Form Of Experiential Education Research Articles

대학 교양 수업에서의 비대면 서비스러닝 운영 사례 연구

The purpose of this study is to examine the design of classes combining non-contact speaking classes and face-to-face community services in the Covid situation and the effects thereof, and to seek the methods of effective curriculum management. As a form of experiential education, service learning is an educational method that integrates professional knowledge education in schools and practical training in the field to pursue student learning and community outcomes and values. After the course operation, a class satisfaction survey was conducted on students and volunteers to find out the effects of the service learning teaching method and the class operation method, and the reflection log and in-depth interview results were reviewed using the Giorgi's phenomenological analysis method. In this study, it was possible to confirm the positive educational effect of the proposed methods through the high satisfaction of students with the class, the learning effect that the students themselves were aware of, and their internal growth and capacity building. It was also found that the strategy had a significantly positive effect on students' learning and team volunteer work. It is considered necessary to continuously seek flexible and effective teaching strategies and measures to respond to the changing educational environment in the post-Covid era. Therefore, the results of this study are meaningful in that they can be used as reference materials for the development of service learning and its related subjects and various types of classes related to volunteer activities.

Field-based local stream research in undergraduate classes: an inquiry-based approach

ABSTRACT Experiential learning is recognized as a high-impact educational practice. Fieldwork is an important component of the geographic tradition. When implemented using an inquiry-based approach, fieldwork can be a highly effective form of experiential education. However, many geography instructors are dissuaded from implementing inquiry-based fieldwork because of logistical challenges. Here, a modular, semester-long fieldwork design is presented, involving inquiry-based research on local streams. This framework has been successfully implemented twice in undergraduate classes. A total of 37 undergraduate students did physical habitat assessments and water-quality monitoring on urban streams in Greensboro, North Carolina, USA. Quantitative and qualitative anonymous student evaluations and student work products provide preliminary support for the approach’s effectiveness in enhancing student learning. The practical advantages of the presented fieldwork design are that it is less costly in time and money than fully field-based courses, it breaks up a large class into more manageable group sizes, and it alleviates some of the common concerns about accessibility, equity, and risk management. While still needing to be systematically assessed, the pedagogical benefits potentially include development of critical thinking, problem-solving, communication, interpersonal, and affective skills.

Extent of implementation of service-learning in five Jesuit Universities in the Philippines

Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Philippine Higher Education Institutions (HEIs) are making attempts to integrate service-learning in their educational systems. In this current qualitative study, the mechanism of service learning in 5 Jesuit higher education institutions located in different regions in the Philippines was described. Furco’s Self-Assessment Rubric for institutionalization of service learning as a framework was used as the evaluation tool. Results revealed that even if the institutions studied were all Jesuit universities, each one exhibited unique experiences and different levels of implementation of service learning. They also vary in the mechanism or approach of implementation. What was evident among the five Jesuit higher education institutions is their shared commitment towards service and social justice as part of their mission and identity. The difference in the level of implementation among the five HEIs depends on the longevity of the service learning in the institution, the number of programs that utilize service learning as a pedagogy, sustained commitment and persistence of the administrators, faculty and staff.

Place-based philosophical education: reconstructing ‘place’, reconstructing ethics

Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education.

Medical students as service learners: opportunities, risks and recommendations

ABSTRACT Service learning is a form of experiential education that is being implemented internationally within undergraduate primary care, with the potential to significantly enhance clinical practice whilst simultaneously facilitating medical students’ learning. Though the benefits of service learning are widely acknowledged within the literature, there is little documentation of the associated challenges. Drawing on reflections from our own practice, and those of colleagues from a variety of institutions across the UK, we propose four key areas of risk associated with the integration of service learning into undergraduate medical education: unsafe encounters, patient disempowerment, inequality of experience and misalignment of service and learning priorities. Considering each area in turn, we identify contributory factors alongside practical recommendations to mitigate these risks. Acknowledgement of this subject is timely as medical schools develop their curricula to reflect evolving service and patient priorities in light of the COVID-19 pandemic. We aim to encourage discussion and debate amongst the medical education community at a time where emphasis is being increasingly placed on medical students as being active participants in the delivery of patient care. In doing so, faculty may reduce associated risks and maximise the benefit of opportunities for all stakeholders.

Service-Learning and Chinese College Students' Knowledge Transfer Development.

As a form of experiential education, service learning (SL) shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that (a) students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; (b) the developmental pattern of perceived knowledge transfer varied across students; and (c) students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized.

A Pedagogy of Play: Reasons to be Playful in Postsecondary Education

Background: Teaching experientially in postsecondary education has challenges; institutional constraints, neoliberal management, and a colonized learning environment. We discuss playing as a form of experiential education. Purpose: We challenge conventional teaching and offer an alternative to enrich and broaden conventional pedagogies. We argue for the benefits of playfulness and how this leads to creativity, wellness, and improved graduate employability. Methodology/Approach: As provocation to the consequences of neoliberalism in education, we examine the literature from a biased position as advocates of play and experiential education. We argue for faculty to adopt an ontology and pedagogy of play. Findings/Conclusions: Play is well represented in the literature; contributing positively to a range of health and educational outcomes. As play manifests in numerous forms in postsecondary education, faculty would benefit from a clear educational rationale for an ontology and pedagogy of play. We share examples from our practice which highlight spontaneous and planned play and playful attitudes/behaviors and suggest how play may be integrated as planned curriculum. Implications: Ideally, these concepts resonate with faculty allowing them to challenge conventional pedagogies and confirm play in practice with the underpinning of experiential education research.

Educação social e aprendizagem e serviço (Aps)

A Aprendizagem e Serviço (ApS) constitui uma forma de educação experiencial que combina objetivos de aprendizagem com o serviço na/com a comunidade. Este artigo apresenta uma experiência de ApS que decorreu numa IES privada, em Portugal. Os participantes no estudo são estudantes do 2ºano da Licenciatura em Educação Social. O projeto integrou três unidades curriculares: i) Planeamento, Gestão e Avaliação de Projetos Sociais; ii) Mediação Educacional; iii) Psicologia Social. A experiência ApS também envolveu um parceiro da comunidade local, onde os estudantes implementaram as suas atividades. Os resultados da avaliação da experiência, partindo do feedback recolhido junto dos estudantes, professores e membros da comunidade, revelam um balanço positivo das potencialidades desta nova abordagem educacional, destacando-se a participação e o envolvimento ativo dos estudantes, a articulação entre a teoria e a prática e o desenvolvimento de competências como o trabalho em equipa, a reflexão crítica e o compromisso social e ético.

In the Pursuit of Justice: A Case Study on the Role of Service-Learning in Developing Civic Engagement among College Students in Egypt

Service-learning is a form of experiential education that connects classroom instruction with community service for the benefits of the partners involved. While the effects of service-learning on college students are well documented in Western settings, considerably less is known about these effects in Eastern contexts. Given the current profound political changes in Egypt and the greater Arab world, this research utilized a case study design to explore the potential of service-learning for developing civic awareness among college students at a university in Northern Egypt. Findings revealed that participation in service-learning allowed students valuable opportunities to connect with others from backgrounds different from their own. Through their work in the community, students gained important civic skills, including thinking critically and addressing public problems, developing perspective-taking positions, and enhancing coping capabilities. The study outcomes suggest a cultural shift in Egypt that validates young adults as a productive segment of population thus affording them structured opportunities for civic engagement through which they could exercise their leadership skills and effect positive change in their communities. The ongoing critical engagement of students in their communities where they grapple with questions about the structural causes of inequalities in society is pivotal for service-learning to be a truly empowering learning experience.

Immersion Learning in Social Work Education: A Pedagogical Tool for Enriching Knowledge and Practice Skills among BSW Students

ABSTRACTImmersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills.

Student Community Engagement: Insight from Australia

Student community engagement is a form of experiential education where students engage in activities that address community needs. This form of learning emphasizes collaboration between students, faculty, and thecommunity partner. By using Student Community Engagement Benefits Questionnaire, data was collected from 151 students in four Australian universities. This study has identified the various community engagement activities they participated either in Australia or overseas; whether voluntary or compulsory. Analysis of variance and paired sample t-test showed that there was a statistically significant gain in Career, Diversity, Interpersonal and Civic skills among the respondents after the community engagement activities. By incorporating three demographic and contextual characteristics, analysis of covariance showed that the changes after community engagement in these four skills were not significant between the two types of projects (compulsory and voluntary projects). When data was analysed by age group of respondents, there was a significant difference after community engagement only in Civic skills. Analysis by community engagement durations also showed that there was a significant difference in Career skills, Interpersonal Skills and Civic skills. This paper sheds light on what students learn from community engagement in the context of Australian higher education.

Enhancing Chinese college students’ transfer of learning through service-learning

ABSTRACTService-learning (SL) is a form of experiential education which promotes student learning through community service and critical reflection. This study aims to examine the effect of SL on Chinese college students’ transfer of learning and to explore the psychological mechanism of such effect. In Phase 1 with 186 Chinese college students, the SL group performed better in the quality of transfer but worse in the quantity of transfer than the traditional group. In Phase 2, survey data from the SL group demonstrated that constructive cognitive conflict had positive effects on behavioral engagement and transfer of learning; behavioral engagement fully mediated the relation between cognitive conflict and transfer of learning; and gender moderated the relation between cognitive conflict and behavioral engagement. This study answered whether and why SL could promote Chinese college students’ transfer of learning. It has significant implications for promoting SL in reforming current teaching practice in China.

Changes in Multicultural Experience: Action Research on a Service Learning Curriculum

Service learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities designed for student learning and development. This study investigated the changes in the multicultural experience of graduate students who participated in a service learning curriculum. The participants comprised six graduate students who enrolled in the “Service Learning Research” course. Action research and qualitative methods were applied to analyze data including interview content, reflection diaries, and community service dossiers. The results revealed the following problems that the participants experienced at the beginning of service learning: (1) a sense of anxiety and anticipation before service engagement; and (2) substantial barriers during service delivery. Through guidance and reflection after intervention, the students demonstrated the abilities to question and observe. Moreover, the evaluation revealed that the participants reflected on the changes in their multicultural experience. Directly contacting service recipients was an essential factor affecting the participants’ changes, and keeping reflection diaries and engaging in in-class discussion facilitated supporting and inspiring the participants. According to the results of this study, we recommend that service learning curricula be reinforced through integrating multicultural teaching and challenging students to reflect on their conduct as well as supporting the students. Additionally, suggestions for subsequent studies are provided.

Welcome to the Neighborhood: Service Learning to Understand of Social Determinants of Healthand Promote Local Advocacy

Service learning is defined as “a form of experiential education in which [learners] engage in activities that address human and community needs together, with structured opportunities for reflection designed to achieve desired learning outcomes1.” Service learning is a core, but under-practiced component of physicians’ professional responsibility, yet likely contributes to improved physician engagement in advocacy for “social, economic, educational, and political changes that ameliorate suffering and contribute to human well-being.Service learning can be expected to increase physicians’ awareness of social determinants of health – defined as the complex social structures and economic systems which impact conditions of daily life3 including the social and physical environment in which people live, as well as their access tohealthy food, water, resources and health services4. Because social determinants of health “are shaped by the distribution of money, power and resources throughout local communities,” these non-biological determinants of health contribute to the perpetuation of disease and health disparities

Tourism Field Studies: Experiencing the Carnival of Venice

Many studies in a diversity of disciplines document examples of experiential education, but there is a current need to report studies that explore such examples within tourism, hospitality, and event management contexts. These documented cases can contribute to the development of a stronger theoretical foundation upon which to base future programs within tourism, hospitality, and event management contexts. Well-designed experiential education programs have the potential to surmount some of the limitations of more traditional approaches to instruction. This article offers an evaluative account of an experiential education program (a study tour) that used the Carnival of Venice as its focus. Students were invited to learn about this renowned event and the city that hosts it by participating in a multiplicity of experiential activities that were presented as a university-credited elective course. An examination of participant experiences demonstrates a very high level of interest in this form of experiential education and provides key learnings in 3 specific areas: demographics and the influence of prior travel experience, the relationship between motivation to attend and destination appeal, and the potential for creativity in assessment.

Elicitive Capacity as a Critical Component for an Infrastructure for Peace

An important component of Peacebuilding processes are constructive relationships between external intervening actors and individuals and communities who have experience of the complexities involved by violent conflict and transition from war to peace. The article defines “elicitive capacity” as the ability of external (and internal) actors to foster agency within the existing potential for peace in a given society; and at the same time to build effective linkages and partnerships with actors already present in the society.Elicitive capacity entails an ability to listen to relevant stakeholders in the area; institutional flexibility; an orientation towards empowerment and recognition. Elicitive capacity can occur within different levels society and types of interaction, and can assume different forms: e.g. as transformative dialogue facilitation, based on processual empowerment and recognition; in the form of experiential education, individual and collective capacity building; as the “opening of space” for collective action.

Chapter 7: Learning and Youth Civic Engagement

SUMMARY Young people say that participation in civic youth work provides a rich experience. From the official perspective, learning is the focus, and most programs call themselves a form of experiential education. Young people do learn something from these initiatives but not always in ways experiential education theory suggests. Data from a study of the Youth Science Center, Public Achievement, and Youth-in-Government provide a more complete picture of the educational impact.

Forests and Trees: The Role of Academics in Legislative Internships

The primary form of experiential education in political science is an internship in a government office. Too often, however, with little actual monitoring of their experiences, government interns become little more than classic office “gofers.” Fortunately, there are strategies to make political internships not only useful learning experiences for students but also productive ventures for the offices employing student. These strategies can be subsumed under two general rules. Rule number one, successful internships require systematic and proactive monitoring prior to, during, and immediately following the internship experience. And rule number two, political internships require a coterminous academic component that serves to provide theoretical “forests” for the empirical “trees” of the actual experience. This article elaborates on these two rules.

Qualities of Effective Service Learning in Physical Therapist Education

Background and Purpose. Service learning is a form of experiential education that combines student learning with meeting real community needs. The purposes of this study were to identify and describe the qualities of effective service learning in physical therapist education and to compare these characteristics with those cited in the literature. Subjects. Six physical therapist faculty members from a variety of physical therapist educational settings and with an average of 3.3 years of experience teaching service-learning courses were interviewed. Methods. The qualitative method selected for this inquiry was an emergent design in which the investigator continuously examined and interpreted the findings. Data sources included transcribed interviews, course outlines, university or program mission statements, and information gleaned from campus service-learning centers. The study participants and a content expert contributed to the verification of the emergent themes. Results. Course structure and examples of service-learning projects were identified. Through qualitative data analysis, 4 themes emerged as qualities effective for service learning in physical therapist education: institutional commitment, collaboration, meaningful service, and reflection. We developed a conceptual model that synthesized each theme by process and outcome. Discussion and Conclusions. The conceptual model suggests that effective service learning in physical therapist education has qualities substantiated by the literature as best practices. The significance of this study is to provide physical therapy educators with a resource of best practice principles in service learning. By analyzing these qualities, academic faculty will better be able to develop or improve service-learning courses in physical therapist education. They should secure institutional commitment in support of their effort, create authentic collaborations between communities and institutions of higher education, include service activities that are meaningful to both the community and students, and require structured reflection opportunities for students. Key Words: Service learning, Physical therapist education, Community-based learning. INTRODUCTION Many institutions of higher education in the United States are critically reexamining the purpose of their existence and effectiveness in meeting that purpose.1,2 The historical role of US higher education has been to prepare a citizenry for service and civic engagement,2,3 but fulfilling that role has become increasingly challenging in recent decades. One factor, as documented by a number of scholars,4,5 is the excessive individualism in contemporary US culture. Another significant challenge, as pointed out by Benson and Harkavy,6 is the commodification of education, such as education for profit, students viewed as customers, and academics expected to perform as superstars. Consider Boyer's appraisal of higher education: [W]hat I find most disturbing . . . is a growing feeling in this country that higher education is, in fact, part of the problem rather than the solution. Going still further that it's become a private benefit, not a public good. Increasingly, the campus is being viewed as a place where students get credentialed and faculty get tenured, while the overall work of the academy does not seem particularly relevant to the nation's most pressing civic, social, economic, and moral problems.7(p14) Substantial effort is taking place to redirect this course toward a greater emphasis on preparing college graduates for lives of service and civic-mtndedness.2 Service learning is receiving considerable attention and holds great promise for helping to meet the aforementioned needs. Its pedagogical emphasis has roots in experiential education and combines student learning with meeting real community needs.8 The research findings on the effects of service learning on students include positive effects on their sense of social responsibility and citizenship skills,9-11 personal development,12 and academic outcomes, such as critical thinking and writing skills. …

Successful Service Learning: A Matter of Ideology

Service is a form of experiential education in which students learn and develop their skills and understanding through active participation in thoughtfully organized service that is conducted in and meets the needs of communities (National and Community Service Trust Act, 1993). It is based on the pedagogical principle that learning and do not necessarily occur as a result of experience itself but as a result of a reflective component explicitly designed to foster and development Oacoby, 1996, 6). Interest in service is growing among public service educators. This is not surprising.The goals of service are often congruent with the missions of Master of Public Administration programs and the objectives in courses on civic engagement or political activism. The benefits of service pedagogy do not occur just when a community-based project is added to a syllabus, however. Successful service projects are designed with clear objectives in mind; without these objectives, the pedagogy can be a time-consuming and ineffective instructional tool. In this article, a review of service literature, analysis of findings from two local surveysone used with students and another with the executive directors of community nonprofitsand our experiences in the classroom are used to provide information that educators can use to design more successful service projects. Specifically, we offer a framework that identifies four common perspectives for using service pedagogy, and each perspective is linked to a particular set of outcomes.This framework can help instructors visualize potential outcomes, a prerequisite for crafting well-designed projects and evaluation tools. In addition, we discuss the pitfalls we have encountered in using service pedagogy so that others may learn from our misJ-PAE 10 (2004)3:199-208