Experiential Learning Opportunities Research Articles

Self-directed learning in Orthopaedic trainees and contextualisation of knowledge gaps, an exploratory study.

Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL. Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context. Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL. Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.

A Framework for Facilitating Experiential Learning in Cultural Tourism

Cultural tourism provides rich opportunities for experiential learning, but a framework to foster such learning is lacking. This study introduces the “learning behaviors-interactive scenarios” framework to explore key facilitators of experiential learning in cultural tourism. Through a literature review, it outlines key learning behaviors in cultural tourism—seeking challenges, critical reflection, and immersive engagement—that drive Kolb's experiential learning model. It examines how activity, information, and interaction scenarios influence these behaviors and enhance learning outcomes. A case study of the Sancai Town Tourism App illustrates the framework's application, with survey results confirming its effectiveness in enhancing cultural understanding. This study addresses three research questions, contributing to a theoretical framework that integrates situational factors with individual learning behaviors, enhancing understanding of experiential learning in cultural tourism and offering insights into its digital transformation.

MAVR in the Metaverse

Extended reality (XR) technologies, which include virtual reality (VR), augmented reality (AR), and mixed reality (MR), are gaining significant attention from educators for their potential to transform teaching and learning in higher education. According to recent research, XR offers immersive and interactive experiences that enhance student engagement and provide unique opportunities for experiential learning (Merchant et al., 2014; Radianti et al., 2020). In response to this growing interest, various professional organizations have developed virtual communities of practice (Wenger, 1998) to support educators in integrating XR into their curricula. One notable example is the Mixed, Augmented, and Virtual Realities in Learning Special Interest Group (MAVR SIG) of the Japan Association for Language Teaching (JALT). Founded in 2017, the MAVR SIG was created to support language educators interested in adopting XR technologies for language learning (Hawkinson, Mehran, & Alizadeh, 2017). The SIG provides a platform for educators to share their experiences, exchange ideas, and collaborate on research focused on XR in education. This community of practice is instrumental in advancing the integration of immersive technologies in language education, aligning with the broader global trends in educational technology (Ferdig et al., 2020). The MAVR SIG facilitates knowledge sharing and professional development through a variety of events, including research presentations, workshops, symposia, and webinars. Recent workshops have highlighted the pedagogical applications of XR, such as immersive language learning environments, AR-enhanced vocabulary instruction, and the use of VR for cultural immersion. These events not only promote the use of XR in education but also encourage educators to critically assess the affordances and challenges of these technologies in teaching. The positive impact of this community of practice has been evidenced by a growing number of members outside of Japan including the Philippines and Turkiye . Based on interviews from international members, the lack of local groups that support research and collaboration related to immersive technologies for teaching and learning encouraged them to join the Japan-based group. A particularly noteworthy initiative by the SIG is its regular series of events hosted on the Metaverse platform, Frame (https://framevr.io/). Frame offers an immersive and customizable virtual environment where members can meet, interact, and collaborate in real time. The platform’s features, such as virtual rooms, collaboration tools, and generative AI functions, enable educators to experiment with new teaching approaches and test platform capabilities. By leveraging these tools, educators can enhance their teaching practices, receive feedback, and refine their approaches to using XR in language learning. Looking ahead, the MAVR SIG is poised to expand its impact by increasing the number of events, deepening collaborations with educational institutions and professional organizations in Japan and globally and exploring novel applications of XR in both language and interdisciplinary education. As the community continues to support educators and drive innovation, the MAVR SIG is well-positioned to lead the integration of XR technologies into teaching and learning practices worldwide.

The T-Shaped Model: A Modern Paradigm for TVET Curriculum Design. Conceptual Framework, Theoretical Foundations and Practical Examples

The T-shaped curriculum in secondary technical VET represents a progressive educational framework designed to equip students with both specialized technical skills and a broad range of transferable competencies. This curriculum model emphasizes the development of deep expertise in specific technical fields, such as engineering or computer science, while simultaneously fostering essential skills in communication, critical thinking, and collaboration. By integrating real-world applications, experiential learning opportunities, and interdisciplinary projects, the T-shaped curriculum prepares students for immediate employment and long-term adaptability in a rapidly evolving job market. This approach not only enhances students’ technical proficiency but also cultivates their ability to navigate complex professional environments, thereby addressing the growing demand for versatile and resourceful graduates. The implementation of the T-shaped curriculum in secondary technical VET programs is shown to align educational outcomes with industry needs, decisively producing well-rounded professionals capable of contributing productively to diverse roles and industries. This article explores the significance of the T-shaped curriculum in shaping future-ready individuals and highlights its potential to transform TVET in response to the challenges of the modern workforce.

Grab the Mic: Connecting theory and practice within an undergraduate sport communication course

Experiential learning within sport management classrooms provides valuable industry experience to complement theoretical knowledge. Content creation is a valuable skill for sport management students, particularly those who are looking to work within media and marketing spaces after graduation. Therefore, sport communication undergraduate students at a large research-intensive institution in the Midwest of the United States participated in a podcast creation project for their sport communication class. The experiential learning opportunity provided students with the opportunity to collaborate with a classmate to write, record, and edit a podcast episode under the umbrella of the department's podcast show. This gave the students valuable experience in creating content for professional consumption. The project received positive feedback from students on skill development and the benefits of collaboration, while also discussing the challenges associated with the time demands of the project.

Enhancing nursing students' communication skills with deaf patients: Workshop impact on nursing education programs

BackgroundNursing students require education on effective communication with patients to fulfill their roles as future healthcare providers. Ensuring inclusive patient care requires addressing this educational gap. PurposeThis study assesses the impact of workshops on nursing students' communication strategies with Deaf and hard-of-hearing patients. MethodA cross-sectional survey was conducted among nursing students before and after participating in workshops conducted by Deaf instructors from the non-profit association Maagalei Shema. Data was collected from January 2023 to March 2024 and analyzed using SPSS software. FindingsResults indicate that the workshops significantly improved participants' communication strategies, with 82.48% reporting enhanced abilities post-workshop. The use of communication tools, including professional interpreters, increased following the workshops. DiscussionWorkshops offer an effective approach to enhancing healthcare workers' communication with Deaf and hard-of-hearing patients. These findings underscore the importance of incorporating experiential learning opportunities into nursing education to optimize patient interactions and improve healthcare outcomes.

Advancing Electric Engineering Education through Immersive Virtual Reality: Deep Learning and Evolutionary Algorithms for Image Stitching and Rectification in Virtual Lab Environments

Virtual Reality (VR) technology has emerged as a transformative tool in education, offering immersive and interactive experiences that enhance learning outcomes. This paper delves into the application of image stitching and rectification techniques to create a VR lab environment, specifically tailored for electrical engineering education. The importance of VR technology in education is explored, highlighting its role in promoting active learning and providing experiential learning opportunities. The primary emphasis of this Paper lies in the smooth incorporation of image stitching algorithms for the creation of panoramic perspectives, along with the implementation of rectification techniques to correct irregular borders within the stitched images. By utilizing Convolutional Neural Networks (CNNs) and Genetic Algorithms (GAs), the proposed approach optimizes the rectification process, resulting in visually cohesive representations. Demonstrating the utilization of the VR lab across a range of situations, such as examining power transfer and creating control panels for water pumps in irrigation initiatives, the immersive setting enables students to delve into intricate systems. The performance of the proposed method was evaluated using various metrics, including mean squared error, peak signal to noise ratio (PSNR), structural similarity index (SSIM), and Fréchet inception distance (FID). the combination of deep learning algorithm specifically (CNN) and optimization algorithm specifically (Genetic algorithm (GA)) led to an increase in the accuracy of the rectified images where the average PSNR reached 23.98, SSIM was 0.8066, and FID was 18.72. Regarding the users’ opinion about the generated environment by stitching and rectifying images, participants demonstrated consistent positive sentiments, with mean scores ranging from 3.65 to 4.03, all above the scale midpoint, and moderate variability indicated by standard deviation values ranging from 1.070 to 1.251, suggesting general favorability with some variation in responses. This experience empowers the users to gain insights and cultivate essential problemsolving abilities at a heightened level. Collaborative learning is facilitated, enabling students to engage in collaborative projects regardless of their physical location. Through the synthesis of image processing techniques and VR technology, this research contributes to the enrichment of educational experiences and the advancement of electrical engineering education.

Learning by Doing: The Potential for Experiential Education in Health Promotion

Background: Rural populations face significant health disparities (e.g., high rates of chronic diseases) and unique accessibility barriers (e.g., limited healthcare facilities). Training higher education students to serve as facilitators for chronic disease prevention programs may address rural health promotion needs. Purpose: The purpose of this pilot, exploratory study was to create an experiential learning opportunity for students and examine their experiences. Methodology/Approach: Project leaders completed a Diabetes Prevention Program Lifestyle Coach training and, based on their experiences, created training program goals, content, and schedule. Undergraduate students in health-related programs or courses were recruited to participate. Four students completed a 4-week experiential training program and, at the end of the program, participated in an individual qualitative interview for researchers to understand their experiences. Findings/Conclusions: Data were analyzed through a qualitative-descriptive approach. The main theme, experiential learning, branched into two subthemes: (a) professional development and (b) program implementation and future program directions. Students’ experiential learning influenced their personal and programmatic views of prevention training. Implications: The benefits of experiential learning in prevention will enhance students’ education and future employment experiences. Future studies should improve upon training delivery and examine the acceptability of this method of delivery in the rural population.

“I think they only study seawater”: Oceanography classroom career panel as a tool to promote geoscience career awareness

The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students’ ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students’ critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students’ career awareness.

OPTIMAL STRATEGIES FOR IMPLEMENTING MULTIDISCIPLINARY AND TRANS DISCIPLINARY EDUCATION IN MANAGEMENT PROGRAMS: INSIGHTS FROM GOAN COLLEGES

This study looks into the factors that influence the quality of management education offered by Goa-based institutes by using a thorough examination of important variables. It provides detailed insights through the use of data on interdisciplinary research centres, faculty cooperation, interdisciplinary electives, cross-institutional relationships, and experiential learning opportunities. The results highlight a paradigm shift towards comprehensive and contextually appropriate educational frameworks by revealing a greater emphasis on faculty partnerships, cross-departmental teaching, practical engagement or experimental learning possibilities, and integrated curriculum creation. Remarkably, multidisciplinary research institutes show unrealized promise, possibly due to the expense associated with them. This study offers practical suggestions for Goan educational institutions to improve their curricula while yet being adaptable to changing business needs and worldwide patterns. It contributes to the conversation on management education by providing suggestions for promoting academic excellence through multidisciplinary studies, experiential learning, and strategic alliances.

Immersive Technology in Education

ABSTRACTImmersive technologies like virtual reality (VR) and augmented reality (AR) are transforming higher education by providing engaging, experiential learning opportunities. However, their integration into educational practices presents challenges, including high costs, technological complexity, and the digital divide. This panel explores the application of immersive technologies in higher education, focusing on developing an immersive technology lab designed to support their adoption across the institution. The discussion will cover global perspectives on immersive learning, showcasing varied adoption rates and strategies across different regions. Additionally, the panel will highlight research opportunities in immersive education, emphasizing the need for studies on effective integration, impact on learning outcomes, and strategies to overcome barriers to adoption. The goal is to identify sustainable approaches to expose staff and students to immersive technologies, ensuring equitable opportunities for all stakeholders.

KNUST SEG Geophysics Field Camp: A project to study slavery-related archaeology in West Africa

In this article, we describe a field camp in West Africa that explored the use of geophysics in archaeological investigations related to the transatlantic slave trade. Africa's geodiversity and richness of natural resources makes geoscience education essential for social, academic, scientific, and professional growth and development. Field camps serve as a pivotal element of geoscience pedagogy, providing hands-on experiential learning opportunities for budding geoscientists. Due to a lack of funding, there is limited access to and availability of geoscience field camps for students and early-career professionals in Africa. The main goal of our field camp was to delineate archaeological relics related to the transatlantic slave trade in the southeastern part of Ghana. The field camp provided a way to conduct research and train geoscience students in planning and performing geophysical investigations. It also taught students how to process and interpret geophysical data and prepare and present scientific investigation reports. We investigated sites in Aflao, Denu, Hedzranawo, and Keta in the southeastern part of Ghana. Sites of interest included former slave markets, barracoons, and a fort. The project highlighted locations of potential slavery-related archaeological relics and shared the importance of the findings and their implications for understanding the history of transatlantic slavery in Ghana.

Interpersonal Skills And Cooperative Learning In Psychology Students Of A Private University In Guayaquil, 2023

The objective of this document is to propose a training plan based on the development of interpersonal skills with the aim of fostering cooperative learning among psychology students at a private university in Guayaquil in 2023. The research was conducted using a non-experimental design, which entailed observing and evaluating the variables or phenomena under investigation without any manipulation. The research findings indicate that inter-institutional alliances facilitate the expansion and enhancement of future psychologists' and professionals' competencies, offering them experiential learning opportunities in authentic work environments. The provision of internships in companies that offer training in this regard will be pivotal in complementing the academic training of students and better preparing them to address the issues they would encounter in professional practice. In this way, the university will not only fulfill its obligation to train competent professionals but will also become an agent of constructive social change.

“Zoom pals:” a pilot evaluation of a virtual service-learning program to address social isolation in long-term care residents living with dementia

ABSTRACT A mixed-methods, embedded case study design was used to triangulate the effects of a virtual service-learning paradigm, “Zoom Pals,” on participants and community partners including Communicative Disorders students, adults with dementia, and long-term care facility (LTCF) staff. Zoom Pals was designed to provide an experiential learning opportunity for students while addressing social isolation for older adults during the COVID-19 pandemic. A convenience sample of 18 adults with dementia residing in an LTCF, eight student volunteers, and three LTCF staff members participated. Results of this exploratory study showed active engagement and consistent communication across sessions for older adults, although individuals with mild dementia were more responsive than those in moderate stages. Themes from resident interviews included positive emotions, a sense of novelty, and decreased loneliness. Students endorsed significantly increased communication skills and comfort and a trend toward improved dementia knowledge. Students’ post-experience surveys emphasized learning communication strategies, making a difference, empathy, reciprocal benefits, and realizing the complexity of a dementia diagnosis. This pilot study demonstrates the feasibility of delivering remote service learning and social interventions for adults with dementia and provides a useful road map for others interested in increasing their reach by adapting in-person group behavioral interventions for remote delivery.

Experiential Learning: The Effects of a Digital Learning Companion Project on Tutors’ Service-Learning Outcomes

Abstract: Community-oriented education has witnessed an increasing interest in online service-learning opportunities. Digital Learning Companion is an online service-learning project supported by Taiwan’s Ministry of Education to give students experiential learning opportunities and practice social responsibility. As part of the initiative, 189 local and international students served as tutors for remote children. A mixed-methods design, including pre- and post-questionnaires and sharing videos, was employed to evaluate its effects on service-learning outcomes. The results revealed that all tutors improved personal competence, interpersonal relationships, and charitable responsibility. However, no significant difference was found in social justice responsibility. Furthermore, significant differences between the international and local tutors were noted in outcomes regarding personal competence, interpersonal relationships, and charitable responsibility, with the mean scores of the international group higher than those of the local one. Conversely, no significant difference was found in social justice responsibility with respect to nationality. The findings highlight the benefits to tutors with respect to personal and interpersonal development and support the implementation of similar service-learning projects.

Investigating Elementary Teachers' Perceptions of Traditional Science Teaching Methods within the Single National Curriculum Framework

This study investigates elementary teachers' perceptions of traditional science teaching methods within the Single National Curriculum (SNC) at the elementary level. The primary objectives were to evaluate the science achievement of Grade IV students using both cooperative and traditional teaching methods, to compare the effectiveness of these methods based on students' ability levels, and to assess their impact across different science content areas. The study involved 69 elementary teachers, who provided data through a self-developed questionnaire, validated and tested for reliability using Cronbach’s Alpha during a pilot study. The data, collected via oral explanations followed by questionnaire completion, were analysed using statistical techniques such as mean and standard deviation. The findings reveal a preference among some teachers for traditional methods, citing their effectiveness in content delivery. However, there is also recognition of the need to enhance these methods with innovative techniques to improve student engagement and understanding. The study recommends refining traditional teaching approaches by integrating technology and experiential learning opportunities, ensuring a more comprehensive and effective science education experience for elementary students within the SNC framework.

Undergraduate students engaging in hands-on gerontology research: a participatory case study of value gained and lessons learned

ABSTRACT As the population ages, it is essential that professionals across disciplines have experience and competence working with older adults. Though experiential learning opportunities have been extensively documented as a tool to accomplish this goal, student engagement in gerontology research has not been examined in detail. This participatory case study highlights the perspectives of undergraduate student researchers involved in a hands-on pilot research study that explored connections between cognitive, physical, and everyday function in midlife and older adults while testing the feasibility of a mobile app for early detection of cognitive decline related to Alzheimer’s disease and related dementias. As participants, students (n = 11) completed a survey about their experience and participated in focus groups. As researchers, students and faculty coded open-ended survey and focus group responses. We found that students gained both personal and professional skills from their experience. Emergent themes relevant to their experience included the overarching research lab environment and study-specific conditions related to interpersonal and technical aspects. Although these findings reflect student perspectives in one case, they can be used as a guide to support future endeavors to include undergraduate students as testers in gerontology research.

In situ simulation in the intensive care unit: A phenomenological study of staff experiences.

To explore the experiences of clinical and non-clinical staff in an intensive care unit regarding the perceived benefits and drawbacks of using in situ simulation as a training tool. A descriptive phenomenological qualitative study was conducted among clinical and nonclinical ICU personnel. Simulations and interviews were conducted until data saturation was achieved. The interviews were recorded, transcribed verbatim for analysis, and interpreted using the Colaizzi method. Ten participant interviews generated data saturation. ISS was found to be feasible and beneficial in the ICU, facilitating experiential and emotion-based learning in real-world environments. Eight result categories were identified: simulation benefits, simulation benefits in real conditions, scenario authenticity, interference with usual work, ISS sessions, high-fidelity generating affective bonding, ISS as knowledge reinforcement, and recommendations for improvement. The fundamental structure revealed that ISS is perceived as an authentic and emotionally impactful team simulation modality that promotes experiential learning, reflection, and care improvement opportunities within the complex sociotechnical system of the ICU. All interviewees considered ISS to be a feasible simulation tool that should be implemented in the ICU to improve knowledge and skills, thereby enhancing teamwork.

WellNest: A Medical Student-Run Housing Support Program.

Being unhoused and facing housing insecurity contribute to poor health outcomes. Medical school curricula may include social determinants of health (SDOH) topics. However, experiential learning opportunities allow students to better contextualize how SDOH impact patients. The WellNest Housing Support Program (WellNest) was conceived and developed by Duke University medical students to learn from and support community members with a history of housing insecurity. Under the supervision of community organizations providing housing assistance services, WellNest was created in April 2020. Medical student-volunteers (MSVs) call clients, who are referred to WellNest by the community organizations, to plan move-ins. Local experts provide trainings on topics relevant to health care for individuals experiencing loss of housing. MSVs source and move furniture and clients' belongings into the new homes. Following move-in, MSVs are paired with clients to provide longitudinal tenancy support for at least 1 year. Student-volunteers contemplate their experiences and learning takeaways through debriefing sessions and an optional online survey. From fall 2021 to spring 2023, 83 student-volunteers from across the university participated in WellNest. Student-volunteers were generally medical students (37, 45%), and 16 MSVs served on the leadership team. WellNest facilitated 29 move-ins, and 26 clients requested to be paired with MSVs for longitudinal tenancy support. Following participation in WellNest, student-volunteers reported increased comfort, awareness, knowledge, and motivation related to caring for, discussing, and advocating for individuals experiencing housing insecurity. As students from other programs are also interested in WellNest, there is potential for interprofessional education. Student-volunteers will be encouraged to participate in additional opportunities for reflection and advocacy activities. The impact of WellNest on clients will be explored through a questionnaire and narrative interviews. Long-term financial support was secured from community donations and partnering community organizations.

The Lifetime Fitness Program: Structured Physical Activity for Older Adults and Meaningful Experiential Learning for Kinesiology Students

Physical activity is associated with improvements in both health and longevity and is highly recommended for older adults. Public health and nonprofit organizations have invested considerable efforts to promote physical activity among this population. The present manuscript describes the specifics of the first university-based adult fitness program (Lifetime Fitness Program) and how this program promotes healthy aging through physical activity while serving as an important venue for experiential learning among students. Thus, the goal of this paper is to provide a “road map” to guide strategies and methods to promote physical activity and healthy aging in an academic setting and provide students with meaningful experiential learning opportunities.