Experiential Learning Theory Research Articles

Pedagogical approaches to foster caring behaviors among nursing students: A scoping review.

Pedagogical approaches to foster caring behaviors among nursing students: A scoping review.

Factors Associated with Healthcare Leaders' Perceived Self-Efficacy During Crises.

The COVID-19 pandemic exposed a lack of healthcare leadership preparedness for a widespread, persistent emergency. This study aimed to identify factors contributing to perceived leadership self-efficacy to better prepare leaders for future crises. The researcher conducted an online composite survey (n =96) of factors affecting perceived leadership self-efficacy from an American College of Healthcare Executives group using a quantitative correlational design with multiple regression analysis. Results were examined through the lens of Kolb's experiential learning theory to determine recommended leadership training. The researcher found that the most significant factors contributing to perceived self-efficacy in leadership were years of experience and skill (β=.004). This was supported by a multiple regression model predicting leadership self-efficacy, F(6, 95)=9.932, p <.001, and adjusted ΔR2=.361. An overall moderate effect size supports the practical significance of these results. When given the opportunity to indicate what preparation would be most beneficial, healthcare leaders indicated a desire for more training in communication skills alongside tabletop drills to practice rapid assessment and response techniques. As healthcare leaders continue to face unanticipated challenges, their self-perceived ability to handle crises competently is influenced by their years of experience and skill level. Of these two, skill level is practically addressable. Education and leadership development that incorporate evolving methods of training, such as tabletop drills, will improve critical skills, and thus, perceived self-efficacy during times of crisis.

A Phenomenological Study of National In-Service Vocational Teacher Training at a Vocational College in China: Voices of Trainers and Trainees

National in-service vocational teacher training represents a key approach in improving the quality of vocational education. This phenomenological study investigated the significance of this type of training at a vocational college in China. The study employed a purposive sampling method to select participants, ensuring they had relevant experience with national in-service vocational teacher training. It drew on the experiences of eight participants: four trainers and four trainees, all of whom had participated directly in national in-service vocational teacher training. Three main methods of data collection were employed: semi-structured interviews, observations, and document analysis. Through qualitative data collected via the semi-structured interviews and observations, the study explored how both trainers and trainees perceive the benefits and challenges of national in-service vocational teacher training. Guided by Experiential Learning Theory, the research framework provided a lens through which to understand how participants’ experiences shaped their learning and professional growth. The findings revealed that while the training provides valuable opportunities for the acquisition of knowledge and development of skills, resource building, and practical problem-solving, challenges persist due to the traditional theoretical training model, which limits the effective transfer of learning. Based on these insights, the study suggested adopting a more continuous and practical training model to better support vocational educators, ultimately facilitating the efficacy of training and achieving meaningful classroom transformation.

A Local Training Program to Increase Awareness of Emerging Extended Reality Technologies Among Health Care Professionals: Development Study

Abstract Background Demands on health care services can greatly outweigh capacity. Multifactorial causative factors present great challenges, forcing the National Health Service (NHS) to increase efficiency and adaptivity. Concurrently, digital advancements are excelling and long-term plans for NHS sustainability are focusing on the use of technological interventions to benefit patients. As a result, integration of extended reality (XR) technology has become an important focus of health care research. However, models of how the digital literacy of health care workforces can be developed and how frontline staff can be actively involved in the design and development of creative digital interventions are lacking. Such programs are essential to allow the development and upscaling of digital innovation within the NHS for the benefit of the patients. Such a program has been developed in the Digital Futures research lab at Torbay and South Devon NHS Foundation Trust, representing one of the first immersive digital technologies research spaces embedded within the NHS. A “Digital Deep Dive” training program has been developed, allowing local health care workers to recognize the possibilities of digital health care technologies and supporting them in the evolution of ideas for potential bespoke digital solutions appropriate to their own patient groups and care pathways. Objective This paper aims to explain the development of this unique XR Deep Dive program and present the evaluation that informed future directions for its ongoing development. Methods The Deep Dive sessions were designed according to relevant pedagogic principles, including experiential, active, and contextual learning theories. Voluntary pilot sessions were held for local clinical teams comprised of junior doctors, consultants, nurses, and allied health professionals. Self-selection sampling was used. Participants completed an anonymous postsession feedback form, which was used to conduct a service evaluation. Data were analyzed using descriptive statistics (quantitative) and thematic analysis (qualitative). Results In total, 21 completed questionnaires were analyzed. Overall, the sessions were positively received: all participants reported increased awareness of the potential for digital health care innovation postsession and most found it useful and relevant to their clinical careers. Participants valued the sessions being grounded in a context relevant to local practice with opportunities to interact with the technology through the lens of use cases. Conclusions We have developed a unique training initiative providing contextually relevant XR technology awareness training for health care professionals locally. Despite the growing pace of digital health care innovation, we recognized a knowledge gap in our local workforce regarding the potential of XR technologies within health care. We responded by developing a training program grounded in the concept of digital co-creation—working with staff and service users to develop bespoke solutions integrated within patient pathways. The results from this paper will help to inform future directions for developing digital awareness training in our trust and have implications for wider NHS digital literacy training.

Community-Engaged Learning Within the Medical Curriculum: Evaluating Learning Outcomes and Implementation Challenges

Community engaged learning (CEL) is a teaching methodology which aims to bridge the gap between academia and society by collaborating on community-based projects. Inspired by theories of experiential learning and social constructivism, CEL celebrates learning by doing and is a rather novel teaching methodology within the predominantly theoretical bachelor medical curriculum. Despite CEL’s potential benefits, its implementation faces significant challenges. Here, we investigated how students, accustomed to traditional academic teaching, learn during CEL-infused courses, specifically studying student perception of their learning and identifying the various facilitators and barriers to learning during CEL. The study conducted at Utrecht University’s Faculty of Medicine included second-year medical students participating in a newly introduced CEL course. Using thematic analysis, the study analyzed students’ written reflections collected before and after completion of the course. CEL contributed to developing valuable competencies like empathy, leadership, and communication skills, which go beyond the realm of textbook and classroom-based knowledge. The study further identified key barriers and facilitators, both at personal and organizational levels influencing learning outcome of students. Based on these data, several recommendations have been formulated for all involved parties (students, academic institutions, community partners) which could contribute towards a sustainable embedding of CEL.

Professional Development Needs Based on the Mode of Delivery

The rapid shift from traditional classroom teaching to online and hybrid learning environments has highlighted the need for effective professional development (PD) programs to support educators. This study aims to identify the key PD needs of educators adapting to various modes of teaching delivery, evaluate the effectiveness of current PD programs, and offer recommendations for improvement. Using a quantitative survey design, data were collected from 56 educators at S College in China. The findings reveal that educators prioritize customized PD programs, collaborative learning opportunities, and ongoing support to address challenges such as technology integration, online course design, and student engagement. While current PD programs are generally effective, there is a need for greater alignment with educators' specific needs and more sustained support. The study concludes with actionable recommendations, including the development of learner-centered PD initiatives, the promotion of collaborative learning, and the provision of continuous professional support. These recommendations are grounded in the theoretical frameworks of Andragogy, Social Learning Theory, and Experiential Learning Theory, offering valuable insights for institutions aiming to enhance teaching quality in digital learning environments. This study contributes to the broader discourse on online education by addressing critical gaps in PD and providing practical strategies to support educators in the evolving landscape of higher education.

Improving Indonesian nurse performance on nursing care documentation: A mixed-methods study of a culturally tailored hybrid roleplay intervention.

Nursing documentation is critical for ensuring quality patient care and effective communication among healthcare professionals. However, in low- and middle-income countries (LMICs), documentation practices often fall short due to resource limitations and cultural barriers. This mixed-methods study evaluated a culturally adapted roleplay- based intervention to improve nursing documentation quality among Indonesian nurses. Guided by Kolb's Experiential Learning Theory, this intervention focused on experiential, reflective, and technology-enhanced components to enhance nursing documentation practices. Using a quasi-experimental design, 132 nurses from three public hospitals in Jakarta were assigned to either the treatment or control group. The intervention integrated conventional roleplay, digital simulation, and reflective practice. Quantitative data were collected at baseline, post-intervention, and at a 12-week follow-up, measuring documentation quality, self-efficacy, and cognitive load. Additionally, qualitative data were gathered through semi-structured interviews with 15 experimental group participants. Results showed significant improvements in documentation quality (Cohen's d = 1.28 at T1; d = 1.14 at T2), self-efficacy (d = 0.99 at T1; d = 0.85 at T2), and reductions in cognitive load (d = -0.84 at T1; d = -0.72 at T2), indicating significant and sustained improvements at the 12-week follow-up. Qualitative findings highlighted increased confidence, realism of the scenarios, integration of digital skills, and cultural considerations in documentation practices. Participants' hierarchical structure orientation moderated the effectiveness of the intervention. In conclusion, this study provides evidence that hybrid roleplay interventions can enhance nursing documentation practices in low- and middle-income countries, with a focus on culturally tailored healthcare education.

"Evaluating Customer Service Efficiency in Power Distribution Companies through Mystery Shopping: A Study on Billing, Complaint Resolution, and New Connection Services"

The efficiency of customer service in Indian Power Distribution Companies (DISCOMs) is a key determinant of consumer satisfaction and operational effectiveness. This study assesses service quality in DISCOMs through the application of mystery shopping, focusing on billing services, complaint resolution, and new connection processes. The research integrates SERVQUAL, the Gap Model of Service Quality, Experiential Learning Theory, and the Technology Acceptance Model (TAM) to assess service gaps and propose enhancements. Findings indicate that inefficient complaint redressal mechanisms, delayed billing resolutions, and cumbersome new connection procedures contribute to consumer dissatisfaction. The study highlights the potential of AI-driven service solutions, digitalization, and regulatory interventions to enhance service quality. Policy recommendations emphasize the need for continuous monitoring through mystery shopping, technology adoption, and customer-centric reforms to ensure efficiency in power distribution services. DOI:https://doi.org/10.52783/pst.1550

Collaborative Leadership Education Through Community Partnerships.

Nursing leadership development among prelicensure nursing students is critically important to address 21st century standards of care for diverse populations. Entry-level nurses are expected to confidently address issues of health equity, and collaborate, communicate, and lead as members of interprofessional teams in the community. Using a collaborative learning approach, supported by experiential learning theory, students in the leadership practicum formed team partnerships and engaged with local human services agencies to assess, plan, and implement nursing leadership projects. Student skills, knowledge, and attitudes were refined in domains including teamwork, interprofessional communication, project development, community collaboration, social justice advocacy, self-reflective practice, and scholarship dissemination. This practicum course that partnered teams of nursing students with human services agencies was a mutually beneficial plan that promoted health in vulnerable populations and refined nursing leadership qualities in nursing students. [J Nurs Educ. 2025;64(X):XXX-XXX.].

The role of Extension in outreach and education of virtual fencing: suggested best practices that leverage Kolb's experiential learning theory

The role of Extension in outreach and education of virtual fencing: suggested best practices that leverage Kolb's experiential learning theory

Integrating social media platforms into expatriate training and development programs: an experiential learning perspective

PurposeSocial media platforms, although often vilified in popular media, carry several potential benefits for expatriate training. This study set out to discuss in some depth whether social media platforms can be employed to enhance expatriate training outcomes, such as performance, adjustment and cultural integration.Design/methodology/approachDrawing on insights from experiential learning theory, this study develops propositions and a conceptual model relating to the incorporation of social media platforms into expatriate training.FindingsJoining insights from the expatriate training literature with experiential learning theory, this study proposes several potential avenues for social media platforms as training tools. While social media use is not likely to be efficacious in itself, this study argues that social media platforms can be leveraged to enhance expatriate language training, acculturation and professional networking. These mediating relationships enhance social media’s effects on expatriate performance and adjustment.Originality/valueThis study paves the way for future empirical works regarding the implementation of novel tools in the pursuit of expatriate excellence. This paper develops a comprehensive model illustrating how social media platforms can positively impact expatriate training outcomes.

A Phenomenological Study Exploring The Challenges of Establishing An Effective Hospitality Work Based Learning Program At UiTM

This phenomenological study explores the complexities involved in establishing a successful hospitality internship program at Universiti Teknologi MARA (UiTM). The research utilizes the Experiential Learning Theory as a framework to examine the experiences of seven work base learning (WBL) coordinators from UiTM and employing interviews with semi-structured questions and thematic investigation as the primary methodologies. The study extensively identifies and analyzes key themes, including behavior, restriction, diversion, placement, sexual misconduct, expectation, and student readiness. Through comprehensive exploration, the findings highlight the complex challenges confronted by work base learning coordinators in ensuring the effectiveness of WBL programs within the hospitality sector. It emphasizes the crucial need to address these challenges to elevate the quality and efficacy of hospitality WBL programs at UiTM. The study's findings are expected to offer valuable guidance for all relevant stakeholders, aiding in the enhancement of WBL program design and strategies, particularly within the hospitality business. Moreover, it is expected to offer students and coordinators with essential insights which allowing them to effectively prepare for and address the challenges associated with coordinating and participating in the internship procedure.

Entrepreneurship education and entrepreneurial interest among students

The purpose of this study is to investigate how entrepreneurship education influences Indonesian high school students' desire to start their own businesses and to determine the elements that encourage and inhibit this desire. The research sample consisted of 150 students randomly selected from one high school. The research employed a survey with a questionnaire, and the study's data were evaluated by multiple linear regression. The results showed that interest in entrepreneurship increased significantly through entrepreneurship education with a coefficient of 0.50 (p &lt; 0.0001). Family support, practical experience, and positive attitudes towards risk that significantly influence the desire to start a business. with coefficients of 0.20, 0.30, and 0.15, respectively. The main inhibiting factors include lack of family support and practical experience while supporting factors include relevant curriculum and support from teachers. These findings are in line with the theory of planned behavior and experiential learning theory which emphasize the importance of practical education and social support.

Leveraging job rotation programs for experiential learning in organizations through the lens of Kolb’s experiential learning theory

Purpose This research proposes a theoretical model that combines Kolb’s Experiential Learning Theory with organizational job rotation. This paper aims to develop a model that can improve the efficiency of job rotation as a tool for experiential learning and organizational development. Design/methodology/approach This paper integrates the literature on job rotation and Kolb’s Experiential Learning Theory. It provides theoretical propositions and a conceptual model for integrating job rotation into the four stages of Kolb’s learning model. Findings The paper offers a set of propositions that states that job rotation programs that are in sync with Kolb’s learning cycle will foster better learning results, more cross-functional knowledge, increased employee flexibility, and better organizational performance. The conceptual framework helps outline the best ways of designing and implementing job rotation programs so that learning by experience is enhanced. Research limitations/implications Future research should empirically validate its propositions. Qualitative studies, such as interviews with HR practitioners, can explore practical applications of the framework. Longitudinal studies can assess the long-term impact of Kolb-aligned job rotation programs on employee performance and organizational outcomes. Additionally, cross-cultural and comparative research could identify moderating factors, such as industry-specific or cultural influences. Practical implications Job rotation programs should integrate all four stages of Kolb’s learning cycle, with challenging tasks fostering Concrete Experience (CE), structured reflection sessions supporting Reflective Observation (RO), workshops linking experiences with organizational theories for Abstract Conceptualization (AC), and leadership roles or process improvements providing opportunities for Active Experimentation (AE). Additionally, organizations should establish systems to measure the effectiveness of job rotation programs, such as pre- and post-rotation surveys, tracking career development, and evaluating the program’s impact on organizational performance, including creativity and innovation. Originality/value This study contributes to the literature by developing a theoretical model of Kolb’s Experiential Learning Theory and job rotation practices to help organizations improve their learning from job rotation. It can be helpful for scholars and practitioners in the field of organizational development as it connects the theory and practice of education.

Experiential Learning for Citizen Developers

Citizen developers and low-code platforms considerably change how software is created because the development of business applications transgresses the boundaries of organizational IT departments. With these changes, a new generation of developers must be trained. Such training is considered the responsibility of higher education institutions that enthusiastically adopt practice-based and experiential learning approaches. At the core, the focus is on real-world experiences and practical problem-solving, albeit with growing concerns about limiting deep learning and metacognitive reflections. Ample educational research highlights that metacognition is essential for students to be workplace-ready, but very little research has investigated the impact of practice-based learning on metacognitive reflections. This study draws on experiential learning theory to examine the influence of experiences in a low-code systems development project on metacognitive thinking. In a quantitative study using a survey, the effects of experiential learning factors (i.e., authenticity, active learning, self-relevance, and utility) and a team-based learning factor on metacognitive reflections are tested. Results show that when citizen developers create business applications, the experiential learning factors positively impact metacognitive reflections. However, team-based learning only positively moderates the relationship between self-relevance and reflections, whereas it negatively moderates the relationship between authenticity and reflections. Taken as a whole, the study's contributions suggest that practice-based learning using low-code platforms under the citizen developer method is an effective way to train IT talents with needed context and life-long self-learning skills.

Accounting Careers of Tomorrow: A Comprehensive and Accessible Professional Development Program

ABSTRACT This paper describes the Accounting Careers of Tomorrow (ACT) professional development program offered at a large, urban university. ACT is an experiential learning activity hosted at a public accounting firm, where students engage with employees from firms and corporations while immersed in a natural business environment. It provides a free event accessible to working and otherwise underserved students. The six-hour event was developed using experiential learning theory and community stakeholder feedback. It focuses on three key areas: (1) career exploration, (2) professional development, and (3) knowledge of personal and professional ethics. Results indicate that ACT improves students’ knowledge and confidence in these areas, with students especially learning from the mock interview session. This learning strategy discusses current challenges in accounting education, reviews the literature on experiential learning, and documents ACT’s development, implementation, and efficacy. It also provides guidance on how it can be adopted face-to-face, online synchronously, and online asynchronously. Data Availability: Data are available from the authors upon request.

A Study on The Effectiveness of Multimodal Learning, Gamification, and PBL in Academic Writing Classes

This study explores the integration of multimodal learning, gamification, and project-based learning (PBL) to enhance university students' creativity, engagement, and independence in academic writing. Tools such as ChatGPT and Canva support multimodal learning by helping students generate content and create visually enriched materials, including graphs, infographics, and visuals. Google Slides allows students to hyperlink research sources directly within their writing, ensuring evidence-based arguments. For gamification, platforms like Quizlet and Kahoot provide personalized experiences and real-time feedback. Grounded in theories of multimodal literacy, gamified learning, and experiential learning through PBL, this study addresses these gaps using a mixed-methods approach with 150 students from a private Indonesian university through surveys and interviews. Results showed 78% of students felt AI-enhanced multimodal elements boosted creativity, 82% found them engaging, 85% reported AI-driven gamification increased engagement, and 74% noted it fostered critical reflection. Additionally, 81% of students felt more comfortable managing projects independently, with 79% more motivated by topic choice. Interviews highlighted reduced anxiety and increased ownership. These methods create a synergistic effect, transforming writing into a more engaging, self-directed experience. It is recommended that educators leverage AI tools to foster creativity, critical thinking, and independence, aligning with technological advancements in education.Keywords: Gamification; Multimodal Learning; Project-Based Learning (PBL)

Disrupting and dismantling notions of preschool: exploring pre-service teachers perspectives on a study abroad

ABSTRACT Preservice teachers often carry perceptions and preconceptions shaped by their own educational journeys (Lortie, 1975). In the United States, where educational practices commonly prioritize meeting objectives and employing traditional classroom methods, these pre-existing notions influence their approach to teaching. This qualitative case study focused on six preservice teachers, exploring their perspectives and experiences during a brief study abroad in Finland and Sweden. Kolb’s Experiential Learning Theory and Mezirow’s Transformative Learning Theory framed the study, examining data derived from preservice teachers’ reflections, observations, and coursework. The findings illuminated four primary insights gleaned by the participants: a newfound appreciation for viewing children as valuable members of society, an emphasis on the significance of STEM education and environmental stewardship, a heightened awareness of equity and inclusion, and the daunting challenge of effecting positive change in education. This study highlighted the dissonance experienced by students when comparing US and Scandinavian pedagogical approaches and considering potential applications of overseas practices within the US educational context. Additionally, it identified key barriers to US implementation such as accountability demands, parental expectations, and administrative constraints. The research underscores the importance of contextualized learning experiences for preservice teachers, emphasizing the value of exposure to diverse educational systems in shaping their pedagogical perspectives and practices.

Χαρτοφυλάκιον/Scrinium: An integrating activity for monitoring and assessing the learning of classical languages

Abstract This article presents an adaptation of the recent e-portfolio learning strategy, named Χαρτοφυλάκιον in ancient Greek and Scrinium in Latin, which significantly enhances the learning and assessment of classical languages in a philosophical academic setting. Developed at the University of La Sabana, this approach synergises constructivist and experiential learning theories to actively involve students in their educational journey, encouraging deeper engagement with the acquisition of ancient Greek and Latin. The e-portfolio encompasses a comprehensive spectrum of student work, from translations and grammatical exercises to philosophical reflections and cultural analyses, all while integrating the creative element of ancient artistic inspiration. The assessment of this didactic strategy employs a custom e-rubric, designed to evaluate organisational skills, independent study, engagement with primary sources, artistic integration, and coherent philosophically reflective insights. Feedback garnered from an anonymous student survey indicates that the e-portfolio not only substantiates students’ intellectual growth but also significantly enriches the learning experience, as evidenced by increased student interest and critical inquiry. The results affirm the e-portfolio’s role in fostering a holistic and interactive learning environment that promotes the students’ autonomy and critical thinking. This research contributes to pedagogical discourse by providing a model for applying reflective, project-based learning frameworks to classical studies. This paper is a product of the project Proteus I: Development of Virtual Environments for Experiential Learning in the Humanities.

Experiential learning amid disequilibrium: Attuning to student emotions

Educators recognize the significant role emotions play in experiential learning (EL), particularly in how they support students through the inherent emotion work. However, the traditional design of experiential learning theory (ELT) in higher education (HE) often presupposes a stable environment, which overlooks the impact of unpredictable external factors on students’ emotions and learning. Despite its critical importance, emotion work in EL remains underexplored, with emotional dynamics often obscured or dismissed as isolated incidents. This study sheds light on the heightened emotional challenges that arise during periods of sustained disequilibrium, such as the COVID-19-induced restrictions. It provides novel insights into the dynamic interplay of emotions and learning progression within EL frameworks, drawing on perspectives from EL educators, advisors, and students. The research underscores the importance of emotion-focused dialogue, educator-student connection, and assimilating autonomy needs in EL amid disequilibrium. It also identifies often-neglected elements in EL frameworks, such as students “sharing struggles” or “valuing work efforts,” alongside educator strategies like “personal anchoring.” The findings contribute to ELT by proposing adaptive strategies that integrate emotion work into pedagogical frameworks, enhancing reflection and conceptualization practices, and extending ELT’s applicability across diverse educational and work-based management learning settings.