Experiential Learning Strategies Research Articles

Assessing the drivers and capabilities for faster product launch: a scale for time‐to‐market reduction in start‐ups

The acceleration of new product development (NPD) and market introduction is essential for companies to maintain competitiveness, enhance customer base, and achieve financial success. While the existing literature addresses time‐to‐market (TTM) reduction factors in a scattered manner, focusing on aspects like supplier and customer involvement, leadership, and learning, there is a noticeable gap in construct development and measurement validation for TTM reduction, particularly in start‐up contexts. Addressing this gap, our research introduces and validates a comprehensive, hierarchical scale designed to measure both the drivers and capabilities associated with TTM reduction in start‐ups. This innovative scale broadens the scope of traditional constructs, incorporating emerging dimensions such as transformational leadership, experiential learning, agile methodologies, and dynamic marketing strategies. We used our dataset and structural equation modeling (SEM) to validate the proposed scale, comparing the effect of drivers and capabilities on TTM reduction and the role of companies' age on this relationship. This approach confirms the scale's reliability and highlights its versatility. This research holds significant implications for enhancing NPD endeavors in start‐up environments. Introducing a methodologically robust scale equips managers with a powerful tool for setting realistic goals, monitoring progress, and assessing capabilities and contextual factors to refine NPD processes. Furthermore, the scale serves as a benchmarking instrument for start‐ups, aiding them in attracting investments and achieving a competitive advantage. Our study, therefore, stands as an essential contribution to the strategic management of NPD in the dynamic and evolving landscape of start‐ups.

Revolutionizing Business and Marketing Education: The MECCDAL Model and a Case Study from the American Institute of Business Experience Design

This article provides an in-depth analysis of the evolving landscape of business and marketing education, accentuated by technological advancements, globalization, and the emergence of digital competitors. I underscore the challenges confronting traditional educational institutions arising from tech giants like Google and innovative e-learning platforms such as Udemy. The exacerbation of these issues in the post-pandemic environment is marked by escalating mental health concerns, a deficiency in practical skills acquisition, shifting student preferences, and debates surrounding the value proposition of college tuitions and business qualifications. Despite efforts to integrate immersive technologies and experiential learning strategies, a noticeable absence of pragmatic skills and learner-centric pedagogies persists within higher education paradigms. I introduce MECCDAL—a holistic, execution-oriented seven-pillar framework tailored to navigate contemporary challenges within an AI-infused, mental wellness-aware post-pandemic context. MECCDAL is an acronym derived from Latin terminologies: M ens (mind), E xecutio (execution), C or (heart), C orpus (body), D igitus (digital), A nima (soul), and L ingua (language). Through a detailed case study conducted at the American Institute of Business Experience Design, I illustrate MECCDAL's efficacy in augmenting business and marketing educational delivery mechanisms while fostering both collective and individual well-being alongside enhanced innovation and implementation competencies among students.

Teaching Sociology of the Arts at an Urban Community College During the Pandemic: Reflections on Structure, Agency, and Community Engagement

This conversation outlines an undergraduate research project that I designed and implemented during the fall of 2020 and the spring of 2021 in an online Sociology of the Arts class at Queensborough Community College in New York City. The project involves original student research on the impact of the COVID-19 pandemic on three community-based arts organizations and the communities they serve. To showcase the problems and possibilities that emerged in assigning the project, I engage the contrasting and complementary lenses of Pierre Bourdieu’s structurally based theories of culture, capital, and social reproduction on the one hand and the pedagogical strategies that emerge from humanistic sociology on the other. The conversation concludes with reflections on issues faced by educators committed to teaching an interdisciplinary and humanistic sociology at the community college level and the ways experiential learning strategies can help students develop community connections and agency through the arts.

Smartphone-Based Virtual and Augmented Reality Implicit Association Training (VARIAT) for Reducing Implicit Biases Toward Patients Among Health Care Providers: App Development and Pilot Testing.

Implicit bias is as prevalent among health care professionals as among the wider population and is significantly associated with lower health care quality. The study goal was to develop and evaluate the preliminary efficacy of an innovative mobile app, VARIAT (Virtual and Augmented Reality Implicit Association Training), to reduce implicit biases among Medicaid providers. An interdisciplinary team developed 2 interactive case-based training modules for Medicaid providers focused on implicit bias related to race and socioeconomic status (SES) and sexual orientation and gender identity (SOGI), respectively. The simulations combine experiential learning, facilitated debriefing, and game-based educational strategies. Medicaid providers (n=18) participated in this pilot study. Outcomes were measured on 3 domains: training reactions, affective knowledge, and skill-based knowledge related to implicit biases in race/SES or SOGI. Participants reported high relevance of training to their job for both the race/SES module (mean score 4.75, SD 0.45) and SOGI module (mean score 4.67, SD 0.50). Significant improvement in skill-based knowledge for minimizing health disparities for lesbian, gay, bisexual, transgender, and queer patients was found after training (Cohen d=0.72; 95% CI -1.38 to -0.04). This study developed an innovative smartphone-based implicit bias training program for Medicaid providers and conducted a pilot evaluation on the user experience and preliminary efficacy. Preliminary evidence showed positive satisfaction and preliminary efficacy of the intervention.

The Impact of Experiential Learning on Students’ Academic Achievements a Case of Lukaya Town Council in Kalungu District

This experimental study was undertaken to assess the effectiveness of experiential learning strategies in influencing students learning. This study was undertaken in the form of a naturalistic inquiry. A naturalistic inquiry is one that is conducted in a natural setting of interest to the researcher using natural methods such as observation, interviewing, thinking, reading, and writing. This investigation was conducted with three senior students at Lukaya Seed School with the purpose of assessing the effectiveness of the experiential learning strategy in realizing the set learning outcomes. The researcher used a convenient sampling technique to select all the one hundred and twelve (112) Form 3 History students to participate in the intervention. Data collected from daily journal recording as well as their scores in activities of integration were analyzed using a frequency table with the intention of establishing the mean score and the failure rate of students in history before the intervention was implemented. At the end of the innovation, students were, to a large extent, able to construct an extensive and flexible historical knowledge base. The students were able to take ownership of their learning, and out of question, the researcher observed that senior three history students had become better problem-solvers. They had transformed into aggressive, self-directed learners who collaborated, and they appeared intrinsically motivated. To a reasonable extent, the innovation engendered specific generic skills needed by students from the historic perspective, including reasoning skills, which they evidently applied to solve their own problems. There was also evidence of students becoming effective collaborators, as evidenced by their establishing common ground, resolving discrepancies, and working in groups to negotiate actions they planned to take to arrive at an agreement. Education planners need to put much emphasis on collaborative learning, at least across subjects, to develop students’ social skills because they learn a lot from their peers. Keywords: Experiential learning, Students, Education planners, History.

Integrating scenario game-based learning with the experiential learning strategy to facilitate nursing students’ learning performance and core competencies in labor support training

ABSTRACT Nursing students participating in labor support training need to learn core clinical skills to assess the delivery process to reduce the risk and labor pain of pregnant women. We proposed an approach to integrate scenario game-based learning with the experiential learning strategy to facilitate nursing students' learning performance and six core competencies (6CCs) (communication, collaboration, critical thinking, complex problem solving, creative thinking, and computational thinking) during labor support training. This study adopted a quasi-experimental study with a pretest and posttest design. We randomly allocated 44 first-year nursing students at a university nursing school to an experimental group (adopted scenario game-based learning integrated with the experiential learning strategy) (n = 21) or a control group (adopted video-based learning) (n = 23). Before and after the intervention, all students were assessed for their learning performance and 6CCs in labor support. The results showed that the experimental group exhibited significantly better learning performance and 6CCs than the control group, indicating that the integration of a scenario game-based learning with the experiential learning strategy validated a strong impact on nursing students' labor support training. Nurse scholars should deliberately incorporate appropriate technologies and learning strategies to facilitate nursing education.

Experiential Learning Strategy and Preschoolers' Performance in English Language

This experimental study was conducted to examine the effect of experiential learning strategy on vocabulary development of preschool children in English language. The study used a pretest-post quasi experimental design. Two intact groups of preschool children were selected from an English medium school. Each group consisted of 30 children. Instrument was English language test consisting of vocabulary development, spelling test, sentence writing and creative writing. Pre-test was given to both the groups and the results were recorded. The control group was taught using conventional method of teaching; while the experimental group was taught using experiential learning strategy. After intervention of experiential learning strategy, a post test was conducted. Findings of the study showed that the children instructed using experiential learning technique achieved significantly higher scores on English subject test as compared to the students who were taught with conventional teaching method. It was suggested that experiential learning strategy may be used to improve performance in vocabulary development, spelling test and creative writing at preschool stage.
 Keywords: Experiential learning, Teaching strategy, Vocabulary development, English language learning

Fostering Creative Thinking in Early Learners through STEAM-Based Ecoprint Projects

This research investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) project-based learning (PjBL) with Ecoprint activities on developing creative thinking skills in early childhood. A mixed-methods concurrent embedded design was adopted, focusing on preschool children aged 4-6 years from two educational institutions in Karangsari Village, Cirebon District. The study engaged 30 participants in Ecoprint activities, utilizing natural materials to create prints on paper and fabric. These activities were framed within the STEAM PjBL methodology, encompassing stages of Reflection, Research, Discovery, Application, and Communication to facilitate a comprehensive earning experience. Qualitative data, collected through interviews with educators and observations of the Ecoprint projects, were complemented by quantitative assessments of the children's development of creative thinking skills. This dual approach allowed for a rich, multifaceted analysis of the learning processes and outcomes. The creative thinking abilities of the participants were evaluated using a standardized rating scale aligned with criteria set forth by the Ministry of Education and Culture, tracking progress from initial baselines to post-intervention stages. The findings indicate a notable enhancement in creative thinking among the children, with a significant majority advancing from lower levels of creative dev. Children can select and sort the base color materials from the collected leaves. At this stage, the potential of STEAM PjBL, combined with hands-on, environmentally focused artistic activities like Ecoprint, is to enrich early childhood education by fostering creative, innovative thinking. The study's implications extend to curriculum development, advocating for including interdisciplinary, experiential learning strategies that blend scientific inquiry with artistic creativity. However, the research is limited by its scope and its participants' demographic and geographic characteristics. Future studies are recommended to explore the scalability of this approach and its long-term impacts across diverse educational settings, potentially offering valuable insights into the role of integrated STEAM education in nurturing holistic cognitive development in young learners.

Probing Experiential Learning Approach in Islamic Religious Education

This study delves into the effective strategies employed in Islamic religious education to illuminate the nexus between instructional approaches and subject matter alignment. Utilizing a qualitative research methodology with a phenomenological orientation, the investigation involved fifteen high school Islamic religious education teachers. Participants were selected using a purposive technique, focusing on eligibility criteria specific to Islamic religious education instructors. Data collection took place through structured interviews with an interview protocol, followed by analysis stages encompassing data collection, reduction, and interpretation. The results discern five overarching themes elucidating the strategies employed in teaching Islamic religious education. Firstly, three schools integrated experiential learning into their pedagogical approach, intertwining it with discussion strategies. Secondly, the application of experiential learning strategies is more straightforward with less intricate subject matter. Thirdly, addressing complex topics necessitates teachers to demonstrate competencies across pedagogical, personal, professional, and social dimensions. Fourthly, not all students readily engage in experiential learning due to unfamiliarity with articulating personal experiences as educational content. Lastly, the study advocates for incorporating advanced methods to tackle complex subject matter. These findings offer a foundational reference for future research endeavors, acknowledging the study's limitations and the recommendations proposed.

From Theory To Practice: A Comprehensive Examination Of Implementing Project-Based Learning In STEM Curricula

This study undertook a comprehensive examination of Project-Based Learning (PBL) implementation in STEM curricula, bridging the gap from theory to practice. Through a rigorous exploration, the research aimed to investigate the practical implications of incorporating PBL into STEM education. The study's objectives were to assess the impact of PBL on academic performance, critical thinking skills, and overall Engagement among students in STEM disciplines. Utilizing a mixed-methods approach, including surveys, interviews, and observational analysis, data was collected and analyzed to provide a nuanced understanding of the experiences and outcomes associated with PBL. The findings revealed a significant improvement in academic performance, with students exposed to PBL exhibiting heightened Engagement and a notable surge in interest in STEM subjects. Critical thinking skills experienced substantial enhancement, highlighting the practical implications of PBL in developing essential cognitive abilities. The study contributed to the existing literature by validating the positive outcomes of PBL. It offered valuable insights for educators and curriculum developers seeking to implement effective, experiential learning strategies in STEM education. The research, conducted in the past tense, presents a comprehensive exploration of the transition from theoretical concepts to the practical application of PBL in STEM curricula.

Evaluating Computer Science Students' Experiences and Motivation Towards Learning Artificial Intelligence

This study investigates the experiences and motivations of Saudi Arabian computer science students (aged 18 and above) in their pursuit of knowledge in Artificial Intelligence (AI). It employs a cross-sectional design using web-based surveys. Findings indicate that students recognize AI's transformative potential in computer science and express a willingness to embrace it in their careers. However, confidence levels vary regarding using AI tools, understanding healthcare AI, and assessing AI's impact on computer science education. The study emphasizes the significance of intrinsic motivation, experiential learning, and pedagogical strategies like collaborative learning in AI education. Additionally, it underscores the importance of addressing gender and diversity considerations to create inclusive AI learning environments. In conclusion, this research provides valuable insights into computer science students' experiences and motivations in AI education. It offers practical implications for enhancing AI pedagogy, reducing barriers to learning, and promoting diversity and inclusivity in the AI field. Educators can empower students to navigate the dynamic AI landscape effectively by tailoring educational approaches to individual learner needs.

Experiential Learning Strategy in Teaching Hip-Hop Dance for Enhancing Dance Performance among Grade 10 Students

One of the most effective means of empowering someone with knowledge and skills that bring about change and support their economic development is education. According to an article written by Leverage (2021), education helps to create a better society. Understanding the value of education in today’s culture is crucial. Learning or acquiring knowledge, skills, values, morals, beliefs, and habits is the education process. With the correct teaching strategies, teachers can make the classroom fun and effective for students to gain vital intellectual and social skills that will serve them for the rest of their lives (Indeed, 2023). Among such teaching methods is the use of experiential learning, wherein the students use experiences to learn a certain topic or subject (Institute for Experiential Learning, 2021). Hence, this study aims to determine the effectiveness of using an experiential learning strategy in teaching hip-hop to enhance dance performance among Grade 10 students. A descriptive-experimental research design method was employed wherein a pre and post-test was given among the respondents and their perception of the experiential learning strategy was assessed. Considering this, the results revealed a significant difference in the performance of the respondents before and after employing the experiential learning strategy in terms of knowledge, comprehension, ability, and attitude. It was also found that there is no significant relationship between the respondents' perception of the respondents in connection with the experiential learning strategy when compared to their performance.

An Experiential Learning Program to Promote Healthy Eating and Physical Activity at an Australian Children’s Museum: Formative Research with Caregivers and Staff

ABSTRACT Background Healthy eating (HE) and physical activity (PA) are essential for children’s health and well-being. Innovative approaches, informed by formative research, are crucial to promoting these behaviors. Experiential learning, involving active, hands-on approaches, may be an effective way to encourage healthy behaviors in children. Children’s museums could contribute to health education by providing a variety of educational opportunities. Purpose To inform the design of an experiential learning Healthy Living program for children at an Australian children’s museum. Methods A qualitative study involving focus group discussions with 23 caregivers and in-depth interviews with 6 staff were conducted to explore perceptions of caregivers and staff working in an Australian children’s museum (Discovery Space) relating to potentially effective experiential learning strategies for promoting children’s healthy behaviors. Data were transcribed verbatim and thematically analyzed in NVivo 12. Results Key considerations for promoting HE and PA children through experiential learning activities include involving caregivers, engaging children through processes such as providing choice and stimulating curiosity, and selecting appropriate activity types such as simple, engaging, fun, hands-on, sensory play, and music-based activities. Translation to Health Education Practice Experiential learning activities that address these key considerations can promote HE and PA in children and should be studied in future studies. Competencies and sub-competencies in two areas of responsibility, (I) Assessment of Needs and Capacity and (V) Advocacy, were addressed.

Pengaruh Strategi Experiential Learning dan Kecerdasan Emosional Terhadap Hasil Belajar Menulis Puisi Siswa Kelas VII SMP Negeri 9 Pekanbaru

Writing poetry is a capable skill that involves students inner experiences. In learning to write poetry, students emotional intelligence also needs to be considered. Therefore, these variables are important to examine in order to see how much influence they have on students poetry writing skills. The type of research is quantitative research using quasi-experimental methods in the form of factorial designs. The population of this study was students of class VII SMPN 9 Pekanbaru, which consisted of 9 classes. Data were collected through learning achievement tests and analyzed by T-test and ANOVA. The results of the data analysis show that: (1) the results of learning to write poetry of students who are taught with experiential learning strategies are higher than students who are taught conventionally; (2) the learning outcomes of students with high emotional intelligence who are taught using experiential learning strategies are higher than students who are taught conventionally; (3) the learning outcomes of students with low emotional intelligence who are taught using experiential learning strategies are higher than students who are taught conventionally; (4) there is no interaction between learning strategies and emotional intelligence in influencing students learning outcomes in writing poetry. The conclusion is that the experiential learning strategy has a significant effect on the learning outcomes of students poetry writing. Students who have low emotional intelligence should use a variety of learning strategies.

Strategi Pembelajaran Experential Learning terhadap Peningkatan Akademik Siswa di SD Muhammadiyah Abepura

The purpose of this research is to determine the impact of experiential learning strategies on academic improvement among students at SD Muhammadiyah Abepura. The method used in this research is qualitative research with a field study approach. This type of research is typically conducted through observation, interviews, or measurements and sampling. The research was conducted at SD Muhammadiyah Abepura. The results of this research indicate that the experiential learning model is implemented by teachers at SD Muhammadiyah Abepura through experiencing, observing, reflecting, and providing structured experiences supported by the natural environment, 3R (Reduce, Reuse, Recycle) facilities, an observatory, and various types of plants and trees that grow within the school environment. These elements serve as learning resources for the students. Additionally, teachers provide worksheets that need to be filled out as a result of observations, and they evaluate students' activities through movement assessments. Furthermore, self-assessment is conducted, where students assess themselves and share their evaluation. Based on these evaluations, teachers can draw conclusions regarding students' learning achievements, using the evaluation results as a measure of students' success in their learning activities. In summary, the research findings highlight that the implementation of the experiential learning strategy at SD Muhammadiyah Abepura involves hands-on experiences, observation, reflection, and structured experiences supported by various environmental resources. Worksheets are used to document observations, and evaluation is carried out through assessing students' active participation. Self-assessment is also conducted, enabling students to evaluate themselves. The evaluation results are then used as indicators of students' learning success.

Experiential Learning with Criminal Justice Students: Demonstrating Knowledge and Showing Empathy toward Persons with Serious Mental Illness

The Hearing Voices that are Distressing simulation was developed by Dr. Patricia Deegan, a clinical psychologist. This study utilized the training program with criminal justice students and students from other disciplines to (a) address the stigma associated with mental illness; (b) create empathy among individuals who aspire to be first responders, crisis workers, and social or human service personnel; and (c) promote experiential learning strategies that facilitate reflection and critical thinking. Following the conclusion of the simulation, students provided open-ended responses about the impact of the training. A content analysis was performed on students’ responses to identify and categorize overarching themes. Overall, the findings gathered here will enhance our understanding of the value and immediate effects of this training simulation in the classroom setting.

A Day in the Life: A Concept-Based Experiential Learning Activity Simulating Life With a Chronic Condition.

Implementing experiential learning strategies in a concept-based curriculum offers a transformative opportunity for students to gain a patient's perspective when living with a chronic condition. This article discusses an experiential learning activity that engages learners in an immersive way as they learn the concepts of adherence and self-management in a chronic disease-focused nursing course.

Healthy living character-building strategies: A systematic literature review

The healthy living character needs to be intervened and habituated in elementary school students because it positively impacts children’s healthy food intake (fruits and vegetables) and several psychosocial factors (attitudes, knowledge, and self-efficacy). Improving the character of a healthy life needs to be supported by determining an accurate strategy. The study aimed to identify healthy living character-building strategies of elementary school students. This study used systematic review with Preferred Reporting Items for Systematic reviews and Meta-analyses (PRISMA) guidelines. Searches for articles related to the topic used Open Knowledge Maps, Google Scholar and Litmaps and found 60 primary articles and supported by secondary sources such as books and proceedings. The review results in the descriptive analysis include geographical distribution and research design. The review results show that current research is still dominated by social cognitive theory and social learning theory, and treatment lengths are categorized into 40 weeks, six months and six years. The findings show that eight dominant strategies are used in shaping healthy living characters through healthy foods for the immune formation of elementary school students. The most effective strategies to facilitate healthy food for primary school students are the strategy of a mix of enhanced curriculum, cross-curriculum and experiential learning and other strategies such as parental involvement. This research provides insight into healthy living character-building strategies in elementary school students and can guide policymakers, principals, and teachers in the development of mixed strategies to improve children’s healthy living character.

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is believed to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems.

Strategi Guru PAI : Problematika dan Solusi Peningkatan Prestasi Belajar Peserta Didik

Learning strategies are approaches that a teacher selects and employs when delivering instructional materials with the goal of facilitating students' assimilation and comprehension of those materials so that, ultimately, the learning objectives can be mastered at the conclusion of learning activities. There were still pupils at Mutiara Bangsa Middle School in Bandar Lampung who scored below the KKM, which was an issue for the school. Islamic religious education teachers there also used the learning technique to improve learning results. Therefore, study is required to understand the teaching methods used by Islamic religious education instructors at Mutiara Bangsa Middle School in Bandar Lampung to improve student learning outcomes as well as the barriers to using these methods. This is a qualitative study that employs the qualitative descriptive method. Using observations, interviews, and documentation. While data analysis techniques go through four stages, namely data collection, data reduction, data presentation and conclusions. The results of this study indicate that the learning strategy of Islamic religion teachers to improve learning achievement at Mutiara Bangsa Middle School in Bandar Lampung is quite good. The conclusion from this study is that the strategies used by Islamic Religious Education teachers to improve learning achievement are direct learning strategies, indirect learning strategies, interactive learning strategies, experiential learning strategies, and independent learning strategies. In terms of learning achievement in Islamic religious education, the majority has increased and improved. There are still impediments to its implementation, such as a lack of interest in Islamic religious education, the fact that students only participate in the learning process, and the extremely limited time available for Islamic religious education learning.