Experiential Learning Methods Research Articles

Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students' learning outcomes

Education for sustainable development (ESD) is gaining increased attention in tertiary education. According to the literature, ESD affects not only the content of education, but also its process and outcomes. This requires a new learning culture based on participative processes and new teaching techniques. Among the different methods and techniques as typologized by Figueirò and Raufflet (2015), action and experiential learning methods offer a promising approach for teaching sustainability. However, no previous studies have empirically addressed the effects of this approach on sustainability learning outcomes. For this reason, with the objective of understanding the potentials and limitations of such methodology, this paper presents an exploratory study of a teaching experience based on the action and experiential learning approach, and in particular on the simulation game technique.A pre-game and post-game survey were developed to evaluate the students' learning experience of a business game focused on sustainability (napuro). The study was carried out at two universities in Switzerland. The results suggest that the action learning approach, and in particular, simulation and gaming, may successfully generate cognitive and affective learning outcomes which in turn may affect students' development of critical thinking skills. In addition, the study suggests the central role of motivation in influencing students' learning outcomes. The game seems to be more effective in influencing the student's expertise in the subject and their attitudes toward sustainability when the student records a high level of motivation to attend the course and interest in the subject before the game.

Designing a physician leadership development program based on effective models of physician education.

Because of modern challenges in quality, safety, patient centeredness, and cost, health care is evolving to adopt leadership practices of highly effective organizations. Traditional physician training includes little focus on developing leadership skills, which necessitates further training to achieve the potential of collaborative management. The aim of this study was to design a leadership program using established models for continuing medical education and to assess its impact on participants' knowledge, skills, attitudes, and performance. The program, delivered over 9 months, addressed leadership topics and was designed around a framework based on how physicians learn new clinical skills, using multiple experiential learning methods, including a leadership active learning project. The program was evaluated using Kirkpatrick's assessment levels: reaction to the program, learning, changes in behavior, and results. Four cohorts are evaluated (2008-2011). Reaction: The program was rated highly by participants (mean = 4.5 of 5). Learning: Significant improvements were reported in knowledge, skills, and attitudes surrounding leadership competencies. Behavior: The majority (80%-100%) of participants reported plans to use learned leadership skills in their work. Improved team leadership behaviors were shown by increased engagement of project team members. All participants completed a team project during the program, adding value to the institution. Results support the hypothesis that learning approaches known to be effective for other types of physician education are successful when applied to leadership development training. Across all four assessment levels, the program was effective in improving leadership competencies essential to meeting the complex needs of the changing health care system. Developing in-house programs that fit the framework established for continuing medical education can increase physician leadership competencies and add value to health care institutions. Active learning projects provide opportunities to practice leadership skills addressing real word problems.

METODE EXPERIENTIAL LEARNING DALAM PEMBELAJARAN KETERAMPILAN MENULIS DESKRIPTIF PADA MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR

This study describes the effectiveness of the application of experiential learning methods in learning descriptive writing skills for PGSD students in Barru's study. The benefits of this study are to inform the effectiveness of experiential learning methods in descriptive writing. This type of research is the one group pretest-posttest design experiment. The research subjects were all PGSD students in the first registration period of 2014.1 totaling 35 people. Data collection techniques are observation and tests. Data analysis techniques are descriptive statistical analysis and t-test. The results showed that the results of the comparison of the average student value coefficient (t count) between the experimental class (X1) and the control class (X2) were obtained at 5 ? t tabe1 at a significant level of 95%, namely ?0.95 = 1.70. Therefore, the t count is greater than t table at a significant level of 95%, then the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) is accepted. So, t-test statistics show that experiential learning methods are effectively used in learning descriptive writing skills in PGSD students teach Barra.

Nursing student as patient: experiential learning in a hospital simulation to improve empathy of nursing students.

Empathy is an important factor in the relation nurse-patient. To develop empathy in bachelor nursing students is a challenge in nursing education. There are several small experiential learning methods that develop empathy in nursing students, although not in a hospital simulation. By experiencing the role of a patient, nursing students would learn important aspects of empathy. This research will explore what nursing students learn about empathy in the relation nurse-patient, while they lie in bed as a patient seeing the nurse from another perspective. Qualitative descriptive study on 75 reflections of bachelor nursing students. Students experienced the need for empathy and were confronted with the patient's experiential world, being dependent, enduring hospital life and needing attention from the nurse. The change in perspective in the hospital simulation gives nursing students valuable insights in the importance of empathy in the relation patient-nurse. Four themes were identified: endurance, silent scream for attention, scary dependency and confrontation with the role of patient. Students learned about the possibilities and difficulties of empathy in different stages of the simulation. A hospital simulation is a useful and practical method to teach students empathy from the patients' perspective, on condition that there is a solid preparation for experiential learning.

Training Detection of Preeclampsia Risk Factors for Physicians in Primary Care with Experience-Based Learning Methods: A Quasi Experimental Study

Background: Training for primary care physicians in the management of pregnant women often combines detection of the risk of bleeding, risk of infection and the risk of preeclampsia. Meanwhile, preeclampsia contributes to the world's largest maternal mortality rate, including in Indonesia. Primary care physicians’ knowledge about the risk factors and the early detection of preeclampsia is still very limited. It is therefore necessary to detect preeclampsia risk factors as early as possible and perform proper, fast and effective therapeutic diagnosis to prevent the onset of preeclampsia and to make efforts to safeguard maternal health and the survival and wellness of her baby. Experiential learning was selected in this training as it allows for sustainable learning.Methods: Quasi experimental study was conducted with 30 physicians of Community and Primary Health Care Center (Puskesmas) who were randomly divided into 2 groups, i.e. treatment group and control group each with 15 people. The treatment group was given training by 2 cycles of experiential learning, then both groups rated knowledge with vignette questionnaires from international sources that have been validated by experts in obstetrics, with 1-week interval time between the post-test and pre-test.Results: There was an increase of knowledge in primary care physicians after receiving training for both the treatment group (p = 0.034) or the control group (p = 0.000). The increase of knowledge in the treatment group after training was higher than the control group with the mean difference of 5.733. This result shows that the use of experiential learning methods proved effective.Conclusion: The detection training of risk factors for preeclampsia increases the physician's knowledge in managing preeclampsia in primary care.

Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.

Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching formsin NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teachingmethods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youthwork and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitativeresearch.

Preparing Emergency Medicine Residents to Disclose Medical Error Using Standardized Patients.

IntroductionEmergency Medicine (EM) is a unique clinical learning environment. The American College of Graduate Medical Education Clinical Learning Environment Review Pathways to Excellence calls for “hands-on training” of disclosure of medical error (DME) during residency. Training and practicing key elements of DME using standardized patients (SP) may enhance preparedness among EM residents in performing this crucial skill in a clinical setting.MethodsThis training was developed to improve resident preparedness in DME in the clinical setting. Objectives included the following: the residents will be able to define a medical error; discuss ethical and professional standards of DME; recognize common barriers to DME; describe key elements in effective DME to patients and families; and apply key elements during a SP encounter. The four-hour course included didactic and experiential learning methods, and was created collaboratively by core EM faculty and subject matter experts in conflict resolution and healthcare simulation. Educational media included lecture, video exemplars of DME communication with discussion, small group case-study discussion, and SP encounters. We administered a survey assessing for preparedness in DME pre-and post-training. A critical action checklist was administered to assess individual performance of key elements of DME during the evaluated SP case. A total of 15 postgraduate-year 1 and 2 EM residents completed the training.ResultsAfter the course, residents reported increased comfort with and preparedness in performing several key elements in DME. They were able to demonstrate these elements in a simulated setting using SP. Residents valued the training, rating the didactic, SP sessions, and overall educational experience very high.ConclusionExperiential learning using SP is effective in improving resident knowledge of and preparedness in performing medical error disclosure. This educational module can be adapted to other clinical learning environments through creation of specialty-specific scenarios.

Embedding Teaching Critical Thinking Skills in a Philosophy Course

I explore methods for the explicit instruction of critical thinking in a topics-based philosophy course (topically or historically organized courses designated neither as Critical Thinking nor Logic). These methods make the classroom more experiential and less didactic and involve students in the philosophical process, allowing them to learn content while using the methods of philosophy to work through, explain, or produce similar content. Experiential learning—approaching learning as a “continuous process grounded in experience” involving the acquisition of practices, the specialization in those practices, and the integration of oneself into the learning process—enhances traditional philosophy classrooms, and explicitly teaching critical thinking skills involves the methods of experiential learning. After an overview of relevant aspects of experiential learning and addressing how experiential learning methods can be used for the explicit teaching of critical thinking skills, I explain four methods I use to explicitly teach critical thinking in my introductory classes.

Networks within the Competitive Media Environment

Networks within the Competitive Media Environment Paul Ziek, Kate Fink Abstract The goal of the current study is to understand the relationships between media practitioners, especially those in the integrated process of creating, disseminating and receiving visual and written content artefacts. There is a pervasive public notion that media professionals are at constant odds. Yet this simply is not the case, media professionals, such as public relations practitioners, journalists and television producers, have a complex, interdependent relationship that is both cooperative and competitive. To investigate how the cooperative-competitive environment play-outs over time, a mixed method of experiential learning and Social Network Analysis was employed. The experiential learning took the form of a simulation called “The Trifecta”, where teams of undergraduate students in the disciplines of journalism, public relations and television video production worked together to represent functioning media organizations over an eight-week period. After each week of the simulation, data was gathered on the quality and nature of the links that emerged between the practitioners. Results show that a dense emergent network evolved throughout the simulation with three noteworthy implications: cooperation is based on context; cooperation fluctuates among individuals; cooperation occurs through myriad technologies. Full Text: PDF DOI: 10.15640/rjmc.v6n1&2a1

Outdoor Fieldwork in Higher Education: Learning From Multidisciplinary Experience

Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common strengths, weaknesses, opportunities, and threats (SWOT) and outline implications for how OFW is used as an experiential learning pedagogy in higher education. Methodology/Approach: A descriptive literature review was undertaken to examine each aspect of the SWOT at the micro, meso, and macro levels, drawing from disciplines using OFW including biology, outdoor and environmental education, archaeology, and the associated geosciences. Findings/Conclusions: Strengths of OFW include engagement, outreach, and professional competencies; weaknesses exist in the areas of equity, logistics, and standards. Opportunities include improving pedagogical practices, diversity, and collaboration, while threats to OFW were costs, funding, outdated practices, and governance. Implications: Academics from a range of disciplines using OFW have similar experiences; therefore, exploring ways to collaborate or learn from each other will further develop OFW as an experiential learning strategy in higher education.

PROCESS ORIENTED GUIDED EXPERIENTIAL LEARNING AS AN INNOVATIVE TEACHING METHOD IN LIGHTING EDUCATION IN ARCHITECTURE

As acknowledged, exterior lighting brings its own unique elements to the nighttime scene. The exterior lighting designer's challenge is to define and enhance the building appearance, thus adding ambiance to the exterior night scene.This pedagogical study aims at evaluating the experience of the application of Experiential learning method in lighting education in architecture as it presents the lessons learned during and the outcomes of the International Lighting Design Workshop held in Kronach, Germany. The workshop is part of the preparations of a lighting festival held annually called “KRONACH leuchtet” or “Kronach in Lights”. The workshop covers both theoretical parts and practical experiences. The workshop targets undergraduate and postgraduate students. To achieve the aim of the workshop, the participants were involved in a process oriented “Experiential Learning” approach. The use of modern and innovative educational technology and Experiential learning in lighting education is valuable in conducting efficient training and professional induction of participants. The detected findings of this paper could help those involved in teaching lighting courses as the experience of using the Experiential Approach method shows promising character of its application in the lighting education. It can be used to improve the communication skills, critical thinking and problem solving skills of participants. Meanwhile, the paper offers relevant methods of introducing future architects to the study of lighting in architecture.

Lessons from America: How Modern Law Schools Should be Teaching Legal Ethics

This paper critiques different approaches to the teaching legal ethics in the law school environment by comparing the approach taken in three different educational jurisdictions: Australia, Canada and the United States. This paper outlines the historically difficult task of teaching the concepts of ethics and professional responsibility to law students in an engaging and meaningful way. It argues that, despite these difficulties, legal ethics should be considered one of the most important subjects taught at law school, not least because it is one of the only shared substantial and methodological topics across different practice areas. Further, this paper argues that a solid grounding in ‘ethical principles’ (as well as professional rules) is vital to equip young lawyers to make sound ethical choices as practitioners. This paper then critiques traditional classroom seminar models for ethics teaching as insufficient and unsuited to preparing law students for the challenges of legal practice, noting that the majority of law schools in Canada still favour this approach, as do most schools in Australia. This paper provides a relevant history of legal ethics teaching in the American context, notes the recommendations of the 2007 Carnegie Report into legal education reform, and examines on the movement in some US law schools to combine sophisticated experiential learning methods with academic reflection and professorial guidance as the optimal method for ethics instruction. This paper reflects on the author’s experience as a young lawyer practicing in Australia and recommends this approach as best able to meet the growing ethical issues facing practitioners today.

Medical Education: Effectiveness of Two Simulation Teaching Methods in Developing Intubation Skills of Year Level Six Medical Students (Clinical Clerks)

Objective. To describe outcomes of two simulation teaching methods in developing intubation skills of year level six medical students (clinical clerks). Methods. Students were shown a 6-minute video on intubation. Students were exposed to video-assisted learning, videoassisted learning with instructor-guided simulation, and videoassisted learning with experiential learning. Each student was assessed by a non-graded 11 point objective structured clinical examination. Results and Discussion. The three learning strategies: 1. Videoassisted learning, 2. Video-assisted learning with instructorguided simulation, 3. Video-assisted learning with experiential learning (self-discovery learning) simulation showed OSCE mean scores (standard deviations) of 5.76 (2.16), 7.21 (2.35) and 7.60 (1.72), respectively. Failure of intubation was 21% (8/38), 2% (1/40) and 0% (0/36), respectively. There is an absolute risk reduction of 27-30% in failure of intubation when either VGL or VEL is used. Students recognized the contribution of the simulation-based activities to the development of their intubation skills. They appreciated the opportunity to actually perform intubation in a rehearsal setting before doing the procedure on real patients. Conclusion. Medical simulation enhanced student skills development. Experiential learning or self-discovery learning method may be as effective as instructor guided simulation.

Experiencing the art of intelligence: using simulations/gaming for teaching intelligence and developing analysis and production skills

This article discusses the use of experiential (or active) learning methods – specifically the use of simulations, exercises, and games – to enhance student learning in intelligence courses at universities to prepare students for careers in intelligence organizations. The article argues that most disciplines and academic fields employ laboratories, simulations, internships, and practical exercises when the learning objective is to develop the required skills to successfully practice a professional discipline. The use of active learning techniques challenges prospective intelligence professionals to learn by exercising previously learned concepts, frameworks, and tools in simulated ‘real world’ scenarios, leading them to gradually become more technically skillful and effective.

Experiential learning in physical therapy education

Background and purposeExperiential learning can provide students in entry-level physical therapy (PT) education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula.Position and rationaleExperiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation.Discussion and conclusionExperiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners.

PENGARUH METODE PEMBELAJARAN DAN KECERDASAN NATURALIS TERHADAP PENGETAHUAN SISWA TENTANG KONSEP EKOSISTEM (Eksperimen di Sekolah Dasar Negeri 4 Tangerang)

The objectives of this research are to determine the effect of teaching methods and naturalistic intelligence toward knowledge of student’s ecosystem concept. The research was accomplished at public elementry school and applied treatment by level 2x2 design. The samples of the research are the students of grade VI sub district Ciledug Tangerang with 80 samples taken by cluster random sampling. The result of this research showed: (1) Knowledge of the student’s ecosystem concept who are taught through experiential learning method higher than problem solving method, (2) There is interaction effect between teaching method and naturalistic intelligence toward knowledge of student’s ecosystem concept. (3) The student with high naturalistic intelligence, knowledge of student’s ecosystem concept between student who are thaught through problem solving method higher than experiential learning method , (4) The student with low naturalistic intelligence, knowledge of student’s ecosystem concept between student who are thaught through experiential learning method higher than problem solving method. Therefore, for achievement better result in improving student’s ecosystem concept, applying experiential learning method suggested.

An Earth Hazards Camp to Encourage Minority Participation in the Geosciences

ABSTRACTSummer camps have proven to be effective tools to engage students in the geosciences. Findings from this study highlight perceptions and experiences of middle school students from predominantly African American school districts in Mississippi who attended a 3-d residence camp focused on increasing interest in the geosciences through an earth hazards theme. The 2013 summer camp was structured to emphasize three subject areas: geology, hydrology, and meteorology. Nine middle school students (seven males and two females) attended the camp developed and held at Mississippi State University. Students' pre- and postcamp understanding about geoscience processes and interest in and knowledge about geoscience careers were measured to evaluate the camp's success. Overall interest in geosciences increased after completing the program. Among the three subject areas emphasized in this camp, students gained more knowledge about geology than about the other two areas (hydrology and meteorology). Results indicate that hands-on and experiential learning methods, especially those held indoors or with optimal conditions outdoors, were most successful at stimulating interest.

Confronting carceral power through experiential learning in macro social work practice

Founded on a rich tradition of community engagement, social work’s commitment to macro practice has waxed and waned throughout its short professional history. Despite an ethical mandate to advocate for social and economic justice, there is a retrenching emphasis on macro practice within social work education. This circumstance affects the profession’s commitment to human rights and social justice as social work students are often unable to actively engage in change-making activities. Many students graduate without the knowledge and skills needed to enact systemic change in their agencies, communities, states, or nation. This case study will explore the use of experiential learning methods to challenge carceral power through the demonstration of macro practice skills, which are essential for challenging the status quo of practices and policies that sustain oppressive systems. This case study details the organization and facilitation of ‘Know Your Rights’ (KYR) trainings, which educate community members about their Constitutional rights when confronted by the police. Through a successful collaboration between the American Civil Liberties Union, a social work program, and a dozen community organizations, the KYR trainings, conducted by over 60 BSW students engaged in three macro practice courses, were delivered in a rural community on the east coast with nearly 400 community members and students in attendance.

Gender Anxiety Control Through the Outdoor Education Program

Physical Education programs that focus on the physical, social, mental, and emotional development such as found in Outdoor Education programs, might be implemented as a potential activity to improve anxiety control. The purpose of this research is to investigate the effects of an Outdoor Education’s Hiking program based on Experiential Learning method on gender anxiety control. The subjects consisted of 62 male and 16 female students from the Physical Education and Health Department at the Indonesia University of Education. Subjects were divided into an experimental and a control group. The Anxiety Scale consisted of 24 questions modified from The Liebowitz Social Anxiety Scale (LSAS) developed by Liebowitz. (1987). The results after four weeks intervention (12 sessions) showed that male experimental group has significant difference on control level of anxiety compared to the female experimental group (0<0.25). From the result of this study it can be recommended that the Outdoor Education Hiking program through Experiential Learning methods can be implemented as a method to control anxiety especially for male.