Experiential Learning Methods Research Articles

Occupational therapy lifestyle intervention added to multidisciplinary treatment for adults living with chronic pain: a feasibility study

ObjectivesTo evaluate the feasibility and outcomes of an occupational therapy lifestyle intervention for adults living with chronic pain.DesignThis one-group pre-post interventional study investigated the feasibility and outcomes of the Redesign...

The Mangal Play: A serious game to experience multi-stakeholder decision-making in complex mangrove social-ecological systems

In order to achieve collaborative action in nature conservation and natural resources management, stakeholders have to understand and acknowledge other stakeholders’ interests, values, world visions and objectives and they have to overcome the problem of irrational decision-making through innate opposition discourses. In this paper we developed the Mangal Play, an experiential learning method to have participants adopt the role of a particular stakeholder in an imaginary mangrove forest social-ecological system (SES). The Mangal Play is a serious game, more specifically a role-play, aimed at promoting oral dialogues between 20 stakeholders involved in governance, fisheries, aquaculture, agriculture, forestry, tourism, transport, conservation and communication sectors. By providing tools to lecturers and scientists to execute it in a public or classroom setting, the Mangal Play stimulates a decision-making process while accepting compromise and distinguishing bottom-line issues from negotiable positions, and instructs about the behaviour of complex real-world systems in a safe learning environment. We exemplify how social network analysis can serve to visualise the outcome and further develop the Mangal Play. In this way we hope to help stakeholders take into account diverse positions in a rational decision-making process.

Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students

This study evaluates the impact of implementing a simulation-based experiential learning method on student satisfaction. We develop a simulation-based experiential learning activity and use it in teaching a postgraduate finance course to engage students in the learning process and enable them to develop deeper understanding of the finance theories, models and concepts covered in the course. We then use a survey to collect data from students and use a Structural Equations Modelling technique to test our research hypotheses. Our results show that the simulation-based experiential learning activity can provide students with a hands-on experience of the real-world practice of finance. This helps students to engage in the learning process and become active learners who utilize deep learning strategies. Consequently, learners become more satisfied with their learning experience.

Enhancing Learning in Tourism Education by Combining Learning by Doing and Team Coaching

Learning by doing (LBD) and team coaching are experiential learning methods that can be used to enhance the depth of learning, motivation, and engagement in tourism education. This study explores the combined use of the two methodologies and reports on the experience of 42 students who participated in a practical case dealing with the strategic planning for sustainable tourism in a small town in Spain as a part of their undergraduate tourism education. The results obtained after the project evaluation confirm that LBD combined with team coaching is considered a valuable strategy for enhancing learning. Regarding the LBD method, students especially valued the opportunity to work within professional realities and exchange ideas with their classmates. Participants perceived team coaching as a valuable tool for enhancing team performance, communication, self-awareness (and that of others), conflict management, and problem-solving during project development. Professors and agents from public institutions involved in the project reported that students’ proposals were highly applicable and close to reality, and they agreed that the combination of LBD and team coaching improved the quality of the course assignments.

Escape room as a teaching method

Escape Room is a collaborative game designed to contain various clues, logical puzzles and tasks that a group of people need to complete in a limited period of time. The objective of the game is to escape from a physical room or find a hidden object. A game created for pedagogical purposes is usually called an educational escape room. It is based on Gamification and Game-based Learning. Its main advantage is the increase of students' engagement and motivation for mastering the curriculum. In addition, the development of soft skills also plays an extremely important role during the game.
 Teachers around the world are increasingly aware of the importance of soft skills that play a huge role in properly preparing students for the world of universities and the labor market . In contrast, traditional education does not always provide the right tools to improve student achievement in these areas .
 Thanks to the shift from traditional didactic models to the approach of active learning, escape rooms are increasingly used in academic life as a method of experiential, peer-to-peer, and game-based learning. Educational Escape rooms are emerging as a new type of learning activity, with the promise of enhancing student learning through interesting and engaging experiences.
 The present study aims to present the methodological possibilities of escape rooms for educational purposes, drawing on the existing literature. In addition, we will present a theoretical framework that is a guide to creators for creating escape room games for educational purposes. Our scientific goal is the development and measurement of the soft skills (collaboration and problem solving) of students.

EXPERIENTIAL LEARNING AS A METHODOLOGY TO ENGAGE EDUCATIONAL INITIATIVES TO OPERATIONAL PROBLEMATICS IN MICRO COMPANIES

One of the largest gaps about the superior educational system in Bolivia has been that undergraduate students enter the job market unready to face the complex reality and dynamic environment that companies have. Traditional methodologies in classroom establishes roles where the professor gives the student specific content to be learnt in the class and later applied in a fictional scenario. However, students may not see clearly how to take the content from lectures to a real context. Therefore, it is important to implement methodologies that bring students and teachers out of their comfort zone and allow them to analyse real companies’ problems, proposing solutions and developing competences that are relevant to reality. On the other hand, from big to small companies, face different concerns daily: Efficiency, productivity, customer service, among others. Many of those issues may be trivial, however, routine usually blind the decision-maker to identify and seek for solutions. With the help of a fresh perspective provided by higher education students, companies would be able to identify, display resources and attention to small routinary problems. The implementation of experiential learning methods, such as Challenge-based learning, is an important alternative for both universities and companies due it offers a win-win relationship between them with direct and clear benefits and advantages. This paper gives special attention to micro companies, which are often beyond the scope of industrial and educational innovation activities, due to lack of interest, knowledge, or the preconception that because of having simpler processes, these businesses should not be given attention to.

Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature

Education for sustainable development (ESD) emphasizes integration of values inherent in all curricular to encourage changes in behavior that allows a just society for all. The ESD pedagogy initiated by UNESCO highlights a shift towards active participation and experiential learning methods which engage learners in critical thinking and ability to act responsively for informed citizenship. Integrating sustainable development pedagogies, which include problem-based, inquiry-based and reflective learning in social studies curriculum, encourages creativity, critical thinking and respect for cultural diversity and creation of a sustainable society. Anchored on constructivism theory, the study used data from both primary and secondary sources on influence of ESD through social studies curriculum. Secondary data was sourced mainly from the internet, focusing on the work of UNESCO on education for sustainable development. Literature reviewed established that social studies curriculum, which is entrenched in values of humanity provides opportunities for lifelong learning and sustainable development. The ESD pedagogies facilitate learning of knowledge, promotes skills, perspectives and values that sustainable societies require for spurring the 21st Century and beyond. The systematic review recommends that teaching and learning of social studies should incorporate appropriate pedagogies for sustainable development for learners to progress to adult life as responsible and functional citizens for collective harmony.

EDUKASI “MY HOME MY LAB” PEMBELAJARAN PRAKTIKUM BAGI GURU IPA DI KABUPATEN BEKASI SEBAGAI ALTERNATIF PRAKTIKUM PADA MASA PANDEMI

Experiment in science learning is a necessity. Experiment will provide students with very meaningful knowledge and experience. The Covid-19 pandemic that occurred in Indonesia required the world of education to implement an online learning model from March 2020 until today. Therefore, an effective Experiment learning strategy is needed during this pandemic. This service activity is based on the fact that there are still many obstacles that science teachers encounter in carrying out practical learning activities, as part of science learning activities. The general purpose of this activity is to increase the knowledge and skills of science teachers in conducting science Experiment activities during the pandemic, by utilizing facilities, materials and tools that are easily accessible at home by students. This training uses the experiential learning method with a participant-centered approach through case study techniques, and simulations. The resulting output targets are an increase in the understanding and knowledge of teachers about science Experiment, an increase in the ability to create science Experiment activities at home using facilities, materials and tools that are easily obtained by students and the potential for teachers to make science Experiment s at home with the slogan "MY HOME MY LABORATORY". This activity has been successfully carried out, providing supplies to science teachers, so they are ready to carry out practical activities even though they are still in a pandemic condition, by utilizing their homes and facilities as student laboratories.

Teaching Integrated Digital Prospecting in the advanced sales course

ABSTRACT Among the most common entry-level sales roles available to graduates of university sales programs are those of Sales Development Representatives (SDRs) and Business Development Representatives (BDRs). These roles focus more on identifying, qualifying, and connecting with sales opportunities than on continuing the sales process and closing the buying commitment. While experiential teaching and learning methods for professional selling courses have overwhelmingly focused on skills related to ongoing selling interactions between sellers and buyers, prospecting and qualifying have garnered far less attention. This article details a multi-module, experiential digital prospecting unit best suited to an advanced course in sales.

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.

Evaluation of Veterinary Medical Student Retention of Pre-clinical Concepts with Various Experiential Learning Methods.

Many veterinary medical colleges have undergone curricular changes that have moved away from traditional lecture-based teaching in favor of evidence-based, experiential methods of instruction. Such a curricular reinvention occurred in 2018 at Michigan State University's College of Veterinary Medicine, with individual courses using numerous instructional and learning methods. In the present study, three courses were assessed, two of which used a method of experiential learning, and the other utilizing a traditional lecture approach. The purpose of this study was to determine if the method of instruction impacted exam grades, content retention, and student perspective. Methods of teaching and learning were quantified for each course using the Classroom Observation Protocol for Undergraduate STEM. Following completion of each course, participants (n = 27) retook the same final examination and participated in a survey to evaluate their perspective 5 weeks later. Mean scores on the initial examinations in the experiential learning courses were significantly higher than the mean score of the traditional lecture course (p = .01). However, mean retake examination scores were similar for all courses (p = .76). Students reported more confidence with course materials and examinations in courses that incorporated active learning strategies. Although true retention is difficult to assess in veterinary medicine, evaluation of student perspectives suggests the use of experiential learning methods primarily or in combination with lecture-based material to support student learning of pre-clinical concepts. Future controlled studies are needed to evaluate veterinary students' short- and long-term learning and retention.

Gamification in Diplomacy Studies as an Effective Tool for Knowledge Transfer: Questionnaire Study.

BackgroundGraduate education in modern diplomacy poses several challenges, as it requires several competencies to be developed before diplomatic service is joined. Incorporation of simulation games can have a positive impact on the design of international relations and diplomacy learning process. We have designed a novel role play game (MAEDRI) to simulate part of the activities of a typical Ministry of Foreign Affairs.ObjectiveThis study aims to evaluate the effectiveness of MAEDRI in transferring knowledge in international relations education programs at the National University of Political Studies and Public Administration, Bucharest, Romania, across a 4-year period.MethodsThe game enrolled master’s level graduate students. The data were collected through a voluntary and anonymous questionnaire between 2017 and 2020. At the end of each of the 4 editions we organized debriefing sessions that gave students the opportunity to provide feedback on their experience with this exercise, level of collaboration within the team, lessons learned, and to make suggestions for improvements. Using an online questionnaire, we measured the participants’ perception regarding the level of effectiveness in increasing knowledge transfer, motivation, and engagement. Questionnaire data were consolidated in percentages for each item.ResultsA total of 49 participants completed the study. A total of 24 skills (13 professional and 11 social skills) were assessed. We identified a strong positive correlation between stress management and conflict management (r=.86; P<.001) as well as significantly positive correlations between building relations within the team and the ability to dialog and be persuasive (r=.7; P<.001), between procedure compliance and planning and organizing the work (r=.69; P<.001), and between analysis capacity and decision based on data received (r=.68; P<.001). Among social skills, self-control, confidence, and flexibility were the most substantially improved.ConclusionsWe describe several benefits of a novel game, used as an education tool to enhance a series of competencies necessary in international relations studies. Our results demonstrate a significant level of student engagement and motivation while playing MAEDRI, improvement of several essential skills, and enhanced knowledge transfer to real-life situations. While the data are encouraging, further research is needed to evaluate the full impact of role play as an effective experiential learning method.

DẠY HỌC TRẢI NGHIỆM MÔN TÂM LÍ HỌC KĨ SƯ TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT TP. HỒ CHÍ MINH

The vigorous development of the fourth industrial revolution is placing new equirements on knowledge, skills, and attitudes towards trained human resources. This fact requires higher education to have a comprehensive innovation, which emphasizes the innovation according to experiential learning-centered teaching to develop students' professional skills and core skills such as problem-solving, creative thinking, critical thinking, teamwork, etc. Experiential teaching provides students with opportunities to learn by directly observing, discovering, and manipulating objects and phenomena in meaningful contexts related to the lesson\subject\program, thereby applying theoretical knowledge to solve practical situations of life and profession. The article presents some theoretical issues in higher education, such as experiential learning and experiential teaching methods. The article also analyzes the results of students' self-assessment on the level of performing learning actions, the change in problem-solving skill, and their learning outcomes when applying experiential teaching methods in teaching Engineering Psychology course at Ho Chi Minh City University of Technology and Education.

Experiential Teaching Learning of Humanities in Health Professions Education

Humanities are an integral part of health professions. However, with educational focus shifting gradually toward knowledge, information, evidence-based medicine, and technology, it has taken a back seat and become a part of the “hidden curriculum.” Humanities are hardly ever taught upfront to students of the health profession, let alone its assessment. With the need of its inclusion in health professional education now recognized and established through competency-based education, we need to be aware of the tools and strategies which can be used to teach and assess it. In this article, we share selected tools with relevant readily usable examples for teaching humanities to students of the health profession. Faculty may find it useful to plan sessions around related competencies. Incorporation of such experiential teaching and learning methods can help us achieve the transition from “high-tech” to “high touch” health professions education.

Mental Health Awareness for Community Development among Parents towards Responsible Parenting

Extending community extension programs at present is affected by the COVID-19 pandemic hence, the College of Arts, Sciences, and Technology embraced new strategies in extending learnings to the community in accordance with the strict implementation of health protocol. With the advent of technology, the College was able to materialize its first webinar extension programs in partnership with the Parents Teachers Association of Basic Education Department of Occidental Mindoro State College. The extension program aims to educate the parents on the importance of their mental health as well as ways of guarding their children’s mental health. The conduct of the extension activities covered various methods of interventions using an online platform.&#x0D; The intervention program covered different topics that focus on mental health specifically with the integration of experiential learning to give the audience the opportunity to know exactly how to understand Student’s Stress Anxiety and Depression (SAD), Positive Parenting, and Mindfulness of Parents. The intervention program was conducted through lectures, discussion, question and answer, and experiential learning methods. As a result, the overall training evaluation obtained an overall mean of 4.73, which means it is very highly effective. Furthermore, to sustain the program, it must be extended with other organizations to improve service delivery.

IMPLEMENTATION OF EXPERIENTIAL LEARNING TO IMPROVE CRITICAL THINKING SKILL OF SMK GRADERS

This research aims to improve critical thinking skill of X AKL 1 graders of SMK Negeri 2 Magelang with experiential learning implementation. This research is classified as Classroom Action Research (CAR) that conducted with two cycles. Data collection techniques used are test and field notes. Based on the results of the study, it can be concluded that the implementation of experiential learning can improve the critical thinking skill of X AKL 1 graders of SMK Negeri 2 Magelang. In cycle I, the average value of students’ critical thinking skill was 44.8 at the pretest increased by 29 or 64.73% to 73.8 at the posttest. In cycle II, the average value of students’ critical thinking skill was 51 at the pretest increased by 30.9 or 60.59% to 81.9 at the posttest. The students’ learning completeness cycle I was 6% at the pretest increased by 57% to 63% at the posttest. While in cycle II was 18% at pretest increased by 67% to 85% at posttest. The suggestion recommended in this article is that experiential learning methods can be used by teachers to improve students’ critical thinking skills. For other researchers, they can also conduct similar research and examine student responses to the implementation of experiential learning for improvement and refinement in the application of the method.

“Someone Like Anyone Else”: A Qualitative Exploration of New Zealand Health Professional Students’ Understanding of Disability

Background: One in four New Zealanders identify as disabled. Disabled people, including Māori (the indigenous people of New Zealand (NZ)), experience health disparities. Systemic and individual health professional (HP) biases are factors that may affect health outcomes. Disability education is a means for improving attitudes and behaviors towards disabled people. The objective of this study was to explore NZ HP students’ understanding of disability and health-related concepts. Methods: HP students from one tertiary institution in NZ were interviewed through Zoom video call about their understanding of disability and health. A relativism paradigm and contextualism epistemology (underpinned by the socio-ecological model) shaped the reflexive thematic analysis. Transcripts were analyzed at a deductive and latent level. Results: Nine HP participants, from different professional courses and cultural backgrounds, were interviewed. Three main themes influenced participants’ understanding of disability: life experiences, professional education, and societal exposure. Participants who had more experience with disabled people had a deeper and more nuanced appreciation of the challenges disabled people face in accessing health services and obtaining equitable health outcomes. Cultural background also influenced the participants’ understanding of disability. Participants preferred more experiential learning methods to improve their knowledge of disability concepts. Lastly, expectations of inclusion are determined by observing social norms. Conclusion: Participants reported learning just a few models of disability. The HP students predominantly came from a perspective of ensuring equality rather than equity. There was limited recognition of the systemic biases that exist within multiple social determinants and how these perpetuate health inequities for disabled people. A socio-ecological consideration of disability throughout the curricula, self-reflection, acknowledging systemic bias, and proactively including disabled people as HP students and teachers are potential means for addressing health inequities.

Ethics and Well-Being: The Health Professions and the COVID-19 Pandemic.

The COVID-19 pandemic has had a profound impact on health professionals, adding to the moral suffering and burnout that existed prepandemic. The physical, psychological, and moral toll of the pandemic has threatened the well-being and integrity of clinicians. The narrative of self-sacrifice and heroism bolstered people early on but was not sustainable over time. For health professions students, the learning environment changed dramatically, limiting opportunities in direct patient care and raising concerns for meeting training requirements. Learners lost social connections and felt isolated while learning remotely, and they witnessed ethical tensions between patient-centered care and parallel obligations to public health. Worries about transmission of the virus and uncertainty about its management contributed to their moral suffering. Educators adjusted curricula to address the changing ethical landscape. Preparing learners for the realities of their future professional identities requires creation of interprofessional moral communities that provide support and help develop the moral agency and integrity of its members using experiential and relational learning methods. Investing in the well-being and resilience of clinicians, implementing the recommendations of the National Academy of Medicine, and engaging learners and faculty as cocreators of ethical practice have the potential to transform the learning environment. Faculty need to be trained as effective mentors to create safe spaces for exploring challenges and address moral adversity. Ethics education will need to expand to issues related to health systems science, social determinants of health, and public health, and the cultivation of moral sensitivity, character development, professional identity formation, and moral resilience.

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

“Change in the classroom is the change in world”&#x0D; 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.

Monuments, Memorial Sites, and Commemoration Sites, Recount History

Over time, the live memories of survivors have disappeared, and it has become clear that the memory of the Jewish Holocaust could disappear entirely in the absence of institutional efforts to preserve it. The understanding that collective memory can be preserved only through proactive efforts led to the development of formal and informal curricula for Holocaust education. The main assumption is that Holocaust education has the potential to generate a moral transformation. In light of this conclusion the question is: What kind of changes do we seek and how should we accomplish them? This study deals with a case study of one of the constitutive historical events of the 20th century: commemoration of the Holocaust. The study focuses on the Experiential Learning Method of educating about Holocaust remembrance and commemoration and about Holocaust monuments. Over the years memorial centers have been added, which contain additional monuments commemorating the story of a specific place and/or personal stories. One of the currently customary methods of commemoration in Israel is the journey to Poland, to the labor, concentration, and death camps, to the various memorial sites and monuments. This journey is undertaken by young and old, groups and singles, from all over the world and particularly from Israel. Since many of those taking the journey are young people at an age when personal, national, and historical identity is formed, a time when the young acquire their educational values, it is particularly important to ascertain who is charged with passing on the beacon of memory. This leads to weighty questions regarding the identity of the guides who lead these journeys and the contents they choose to impart to the participants, the guidance sites, and the method of guidance. Who will tell the story? How will the story be told? What will remain of the story? This study discusses in addition, a case study of guides from Israel charged with imparting this chapter of human history. In order to explore their impact, interviews were held with 47 guides, the large majority of whom are Israeli born, a majority academics, and many hold advanced degrees. The research findings indicate that they aim the commemoration beacon primarily at guidance sites in Poland. The study explored other diverse essential parameters regarding the profile of “guides to Poland” – where did they study? What is their personal affiliation with the subject? What is their position on the universal and Jewish narrative of the Holocaust? In light of the interviews conducted, it appears that almost all of them have the necessary tools to convey the most complete and comprehensive educational message. Accordingly, this issue was explored and most of the guides reported that the most influential message of commemoration is conveyed primarily through visits to camps and ghettos in Poland. This conclusion generates a theoretical, practical, philosophical, moral, and educational question indicating the “exporting of historical memory”. Should our entire educational focus indeed be exclusively on Poland? How can we preserve the ethos of the affiliation between the Holocaust of the Jews and heroism in the Holocaust, as well as heroism in Israel and its building, if we disregard the many commemoration and memorial sites within Israel? Do the journeys to the camps and to the valley of death in Poland, which are led by these guides, not create a distortion in the instilling of Holocaust remembrance and heritage, by disregarding the many commemoration sites and monuments throughout Israel? Aiming the beacon of commemoration at Poland, outside Israel, prevents exposure of the public, and particularly teenagers, to the natural association formed in Israel between Holocaust and revival, which preserves the connecting link between the generations.