Form Of Experiential Learning Research Articles

Serving to Learn: Increasing Agriculture Students Self-Efficacy Through Service-Learning

Service learning is a form of experiential learning that helps students be able to both apply concepts and provide a benefit to an organization, individual, or group other than the learner. The lack of efficacy of our students with the complex skills learned in many agriculture courses brings about a sense of fear and trepidation in students that can cause them to either not engage with the material/skill or do so in an ineffective manner. Service learning was used in a course that has had low levels of efficacy associated to help motivate students to learn and practice the skills being taught. Students in an agricultural mechanics course engaging in activities with Habitat for Humanity progressed through Bandura’s four types of learning experiences integral to the efficacious establishment of a behavior in two directions. Using Constant Comparative method to analyze the reflections of the students it was determined that they progressed through the activity from the perspective of students, moving from the least to most efficacious. They then, with no prompting, reflected backwards from the perspective of most to least efficacious as they began to reflect on how they would facilitate communicating or teaching these same concepts to novices.

Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course

AbstractImmersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students’ acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students’ attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students’ initial expectations matched their experiences, their perceptions of the technology’s usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education.

Bridging Theory and Practice: The Role of Site Visits in Environmental Engineering Learning

In engineering education, experiential learning is essential as it allowed students to connect theoretical knowledge with real-world applications. This study explored the impact of industrial visits, a form of experiential learning, on engineering students’ comprehension, critical thinking, and overall educational experience. We employed a mixed-methods approach, integrating questionnaire surveys, reflective writing exercises, and qualitative analyses to assess the learning outcomes and pedagogical implications of these site visits. Our findings demonstrated that industrial visits significantly enhanced students’ understanding of engineering concepts by providing real-world context to theoretical knowledge. Through reflective exercises, students integrated their field trip experiences with classroom learning, fostering critical thinking abilities and a deeper comprehension of the subject matter. This study underscored the importance of curriculum integration. To nurture students as adept problem solvers and critical thinkers in both academic and practical engineering fields, fostering dynamic interactions between theoretical instruction and practical experiences was crucial. Our study encouraged further exploration of how experiential learning could enrich the educational journey, equipping students to tackle complex challenges in our ever-evolving environment as engineering education advanced.

Unlocking the learning potential of simulation-based education.

Simulation is ubiquitous in the training of hospital-based doctors worldwide, often focusing on an individual level in traditional 'skills and drills'-based training. However, there has been an expansion in the use of simulation in healthcare practice and training. Simulation is being adopted into many disciplines that traditionally have not used this form of experiential learning. Moreover, simulation is increasingly being harnessed to enhance team and organisational learning in hospital-based practice. This article shares some insights into simulation-based education and makes the 'familiar unfamiliar' about this important method of learning. The aim is to broaden readers' outlook about what simulation has to offer beyond the classic notion of skills and drills-based training.

Extracurricular student-run consulting projects: Experiential learning, benefits and challenges at Axis Consulting

As a form of experiential learning, consulting projects allow students to practice working with clients and develop problem-solving, critical thinking and communications skills. However, most accounts of the practices, benefits and challenges of running consulting projects are faculty-led and curricular in nature, with faculty selecting the clients and projects, and supporting student learning during the projects. Complementing this prior work, this paper reviews the practices and experiences of Axis Consulting, a student organization at Simon Fraser University in Canada that organizes extracurricular consulting projects for its members. The research is informed by the experiences of two student leaders and uses three years of data from member and client surveys. We explain how Axis Consulting creates extracurricular consulting projects for its student members, discuss the benefits and challenges of extracurricular consulting projects, and compare the similarities and differences between Axis Consulting and curricular faculty-led student consulting projects. Our work highlights the importance of student autonomy for learning and explains how this extracurricular student organization is able to deliver benefits to its members, clients and institution without the involvement of faculty.

Using Experiential Education and Gamification to enhance the Quality of Instruction

Higher education institutions' performance is increasingly dependent on the caliber of their instruction. Learning through games (GBL) and learning through experience (EBL) are the two main instructional strategies that are widely used in this setting to enhance the effectiveness of teaching-learning by assisting both teachers and students in reaching their objectives. The majority of instructors find teaching in the post-Covidien era to be yet another challenge. The purpose of this study was to present an orderly overview of the literature on the use of GBL as a tool to increase the distinctiveness and excellence of the teaching process in general and, in specifically, the teaching of hotel management, given the significance of the issue in higher education. The paper largely looked through the most relevant academic literature on gamification's use in educational settings. An empirical analysis of a project based on a game that involved 27 players from FPT University Danang's hospitality program has produced some striking findings. One of the key findings of this study is the description of theoretical approaches, namely to GBL and EBL, as well as the provision of a conceptual model that compiles the contributions of many studies and paves the way for future, in-depth research. A syllabus for hospitality and tourist management that gradually incorporates various forms of experiential learning is another significant conclusion. The significance of the research findings demonstrates the need for close connections between the best aspects of the academic and real-world contexts in order to improve teaching and learning in terms of engagement, enjoyment, and effectiveness.

Off-Script, Online: Virtual Medical Improv Pilot Program for Enhancing Well-being and Clinical Skills among Psychiatry Residents.

Clinical interactions demand a balance of structure and flexibility in response to unpredictable situations. Medical improv is a form of experiential learning that applies techniques from improvisational theater to the healthcare setting, deliberately targeting clinical skills of communication, teamwork, and cognitive abilities. Psychiatry Education through Play and Talk (PEP Talks) is a novel medical improv program designed specifically for psychiatry residents with the goal of improving communication, teamwork, and conflict resolution skills, as well as enhancing residents' well-being and capacity for self-reflection. PEP Talks was delivered virtually by an experienced medical improv facilitator in spring 2021 to a self-selected group of psychiatry residents at a Canadian university. Aligned with the context-input-process-product (CIPP) evaluation model, outcomes were assessed through mixed methods surveys, recorded debriefings, and a focus group. PEP Talks enhanced residents' self-reported well-being, reflective capacity, and communication skills. Participants made qualitative connections between PEP Talks and their well-being, inter- and intra-personal skills, and clinical experiences in psychiatry. Processes in PEP Talks that led to these outcomes included the following: joy, building community, personal reflection and discovery, going off-script, immersion, and virtual engagement. Virtual medical improv offers an innovative solution to the pedagogical challenges of training psychiatrists to be proficient communicators, collaborators, and professionals capable of reflective practice. Additionally, this innovation demonstrates that medical improv can be delivered in a virtual format and may offer a unique solution to support resident well-being and foster connection amid remote learning during a global pandemic.

Opening the door to a person-centered experiential training group: a thematic analysis

ABSTRACT Person-centered experiential growth groups can promote self-awareness, increased authenticity, and improve interpersonal skills. Many counselor training programs require counselor trainees to participate in groups as a member as a form of experiential learning when preparing to be a group leader. However, the literature examining the experiences of counselor trainees in a person-centered experiential growth group is scarce, and little information on how to prepare and implement such a group exists. The purpose of this thematic analysis was to explore the narratives of counselor trainees during a person-centered experiential growth group. A constructivist paradigm guided our inquiry. Participants included six master’s level counselor trainees who attended nine weekly group sessions. We identified three emergent themes through our thematic analysis: prior life experiences, therapeutic factors, and challenges. Findings inform counselor educators and group therapists about the unique learning and personal needs of counselor trainees in a person-centered growth group. Limitations are discussed.

Step into a new dimension with augmented reality. Can Augmented Reality (AR) replicate the tactile experience in a virtual mathematics classroom and what is the impact on engagement and deeper understanding?

ABSTRACT The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.

Under the magnifying glass: critical moments in virtual exchange

Virtual Exchange (VE) is a form of experiential learning that relies heavily on learning-by-doing and reflection. The present study draws on visual data comprising students’ perceptions of critical learning incidents presented under an imaginary magnifying glass. To complete this project-closing reflective activity, the students had to describe a critical moment that they had experienced during VE and present it in a visual form. Data was collected longitudinally, in three projects (2019, 2020, and 2021) that followed the same pedagogical design and focused on the theme of tourism. The collaborating universities were from three countries: Poland, Finland, and the Netherlands. We used the methods of qualitative content analysis and social semiotic analysis to investigate the students’ reflections. The findings show that the most frequently expressed themes were related to participation in the first meeting, joint production, use of a foreign language, and adaptation to change. The study contributes to a better understanding of the role of multimodal reflection in VE.

Rancang Bangun Media Pembelajaran Berbasis Virtual Reality Dengan Pendekatan Metode Scrum

Learning media is a media that can be used by teachers to deliver learning materials to students. Learning media can be developed in the form of various activities, one of which is outbound activities. Outbound is a learning method carried out in the form of experiential learning through light game activities to hone intelligence and agility. In the digital world, outbound activities can be done with the help of Virtual Reality (VR) technology. VR is a computer technology that allows users to interact in a virtual world environment. With a few modifications, VR technology can be used to support play and learning activities. This research was conducted to develop a VR-based learning media called Edubound. The development of Edubound is carried out using the Scrum method. Based on the results obtained, the scrum method used in this study proved to be quite responsive and adaptive in handling user needs. On the other hand, the speed of developing Edubound learning media which is the main focus in this research can also be accommodated well by the Scrum method. In general, it can be concluded that the Scrum method can work well in the process of developing Edubound learning media.

Exploring Student Perceptions Of Their Learning Through Flexible Internships

The Covid pandemic has required a more flexible delivery of student internships, but how do international students think about what they have learned from their internship experience? This article follows a mixed-mode pragmatic approach to explore student perceptions of internship as a form of experiential learning. The views of a cohort of applied management undergraduates were investigated soon after the completion of different types of internships: company placement, offshore, blended and student-run Green Office projects. Surveys and focus groups were used to gain insight into students’ motivation as interns, what they felt they achieved and the capabilities they valued the most, as compared to earlier research into the perceptions of business employers. Findings indicate that, as with employers, verbal communication, teamwork and problem-solving are among the most valued capabilities. More surprising, however, is the learners’ regard for independence, responsibility and ethics. While these can be interpreted in various ways, the effect of the Covid pandemic on workplaces and practices casts a new light on the students’ perception of their internship experience. Meanwhile, the most striking difference between the student groups was the high level of awareness and commitment of Green Office interns. These findings suggest the following improvements: more attention to student perceptions in the flexible delivery of internships; re-evaluating the expectations of stakeholders; the further development of Green Office to engage students, provide powerful internship experiences and develop self-efficacy beliefs that will promote sustainable approaches for a better future.

Exploring the impact of postponing core clerkships on future performance

ABSTRACT Despite the many clerkship models of medical education, all can be considered a form of experiential learning. Experiential learning is a complex pedagogical approach involving the development of cognitive skills in an environment with a unique culture with multiple stakeholders, which may impact learner motivation, confidence, and other noncognitive drivers of success. Students may delay the transition to the clerkship year for myriad reasons, and the intricate nature of experiential learning suggested this may impact student performance. This retrospective, observational study investigated the impact of clerkship postponement by measuring subsequent clerkship performance. Pre-clerkship and third-year clerkship performance were analyzed for three cohorts of students (classes of 2018, 2019, and 2020, N = 274) where students had the option to delay the start of their clerkship year. A mixed analysis of variance (ANOVA) and paired t-tests were conducted to compare academic performance over time among students who did and did not delay. Across three cohorts of students, 12% delayed the start of the clerkship year (N = 33). Regardless of prior academic performance, these students experienced a significant reduction in clerkship grades compared to their non-delaying peers. Delaying the start of the clerkship year may have negative durable effects on future academic performance. This information should be kept in mind for student advisement.

Self as a teaching tool

Counselling and psychotherapy training often incorporates experiential learning to help students understand and explore different aspects of self. Lecturers and tutors, facilitating such courses, can also share aspects of their lived experience, as a form of experiential learning. This article describes a workshop on power and anti-oppressive practice that was delivered to counselling students in a Master of Arts (MA) in Counselling and Psychotherapy Practice. Two lecturers (Beverley and Peter) used their lived experiences of racism and homophobia to stimulate student discussion and debate—effectively, they were using self as a teaching tool. This article details their experiences and reflections whilst in discussion with two students (Ann-Marie and Ben), who attended the workshop.

Science communication fellowship programs as gatekeepers.

Science communication fellowship programs act as gatekeepers to the skills and opportunities they provide scientists and science communicators. In this role, they may either resist or reproduce inequities present in society at large. We conducted interviews with 25 US-based science communication fellowship directors representing 23 programs to investigate (1) what types of capital these programs provide to fellows and (2) what rules and norms may shape access to these programs. Our results suggest that these programs connect fellows to rich forms of cultural and social capital in the form of experiential learning and mentorships. However, access to these programs is likely shaped by forms of infrastructure, literacy, and community acceptance. Maintaining the status quo in these organizations may not be enough to resist social inequity, and we finish this article with a call for reflexivity and actionable transformation within these programs.

The Impact of a Project-Based Learning Experience on the SAE Self-Efficacy of Preservice Teachers

The Supervised Agricultural Experience (SAE) program is a valuable component of school-based agricultural education (SBAE). SAE component outcomes consist of real-world career exposure and skill development through experiential learning. Unfortunately, the SAE program is often the weakest component of SBAE in local programs. As such, SBAE teachers regularly request professional development in supervising student SAE projects. To address this need, we evaluated preservice teachers’ self-efficacy for teaching SAE throughout a semester-long course focused on the topic. We were especially interested in how self-efficacy changed over time, and we used an explanatory mixed-methods approach to do so. Our findings revealed that preservice teachers increased their perceived SAE self-efficacy by one full point on a 5-point scale, as a result of the course, when comparing data from Week 1 to Week 16. Financial data records of SAEs were perceived as the lowest SAE self-efficacy item for preservice teachers. Focus group members identified mastery experiences in the form of experiential learning and vicarious experiences of course instructors as contributing factors to their increase in SAE self-efficacy. It was recommended to course instructors to continue experiential learning projects and employing current and previous SBAE teachers as course instructors and guest speakers while also revising instruction related to The Agricultural Experience Tracker. Peer institutions should consider an experiential learning experience in relation to SAE supervision in their SBAE teacher preparation program.

Applying andragogy to service-learning in graduate education: An interpretive phenomenological analysis

Service-Learning is a form of experiential learning where faculty integrate a service or community engagement component into academic coursework. Supported by a growing body of literature documenting the impact of service-learning on undergraduate students as a high-impact practice in the United States, the scholarship and practice of service-learning frequently neglects graduate students as an important and unique demographic of learners. Graduate students pursue master’s degrees to achieve their career goals, but employers claim that students are graduating ill-prepared for the workforce. The disconnect between employers’ perspectives and students’ educational goals presented an opportunity to explore the relationship between service-learning and career preparation using Knowles’ andragogy as a theoretical framework. The purpose of this interpretive phenomenological analysis study was to explore the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Findings suggest that (1) service-learning is both as a professional experience itself and is an opportunity to further prepare for their future careers and (2) service-learning is a genuine way for students to develop skills and self-efficacy important to their career trajectory. Recommendations are provided for educators who are considering integrating service-learning into their teaching to support the professional goals of graduate students.

Perceptions of Learning among Sport Management Students at a Short-Term, High-Profile Sporting Event Volunteer Opportunity

Volunteering at short-term, high-profile sporting events has become an increasingly popular form of experiential learning within the sport management discipline. Thus, the purpose of this study was to explore perceptions of sport management student volunteers regarding outcomes of their participation in this endeavor. Data was collected via surveys emailed to students at the conclusion of their volunteer experience. Quantitative results (n = 54) yielded many findings, including levels of students’ perceived learning in a number of transferable skill areas and career management competencies. Further, the results showed that this learning was primarily derived from engaging in assigned duties, speaking with event attendees, and informal meetings/conversations with faculty during the trip as opposed to formal training activities. Qualitative results provided some insight into disadvantages that may have diminished the learning experience for students. These results yield practical implications for educators and event managers, while also suggesting potential future research directions.

The Influence of a Science Camp Experience on Pupils Motivating to Study Natural Sciences

One of the main goals of the work of teachers is to increase and maintain the motivation of pupils to learn. However, many studies have confirmed that traditional teaching, without problems that activate students and with the use of only the teacher’s interpretation of the topic, does not increase, or even reduce motivation. Pupils behave passively, they are losing interest in learning. Natural sciences are perfect for teaching outside, for outdoor education, and science camp is one of the nonformal education forms. Pupils study science naturally there, technical disciplines history, or foreign languages as well. The Vebor Science Camp was held for two following summers before the pandemic situation in the world. Forty-five pupils attended the camp. We were searching for the impact of a science camp, as a form of experiential learning and outdoor education, on the motivation of the pupils to learn natural sciences. They took a pre-and a post-test, a pre- and a post-interview that focused on their reasons for participating in the camp, and then, after a year, data were provided about their school outcomes and interests. After the science camp, more than 60% of pupils improved their school outcomes in science, 20% were intensively interested in natural sciences, and more than 15% of pupils improved their English.

Advancing a Competency-Based Mixed Methods Tool to Assess a Course-Based Service-Learning Model Integrating Real-World Experience

Abstract: Given increasingly complex societal issues such as global aging, evaluators must develop essential competencies responding to the messiness of reality. This practice note advances an argument for the inclusion of service learning as a form of experiential learning that engages learners in hands-on practice with guided reflection, and shares a competency-based mixed methods (MM) tool for generating learning evidence in a course-based service-learning model. I aligned key design elements with pedagogical approaches with evaluation competencies. Competency-based guidance is critical to ensure effective assessment and quality course delivery. I conclude with lessons learned for integration of MM within program evaluation education.