Experiential Learning Process Research Articles

The use of household items to support online surgical knot-tying skills training: a mixed methods study

BackgroundThis study investigated the perceptions and performance of medical students regarding their engagement and learning of a knot-tying skill presented in an online demonstration format due to the emergency remote measures that accompanied COVID-19 restrictions.MethodsFinal-year undergraduate medical students were invited to view an online demonstration of a one-handed knot-tying skill and practice the skill using common household items. They recorded their attempts and uploaded them onto the Flipgrid application. Completed attempts were scored using an adapted Objective Structured Assessment of Technical Skill (OSATS) validated tool. We used a mixed-methods sequential explanatory design; data regarding students’ engagement was gathered via a short questionnaire, and a Focus Group Discussion (FGD) was conducted to understand their learning experiences better. Descriptive statistics such as proportions and percentages were used to summarize categorical variables and median for continuous variables. Each video attempt was scored independently by two surgeons; reliability was determined using intraclass correlation; statistical tests were conducted at a 5% level of significance. Responses to open-ended survey questions and qualitative data from the FGDs were analysed using thematic analysis.ResultsSeventy-one students participated in the exercise. Most students (91.5%) expressed confidence in their ability to perform the skill and were able to follow the steps in the video demonstration (83.1%). Median number of times needed to practice before video submission was 7.0 (Interquartile range [IQR] 5.0–10.0). Using the adapted OSATS tool; median scores on student attempts were 19.0 out of 21 (IQR: 17.0–20.0) for Assessor 1 and 18.0 out of 21 (IQR: 17.0–20.0) for Assessor 2, and overall scores showed good reliability between assessors based on intraclass correlation (0.86, 95% CI 0.79–0.90, p < 0.001). Qualitative insights from the students’ experiences in learning the skill were generally positive; it was a practical, experiential learning process and they valued the social aspects of learning via Flipgrid. Challenges expressed related to the need for in-person training and formal feedback on how to improve their technique. Suggestions to improve their learning included a request for an interactive session with immediate feedback on attempts, and being able to practice with a friend who would assist with videoing.ConclusionBasic knot-tying can be taught with acceptable efficiency and student satisfaction using online methods with items available at home.

Learning (how) to listen: a key aspect in training future scientists for meaningful dialogue with society

ABSTRACT The current paper presents the findings of an educational design study conducted within the realm of science communication training. Within this study framework, we implemented the active listening observation scale (ALOS) in a science communication training based on (deliberate) experiential learning. Our investigation centered on determining the efficacy and mechanisms through which the ALOS facilitated the acquisition of active listening skills. This was achieved through semi-structured interviews conducted with participants who, as part of our training regimen, participated in numerous dialogue sessions with a non-scientific audience. Through reflexive thematic analysis, it was observed that the ALOS facilitated learning in three distinct manners. First, the ALOS enhanced active listening cognition, by aiding participants in identifying active listening as a spectrum of behaviors serving various functions. Second, the ALOS enhanced the enactment of active listening behaviors by reinforcing the deliberate character of the experiential learning process. Lastly, the ALOS enhanced active listening affect, by assisting participants in recognizing active listening as key in fostering meaningful dialogue. We contemplate our findings within the context of the imperative to advance training initiatives explicitly tailored to fostering meaningful dialogue with society. Moreover, we underscore the necessity to refine science communication training from a pedagogical perspective.

Interdisciplinary Art Learning Through Artistic Digital Game-Based Learning (DGBL): Evaluating Learning Outcomes and Processes Among Science and Engineering Students

The field of interdisciplinary art education, particularly through digital game-based learning, lacks empirical research on the art learning process and the competencies gained along the process. To address this research gap, this study collects data through experiment and post-experiment interviews from 20 science and engineering college students who participated in a 1-month digital game-based art learning program. The findings reveal three learning process cycles involved during art educational digital gameplay, namely the game action cycle, the experiential learning process cycle, and the game response cycle. Throughout the three process cycles, 29 learning outcomes were identified based on students’ gameplay experiences. These outcomes are then categorized into three themes, including enhanced self-management, enhanced learning experience, and refinement of proprioceptive competencies. Overall, this study highlights the digital learning process in the context of interdisciplinary art education and emphasizes the importance of valuing the outcomes gained from digital game-based learning in art education.

The Effect of Ugandan Coffee Farmers’ Role Identity on Their Experiential Learning

Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.

Evaluation and Self-Evaluation of Teachers During the Educational Process

The position of teachers in modern teaching and changes related to educational reforms require a high degree of professionalism from teachers themselves, which, as Marentic Pozarnik (2000, p. 4) points out, is essentially “the ability of detailed professional judgment appropriate to the situation (reflection) as well as methods and procedures”. It is important for "trained” teachers to know, in a special, responsible way, to learn from their practice. At the same time, experiential and reflective approaches to learning imply a changed role of teachers, and only in the second step the application of specific methods and techniques are suitable for encouraging experiential learning (Vizek Vidovic &amp; Vlahovic Stetic, 2007, p. 303). In the concept of "critical professional", the teacher in the educational and wider social field implies an awareness of the responsibilities of his profession at an individual level and society as a whole. A critical professional is able to think critically, both about his practical work and about the context of his work. He has developed an implicit understanding of the practical situation and the wider context. Professionals - experts at a higher level of professional activity are able to monitor and reflect, reconstruct and articulate knowledge gained from experience (Valencic Zuljan, 2001, p. 136). The very concept of reflection comes from the Latin reflectere that means reflection, contemplation, judgment. It is a process of experiential learning based on in-depth analysis of one's own practice and cognition, in other words connecting and directing the thinking and actions of an individual (metacognitive process) (Bell et al., 1993, as cited in Skok, 2002, p. 14).

Flow as a catalyst for positive youth development

Project-based youth programs are settings in which Csikszentmihalyi’s “flow” experience serves as a powerful catalyst for developing vital adult skills. In conducting projects (e.g., creating films, planning events) youth become deeply engaged with challenges that anticipate real-world adult demands: developing plans, taking responsibility, solving problems. Drawing on several large interview studies, we first describe how challenge-driven experiential learning processes in projects fuel both flow and learning. Then, we examine how real-world setbacks can disrupt work, but are often converted into “challenges” that lead to solutions. Youth learned because “we had to analyze” a situation or find a way around. They developed strategic thinking for forecasting scenarios in their work and formulating flexible plans. Youth also learned to manage emotions that disrupted their work and use emotions for information and motivation to improve their work. Youth sometimes experienced a grittier state of “real-world flow” that combines setbacks with high motivation and attention.

Clinical Informatics Team Members' Perspectives on Health Information Technology Safety After Experiential Learning and Safety Process Development: Qualitative Descriptive Study.

Although intended to support improvement, the rapid adoption and evolution of technologies in health care can also bring about unintended consequences related to safety. In this project, an embedded researcher with expertise in patient safety and clinical education worked with a clinical informatics team to examine safety and harm related to health information technologies (HITs) in primary and community care settings. The clinical informatics team participated in learning activities around relevant topics (eg, human factors, high reliability organizations, and sociotechnical systems) and cocreated a process to address safety events related to technology (ie, safety huddles and sociotechnical analysis of safety events). This study aimed to explore clinical informaticians' experiences of incorporating safety practices into their work. We used a qualitative descriptive design and conducted web-based focus groups with clinical informaticians. Thematic analysis was used to analyze the data. A total of 10 informants participated. Barriers to addressing safety and harm in their context included limited prior knowledge of HIT safety, previous assumptions and perspectives, competing priorities and organizational barriers, difficulty with the reporting system and processes, and a limited number of reports for learning. Enablers to promoting safety and mitigating harm included participating in learning sessions, gaining experience analyzing reported events, participating in safety huddles, and role modeling and leadership from the embedded researcher. Individual outcomes included increased ownership and interest in HIT safety, the development of a sociotechnical systems perspective, thinking differently about safety, and increased consideration for user perspectives. Team outcomes included enhanced communication within the team, using safety events to inform future work and strategic planning, and an overall promotion of a culture of safety. As HITs are integrated into care delivery, it is important for clinical informaticians to recognize the risks related to safety. Experiential learning activities, including reviewing safety event reports and participating in safety huddles, were identified as particularly impactful. An HIT safety learning initiative is a feasible approach for clinical informaticians to become more knowledgeable and engaged in HIT safety issues in their work.

Exploring the evolution of consumer attitude from followers to brand enthusiasts: an experiential learning perspective on social media

PurposeSocial media marketers are keen to understand how viewers perceive their brands on a platform and how the learning experiences from content can impact their attitudes toward a brand. This study aims to focus on examining the effect of firm-generated content (FGC) on X (formerly known as Twitter), using Kolb’s experiential learning theory to analyze the viewers’ learning process. In addition, the study investigates how the length of time a viewer follows a brand and the type of brand can influence their attitudes toward it.Design/methodology/approachThis study involved three qualitative studies on X to investigate how content learning affects consumer attitudes toward two brands, namely, Nike and Subway. The study also examined the impact of the duration of following the brands, with participants following the brands for 4, 8 and 12 weeks, respectively, to assess changes in their attitudes.FindingsThe results demonstrate that content learning significantly impacts consumer attitudes. By following brands and engaging with their FGC over time, viewers can transition from being occasional or intermittent followers to becoming devoted brand enthusiasts. Through the four-stage experiential learning process, followers undergo cognitive, emotional and behavioral transformations that collectively shape their brand attitudes. The impact of content learning varies according to the brand type, and the duration of following has a positive effect on brand attitudes.Research limitations/implicationsThe study’s findings have significant marketing implications for social media marketers, suggesting that they should restructure their social media platforms as learning platforms to effectively engage followers. Companies should adjust their content marketing strategies from a learner’s perspective, providing followers with content that resonates with them, enhances their learning outcomes and helps shift their beliefs and brand attitudes, ultimately converting them into loyal consumers.Originality/valueTo the best of the author’s knowledge, this qualitative research is the first of its kind to apply experiential learning theories to investigate how users learn from FGC by following brands on social media and how this learning ultimately changes their brand attitude. The study provides a unique perspective on social media marketing, enriching the understanding of content marketing and consumer experiences on social media platforms.

Priority Based Brainvita: A Philosophical Perspective of Critical Thinking for Algorithm Generation using Game-based Approach

Abstract— India’s National Education Policy (NEP) 2020 is the lighthouse whose luminance guides our unrevealed paths, and it is ‘Philosophy’ who acts like the backbone who holds the entire structure of NEP 2020 in a single unit. Critical thinking will make its presence felt when it has a ‘philosophical backing’. Understanding the views of our contemporary Indian philosophers like Sri Aurobindo, the process of holistic learning is of utmost importance. This study focuses on the process of experiential learning rather than only targeting the achievement of the goal using a game-based approach. A traditional Brainvita game is modified using priority called ‘Priority based Brainvita’ to increase the complexity level of the gaming rules but maintain simplicity in the execution. The analysis of the activities in the study showcases how ‘expert’ versus ‘beginner’ Brainvita players show different attitudes, behavior and skill learning as dynamic situations arise on the game board. After the game-based development of critical thinking, a maze creation activity performed by the students which display how rules in algorithms and tasks can be generated. From the Artificial Intelligence perspective, Priority based Brainvita will enhance the ‘algorithm generation’ capacity in the students along with identifying rules in a game and correct strategies to achieve winning outcomes. Keywords— Algorithm; Brainvita; Critical-thinking; NEP 2020; Philosophy; Priority.

DEVELOPING LESSON PLANS FOR ELEMENTARY STUDENTS BASED ON EXPERIENTIAL LEARNING

Experiential learning holds significant importance in the educational process and personal development of students. This perspective focuses on creating a multi-dimensional and positive learning environment where students can learn through real experiences and interact with the surrounding environment. Students connect knowledge to the real world and apply it to solve daily life challenges. The article analyzes David Kolb's experiential learning process and proposes a structured lesson plan for elementary students based on this foundation. The lesson plan is illustrated by integrating the steps and processes of the experiential learning process to optimize students' learning experiences, thereby helping them develop self-learning and creativity skills.

Hospitality and Tourism Experiential Learning Combined with Interdisciplinary Learning

ABSTRACT The purpose of this study is to explore student perceptions of the benefits of experiential learning activities with interdisciplinary learning in hospitality and tourism. Semi-structured individual and focus group interviews were conducted with 22 students in a class collaboration project with hospitality and tourism and sport management classes at a Southeastern University in the United States. Using constant comparative analysis, the results of the study recommended four themes covering all stages of the experiential learning process. This study details how experiential learning benefits student’s learning and outlines valuable insights for academia. Theoretical and practical implications are provided, along with future research directions.

The Total Learning Experience Model on the Cloud: TLX Model on the Cloud to Enhance Digital Teaching Skills for Teacher Professional Students

The total learning experience model on the cloud, or TLX model, is based on the application of concepts concerning the instruction management of teacher professional students, who are required to use technologies and innovations to produce instruction media that enable learners to learn and interact with instructors anywhere and anytime. The instruction management of this style is said to provide challenges and real experiences, leading to new bodies of knowledge and technology skills that help teacher professional students create the more efficient instruction media. The objectives of this research are (1) to design the total learning experience model on the cloud, (2) to develop the total learning experience model on the cloud, and (3) to study the results of the development of the total learning experience model on the cloud. The research tools include (1) the total learning experience process on the cloud, and (2) the assessment form on the suitability of the total learning experience model on the cloud. The results of this research show that (1) the overall suitability of the total learning experience model on the cloud (overall elements) is at the highest level (mean = 4.83, SD = 0.14), and (2) the overall suitability of the total learning experience model on the cloud is at the highest level (mean = 4.77, SD = 0.17). According to the results, it can be summarised that the total learning experience model on the cloud can be employed as a tool to promote learning through cloud technology in order to enhance digital teaching skills for teacher professional students through experiential learning process.

Deeper student-teacher partnership in 5 steps

Students as Partners initiatives have the potential to enable students and staff to collaborate on improving the teaching and learning experience (Mercer-Mapstone et al., 2017). Following two iterations of a students as partners initiative applied across different disciplines to enhance student-teacher partnership, an implementation strategy was established through a 5-steps process of recruitment, active listening, review, co-design, and evaluation. The proposed model established deeper partnership during the learning process, delivering significant changes that enhanced students’ learning instead of the typical iterative design at the end of the learning period (course). The partnership contributed to student partners’ development through an experiential learning process. Integrating learning theories and practices with human-centered design, we explore the research question: How do we nurture a deep student and teacher partnership for positive impact? Underpinned by Argyris &amp; Schön’s (1974) double loop learning and design thinking the 5-steps approach resulted in greater student experience and satisfaction, enabled the development of a sense of community and personal development for student partners and course convenors.

Rent-a-crowd! Understanding how applause magnitude impacts music performance appraisal

Applause is ubiquitous in the reception of music performance. Applause magnitude can reveal and sway audience reactions, and it is critical for musicians and educators to understand how audiences and evaluators respond to this extramusical effect in the appraisal of music performance. This study investigated how listeners respond to applause magnitude and prompted discussions about extramusical effects and social influence. Three applause levels (polite, strong and vocal) were added to two identical solo trumpet performances (one Fanfare and one Vocalise). Thirty listeners rated these six performances for overall quality and five performance dimensions (intonation, expression, balance, rhythmic accuracy and dynamic control). Vocal applause significantly impacted ratings of overall quality, expression and dynamic control compared to polite applause. Listeners were aware of varying applause levels and the majority were susceptible to unconscious or conscious bias in their evaluations. Most listeners were unaware of the identical audio and found the experiential learning process ‘enlightening’. Listeners became cognisant of their susceptibility to extramusical effects and reflected on evaluation strategies. Future studies should employ experiential learning to inform emerging music professionals about perceptual vulnerabilities and enhance critical thinking and expert evaluation skills.

An empirical study on immersive technology in synchronous hybrid learning in design education

Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study.

Nursing student competency achievement factors in clinical learning

Introduction: Clinical learning is an experiential learning process in which students apply the theory obtained from academics to be applied to real cases in the clinic. Clinical facilitator support of learning, satisfaction, and stress with clinical placement aspects of support are crucial because they impact the knowledge acquired during classes and the development of practical skills to become fully competent health care professionals. This study aimed to determine the factors of clinical facilitators, satisfaction, and stress levels of nursing students in clinical learning. Method: The design of study was cross-sectional design. The study was conducted on 141 nursing students for the 2021/2022 period who were taking clinical learning in hospitals, social institutions, and communities from the Diploma Nursing, Bachelor Nursing and Ners study programs at Universitas Nahdlatul Ulama Surabaya. Result: The results of the partial T-test showed that the clinical facilitator variable has no significant effect on clinical learning (p=0,938); the student satisfaction variable has no significant effect on clinical learning (p=0,199); the stress variable has a significant effect on clinical learning (p=0,000). Conclusion: The stress level of students is the most significant factor for students during their clinical practice.

Derivatives in Banking: A Platform for Teaching

Risk management is the core business of a bank. The transformation of a riskless (to the customer) deposit account into a risky (to the bank) asset is how a bank adds value and earns a profit. Successfully managing this is risk is therefore vital to the success of a bank. Banks are subject to many forms of risk, including interest rate risk, credit risk, liquidity risk, funding risk, and others. While banks cannot eliminate risk, they can control certain areas of their exposure. This project describes an exercise that demonstrates a method of managing interest rate risk in an uncertain environment and the risk-reward tradeoff of using financial derivatives to reduce risk. The exercise is beneficial to students in the banking field as well as those interested in investments as it provides a method to actually see the advantages and disadvantages of the hedging process. This guided experiential learning process should better prepare both groups of students as they begin their chosen careers.

Roles and Responsibilities in the Transition to Working Independently: A Qualitative Study of Recently Graduated Radiographers' Perspectives in Australia.

Medical imaging features along the entire healthcare continuum and is known for its fast-paced technological evolution which enables it to keep up with the demands of the healthcare system to provide safe, quality services. The overall efficacy and efficiency of the system depends on practitioners' clinical competence, achieved through professional education and continuous professional development. Recent studies have revealed concerns regarding newly graduated healthcare professionals' preparedness and readiness to handle actual practice. We conducted qualitative face-to-face and telephonic interviews with a convenient and purposive sample of 23 participants consisting of recently graduated radiographers (n=14), radiography students (n=5) and supervising radiographers (n=4) in Australia. Verbatim transcriptions were analyzed inductively to identify themes pertaining to perspectives and experiences of the work readiness of novice radiographers. The findings of our study suggest that the workplace immersion and transitioning of recently graduated radiographers into their professional roles requires a process of experiential learning and honing of knowledge and skills if they are to function efficiently and independently in a team-oriented workplace. Radiographic services are spread across various levels of care and are an integral part of the organizational structure of a healthcare system. Maladaptive transitions to the workplace may be the result of low self-confidence, a lack of support, uncertainty in inter-collegial interactions, or unrealistic performance expectations. The overarching themes of communication and interaction emerged clearly as recently graduated radiographers navigated the four roles of coordinator, collaborator, mediator, and advocate. The application of radiographic skills is embedded in a workplace culture of communication and safety. Transitioning to independent practice takes place in a complex, multifaceted environment and is accompanied by internal and external expectations. Because each workplace has a unique context, system and culture, no novice radiographic professional can ever be fully prepared through pre-service training and workplace induction.

Exploring the Role of Experiential Learning on Individual Adaptive Competencies

The purpose of this study is to explore the role of the experiential learning process in nurturing individual adaptive competencies. Another aim is to understand the process of individual learning and ascertain the role of conceptual learning in the experiential learning process. This research is based on a qualitative research paradigm. It is an exploratory nature of the study. The unit of analysis is the process of experiential learning taking place in the medical discipline. The case study is used as a research methodology to establish an in-depth understanding of the phenomenon (experiential learning process) through subjective perspectives of informants’ lived experiences. For data collection, semi-structured interviews were conducted. Data are analysed through the grounded theory method. It is inferred that experiential learning creates individual adaptive competencies in terms of delivered competencies, strong decision-making abilities, enhance confidence level and problem-solving ability, expert learning, generative competencies, reinforcement of experiences, and professional grooming. These dimensions are validated through the subjective saturated shreds of evidence of informants. This study has importance for both academics and practitioners alike. For academics, it provides a conceptual storyline about how individuals learn based on their experiences then the integration of experiences leads towards experiential learning. For practitioners, it supports how academia and practical learning are integrated to enhance individual learning competencies. Practical exposure of experiences serves as the fundamental tool for learning new knowledge.

Student nurse education and preparation for palliative care: A scoping review.

The World Health Organisation and palliative care stakeholders recommend that healthcare workers are educated in palliative care. Provision of high-quality palliative care is fundamental to nursing practice. However, caring for palliative care patients and meeting family needs is challenging without appropriate knowledge and experience. Palliative care education and clinical skill development for undergraduate student nurses is a priority to ensure graduate nurses are equipped with the knowledge and skill to deliver safe and competent care. A scoping review guided by Arksey and O'Malley's framework was used to identify undergraduate student nurses' palliative care education and preparation. A comprehensive literature search of five electronic databases and grey literature were conducted from January 2002 to December 2021. The aim was to review the empirical evidence and ascertain how undergraduate student nurses' palliative care education is organised, facilitated, delivered and evaluated. Screening was performed independently by two reviewers against eligibility criteria with meetings to discuss included papers and form a consensus. Data was extracted and related to palliative care undergraduate student nurses' education, educational model, methodology, key findings, and recommendations. Analysed and summarised data was mapped onto the four key review questions (educational models utilised, methods used to assess effectiveness, facilitators/barriers and gaps in the literature). 34 papers met the criteria for this review. The review highlights that undergraduate nursing palliative care education is more evident in high income countries. Limited and diverse published research existing in low- and middle-income countries. Educational models utilised were theoretical and experiential learning and educational process, early integration and multiple learning methods which were highlighted as facilitating factors. However, crowded curricula, lack of palliative care clinical placement expertise, difficulty providing clinical placement, timing and delivery of palliative care and difficulty responding to simulated environments (manikins) were perceived barriers. Nevertheless, palliative care education can increase knowledge, positive attitude, self-confidence and adequate preparation of undergraduate student nurses. This review highlights that there is limited research regarding the timing and delivery of palliative care principles and practice in undergraduate student nurse education. Early integration of palliative care education impacts upon students perceived preparedness for practice and positively influences their attitudes to palliative care provision.