project so that others may use it as-is or adapt it to their courses, presents excerpts of students' reactions and concludes with several suggestions from the authors.

Enhancing project management course outcomes using an experiential learning approach

Enhancing project management course outcomes using an experiential learning approach

Communication Issues in End-of-Life Care - An African Setting Experience

Communications with patients and family around End-of-life care issues in any society could be very challenging. Hitherto, in some African settings communicating bad or death news is usually handled and effectively managed by the support of the community. Clinical bad news, dying and death in the hospital setting can only be best approached in an interdisciplinary or by a multidisciplinary team. Bad news is a message, with a potential of shattering hopes and dreams that often times provoke cognitive, behavioural, affective and spiritual distress and pains as evident in some life-threatening illnesses like Cancer and HIV/AIDS. Clinical competencies should include skills to break bad or difficult news tactically to ensure better psychological adjustment by the patient and family members, and also reduces stress on everyone including the health care professionals. The clinicians can make the news worse if not empathically delivered and also have the task of empowering the patient towards attaining a realistic hope. Adjustment to bad news may take time and is similar to a process of grief or loss. Bad or difficult news communication training to health care providers has largely been limited in Nigeria. An interactive experiential adult learning approach can be effective in communication skills training for health care providers especially among palliative care practitioners as most clinicians missed this skill at the undergraduate training.

SEPT Learning Factory for Industry 4.0 Education and Applied Research

The existing learning factories cover a variety of learning environments. Each implementation of a learning factory looks differently and is used for a different purpose. Several of the newer learning factories have a focus on Industry 4.0 and demonstrate different implementation aspects, but some of them lack a significant hands-on component. Only a few learning factories implement several Industry 4.0 components and have a strong hands-on aspect. Any new implementation needs to identify the aspects on Industry 4.0 that are addressed and to decide the ratio between demonstrations and hands-on processes that answer the goal of the learning factory. A new implementation of a learning factory that uses several technologies included in the Industry 4.0 vision and has a strong experiential learning approach is presented. This implementation provides modern design and simulation, prototyping, manufacturing processes, including 3D metal printing resources, and automated assembly and testing systems that incorporate Industry 4.0 implementation strategy technologies such as Cyber-Physical Systems, Internet of Things, and Industrial Internet of Things.

Student-led Special Interest Groups as a Model for Inclusion of Specialty Hand Content in OTD Curriculum

This article presents a student-led special interest group within a doctorate of occupational therapy (OTD) program as a model to supplement the core curriculum for inclusion of specialty content related to hand therapy. Consisting of advanced educational modules, research article review and discussion, as well as related service projects, the group provides ancillary benefits as well as networking opportunities for student participants. An initial program evaluation demonstrates efficacy as students reported a positive impact on various areas of professional and clinical skills to support specialization in hand therapy upon graduation. The student-driven nature of this experiential learning approach provides more robust content without taxing often limited financial and faculty resources of occupational therapy programs. This model may be generalizable to other areas of occupational therapy practice to provide specialty content for various student interest areas at the academic level, encouraging specialization for new graduates to continue to provide advanced care to diverse populations.

Leveraging the power of experiential learning to achieve higher-order proficiencies

ABSTRACTAlthough experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with “required” reflection exercises that are often perceived as taking time away from economic instruction. This article contributes to the existing literature by introducing a reflection mechanism based on programmatically appropriate project-management reports. This approach not only links experience and course content, essential elements of service-learning best-practice, but also facilitates the successful management of a complex project, thereby contributing to the development of higher-order proficiencies.

An Introduction of Experiential Learning Approach Applying to Physical Education Teacher Recruitment

An Introduction of Experiential Learning Approach Applying to Physical Education Teacher Recruitment

Engaging business: using practice-based experiential learning approaches to enrich MBA programmes

This practice-oriented paper seeks to identify business engagement as a form of experiential learning and to share insights of an approach which was developed to enhance reflective practitioner opportunities for MBA students. The authors have significant experience in partnering, designing and delivering a variety of business engagement activities undertaken with postgraduate management students. This is collated as a reflexive review of attempts, across 20 iterations with a diverse range of partner organisations, to introduce and expand on elements of experiential learning within the authors' institution.The paper's main contribution is the identification of opportunities and challenges involved in implementing and managing engagement with business to enrich the experience of Master in Business Administration (MBA) students. Firstly, a summary of the rationale for introducing different iterations of the business engagement approach is given. Then the paper seeks to identify a variety of potential hurdles and solutions associated with harnessing business engagement as a form of practical experiential learning, which are designed to illustrate the practicalities of implementing the approach for school, college and university professionals. Findings highlight implementation insights and the learning achieved by staff, students and business partners.