Integrated Learning Experience Research Articles

Community-Based Digital Initiatives: Challenges and Opportunities for LIS Education

The integration of experiential learning with community service is a prevalent pedagogical approach in Library and Information Science (LIS) education, particularly in courses like digital collections and fieldwork experiences. This paper explores the challenges and opportunities associated with community-based digitization projects within an LIS program, drawing upon anecdotal evidence from various instances of faculty and student involvement. Through reflective analysis, the author identifies key themes such as community needs and barriers, the practicality of hands-on learning, and the complexity of collaboration. The paper proposes a framework for potential interinstitutional and cross-community collaboration, aiming to bridge the gap between LIS education and practical applications. By delineating essential resources and potential avenues for support, the framework seeks to facilitate the sustainability and success of community-based digital initiatives. However, uncertainties regarding funding accessibility and institutional policies pose significant challenges, highlighting the need for ongoing research and collaboration in this field.

Integration of experiential learning and conversational framework in curriculum development – role of 4C’s and student engagement in rural management education

Purpose The purpose of the study is to enhance the quality of education in rural management through the inclusion of students’ voices, namely, active participation in the curriculum development intervention. This approach aims to foster critical thinking, collaboration, communication and creativity, thereby enhancing student engagement and in turn leading to quality education. Design/methodology/approach This methodology outlines an inductive approach using focus group discussions (FGD) and thematic analysis to explore and understand the constructs related to the impact of students’ voice on quality education. Curriculum development in rural management was used as an intervention to assess the impact of the inclusion of students’ voice. This study’s inductive approach and qualitative methods provide a rich understanding of students’ experiences and perspectives. Findings The findings from the FGD and thematic analysis provided insights into the inclusion of students’ voice in rural management curriculum development, an intervention that enhanced the 4C’s (collaboration, communication, creativity and critical thinking) of learning and student engagement. The emerging themes illustrated the intervention’s positive effects on quality education. Research limitations/implications This research extends the current knowledge by shedding light on integrating Kolb’s experiential learning theory with Laurillards’ conversational framework in achieving quality education in rural management which has not been extensively explored. Practical implications The paper underscores the importance of students’ voice in quality education. It provides a basis for policymakers to mandate that higher education institutions increase student engagement, thereby promoting quality education. Originality/value The findings contribute to the existing body of knowledge in the field of quality education (Sustainable Development Goal 4) in rural management. The results of our study provide a novel perspective on the experiential learning of students, which has practical implications and advances the understanding of quality education for sustainable development in business education.

Impact of leadership skills on the success of large and medium construction projects management in Yemen

Large and medium construction projects in Yemen often face budget and timeline overruns. While technical aspects are heavily focused on, the importance of leadership skills in project teams is often overlooked. This study aims to identify the impact of leadership skills on the success of these projects. A questionnaire was distributed to engineers working in both governmental and non-governmental institutions and organizations, with projects costing above $100,000. Out of the 385 questionnaires distributed, 340 responses were collected, and 246 valid responses were used for analysis. The findings indicate a strong correlation between leadership skills and project success, highlighting the significant role of effective leadership in guiding construction projects. Specific skills such as team management, problem-solving, prioritization, planning, decision making, conflict management, communication, and fostering team spirit are crucial in Yemen’s construction sector. Recommendations include the development of leadership skills programs, emphasis on collaborative team management, integration of experiential learning in education, continuous professional development, and research initiatives. These insights aim to enhance the resilience and success of construction projects in Yemen and provide valuable guidance to project managers, policymakers, and stakeholders in the sector.

Sustaining Ethical ePortfolio Practices: Insights from AAEEBL’s Task Force Year 4

This paper recognises the importance of digital ethics when using ePortfolios and provides information about the development of a comprehensive resource from the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) Digital Ethics in ePortfolios Task Force’s four-year work. With the public release of ChatGPT addressing ethical challenges in education is critical. Over three years, the global Task Force diligently drafted, refined, and published a suite of digital ethics principles, strategies, scenarios, and resources, which is available as open source. In the fourth year (July 2022-June 2023), the Task Force formed three sub-groups to manage the growing number of objectives. The Development group explored intersections between principles and generative artificial intelligence (GenAI), while evaluating data responsibility. The Outreach group disseminated the work through engaging workshops and publications, which also allowed the wider community feedback opportunities to further enhance the resources. Furthermore, the Research group undertook the ePortfolio Mapping Project to shed light on labour dynamics within ePortfolio practice across North America. The survey instrument was then adapted for data collection in Australia, and New Zealand. The paper highlights the significant achievements of these collective efforts, shares preliminary research findings, and offers valuable insights. It aims to promote ethical ePortfolio usage to enhance teaching, learning and assessment. Practitioner Notes Recognising potential ethical challenges in digital learning is critical. ePortfolios enable integrated learning experiences to meet a range of pedagogical objectives, including the tracking of learning processes as well as end artefacts. Learning how to apply ethical decision-making in using ePortfolios is essential. Comprehensive resources have been developed to assist educators, students, professional staff, and other digital pedagogy stakeholders. Research is underway into current ePortfolio practices which will inform future thinking, advocacy, and awareness.

Reinvigorating Integrative Learning Experiences: Translating Graduate Program Skills to Careers

For the spring semester of 2021, two University at Buffalo faculty collaborated and built a course to address Council on Education in Public Health (CEPH) competencies and support student career readiness. This new course builds on the existing Integrated Learning Experience (ILE) to enhance its transmissibility for future employers and help students articulate their ILE as evidence of the strengths gained during their MPH program. Throughout the course, students focus their ILE on one public health topic as a set of high quality, written materials that promote synthesis, including a literature review, executive summary, and gap analysis. These assignments must demonstrate synthesis of foundational and concentration-specific competencies students gained from their coursework, including at least one competency related to equity, structural racism, or cultural competence. To supplement the ILE process, students develop additional components allowing them to translate skills and knowledge from the MPH program into career-ready materials such as a revised resume, a cover letter, and mock interviews. The goal for these supplemental components is to allow students to demonstrate their abilities with prospective employers. All students in the initial spring 2021 cohort and subsequent cohorts are currently working in public health-related jobs.

NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.

Evaluation of Student Academic Performance After Curricular Content Reduction

ObjectiveTo evaluate the effect of curricular content reduction in an integrated course sequence spanning 3 years of a Doctor of Pharmacy curriculum on student examination scores and course grades. MethodsThis 2-year, prepost study compared student overall average and final examination scores and overall course grades after the transition from a 5-day to a 4-day week of an integrated learning experience (ILE) course sequence. In addition, an anonymous, optional 23-item survey was distributed to first to third year pharmacy students asking about the 4-day week change, how they utilized the non-ILE day, and additional demographic and social characteristics to identify factors influencing success on examination and course performance during the 4-day week. ResultsThere were 533 students included in the overall analysis, with no significant differences in overall course grades in the 5-day vs 4-day week. Examination scores were not significantly different after the transition, except in 2 of 12 courses where scores were higher and final examination scores were not significantly different, except for higher final examination scores in 1 course during the 5-day week. Significant positive influencers of top quartile of examination performance included prepharmacy grade point average ≥ 3.5, age 25 to 29 years, and prepharmacy coursework at the parent institution, whereas using the non-ILE day primarily to sleep negatively influenced outcomes. ConclusionCurricular density is a prevalent problem and addressing it at a program level is essential. Reducing curricular content and hours at our institution did not adversely impact student examination and course performance and slight improvement was noted in some areas.

INTERPROFESSIONAL BEHAVIOURAL COUNSELLING; AN ESSENTIAL SKILL FOR OUR UNDERGRADUATE STUDENTS

INTRODUCTION Collaborative healthcare practices have positive impacts on dietary and physical activity behaviours (Patnode, et al., 2022). An immersive interprofessional work-integrated learning experience was developed for UOW Exercise Science and Rehabilitation(ExSc), and Dietetics and Nutrition(DNut) students, to appropriately prepare novice practitioners for significant growth in workforce interprofessional collaboration opportunities. METHOD Undergraduate(ExSc:n=47;DNut:n=48) students participated in an Interprofessional Education Workshop(IEW) aimed at improving understanding of interprofessionalism and behaviour counselling techniques. Students then formed into 46 pairs(ExSc:n=1+DNut:n=1) with each pair providing Interprofessional Behavioural Counselling(IBC) to a community client at two separate timepoints; Initial consultation and a 2-week Follow Up(FU). Student volunteers(n=38;ExSc:n=10,DNut:n=28) agreed to participate in the research phase, completing two surveys, Interprofessional Collaborative Competency Attainment Scale(ICCAS) & Students Perceptions of Interprofessional Clinical Education Revised(SPICE-R2) at two timepoints; immediately post IEW, and post FU. Additionally, volunteers(n=14;ExSc:n=3,DNut:n=11) participated in focus groupsfollowing IBC. Significance, set at (p<0.01) with mean score differences, and relative change (%) reported. RESULTS Participant responses(n=31) to ICCAS showed improvement across the five key areas of interprofessional practice; communication(0.8,23%), collaboration(1.1,32%), role and responsibilities(1.1, 33%), patient-centred care(1.2,36%), conflict-management and team-functioning(1.1,30%). Similarly, improvements in SPICE-R2 for patient outcomes(0.30,7%) and roles and responsibilities with collaborative-practice(0.67,17%), but not (p=0.06) for interprofessional teamwork and team-based practice. Focus groups indicated that students were confused pre-IBC about effective collaboration, specifically apprehension relating to perceived time constraints involved in having two professionals in one consultation. Conversely, post-IBC student’s reported increased confidence in adopting a collaborative approach, better understanding of scope of practice overlap and could see value in client outcomes following an interprofessional approach. CONCLUSION UOW will continue to embed interprofessional work integrated learning experiences in the future to improve understanding of collegial collaboration ensuring patient-centred care and best practice.

The Effect of Learning Style Preference, Clerkship Training and Role Model on Specialization Selection

Aim: The clerkship period in medical schools is an integrated learning experience that is also helpful in choosing a future career. The aim of this study was to evaluate the effect of both general surgery clerkshipship and awareness of learning styles on specialty preferences of medical students. Methods: In this study, which was planned as an educational intervention, a questionnaire questioning specialty preferences and a learning style scale were administered to fourth-year medical students before their general surgery clerkships. Following the questionnaire, brief training was given about specialty branches and learning styles. After the clerkship, the students were asked to answer the questionnaire again about their specialty preferences. Changes between clerkship training, learning style awareness and specialty preferences were evaluated. Results: One hundred eight students participated in the study (M:81, F:27). The mean age was 23.0. The most important factor in choosing a specialty is professional satisfaction (64%) with the work in that specialty. The approach of the trainers in the clerkship training (67%) was to focus on the most influential mind-changing factors for the choice of specialty. The most common learning styles among female students were kinesthetic and visual, while the most common learning style among male students was auditory. However, the learning style of students who preferred surgical branches was generally in the kinesthetic group. Conclusions: An effective clerkship program in which students encounter effective positive role models, gain knowledge about their field of specialization and learning styles, and increase their awareness will provide the right guidance in their specialization preferences.

BLENDED LEARNING IN THE SYSTEM OF PROFESSIONAL TRAINING OF STUDENTS AT HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

This article explores diverse interpretations, models, and structured concepts of blended learning integrated into the educational curriculum of higher medical institutions. While the overarching definition, models, and conceptualization of blended learning encompass educational approaches that combine aspects of both face-to-face and online learning, leveraging the strengths of each, contemporary realities suggest that the term "blended learning" has evolved into a broader umbrella term. It now encompasses various combinations, such as the integration of different teaching methods, pedagogical approaches, and interactive technologies. However, these amalgamations may not fully encapsulate the essence of blended learning. Given the multitude of interpretations surrounding blended learning, it is imperative for scholars and practitioners to articulate their specific understanding of the concept or consider alternative terminology. Currently, there is a lack of consensus in the literature regarding the detailed development of an appropriate blended learning scenario. Discussions primarily focus on achieving a balanced integration of face-to-face and online education rather than a comprehensive understanding of blended learning itself. Clarifying the components of blended learning enhances comprehension of its underlying principles, including student autonomy in determining when, where, and how they learn, the use of technology to enhance personalization, and the creation of an integrated learning experience where face-to-face and online components are synergistically aligned. Consequently, the incorporation of blended learning into educational programs is viewed as a source of enrichment. It provides an opportunity for teachers at Ukrainian higher medical institutions to approach educational principles creatively, drawing insights from both students and colleagues, each contributing unique perspectives to the educational process.

Bridging the gap: Connecting sport marketing theory and practice via an experiential sponsorship activation learning assignment

The integration of experiential learning in sport management classrooms has seen increased attention due to the need for practical experience in the sport industry (Barnes, 2014; DeLuca & Fornatora, 2020). Experiential learning in collegiate classrooms provides students with the opportunity to bridge the gap between theory-based knowledge and real-life experiences (DeLuca & Fornatora, 2020). Furthermore, this pedagogy has the potential to enhance students' resumes and boost job satisfaction in sport industry positions (Brown et al., 2018; Foster & Pierce, 2021; Wanless et al., 2016). Sponsorship activation has become a legitimate element of the marketing mix and encompasses a large portion of marketing budgets for companies (O'reilly & horning, 2013). With that being said, sport marketing graduate students at a Southwestern University engaged in a sponsorship activation project for one of the school's major athletic sponsors as part of their sport marketing class. The experiential learning opportunity provided students with real-world examples of sport marketing while providing them with a sponsorship activation experience. The project received positive feedback from students including their appreciation for the practical experience.

Silos to Synergy: Harnessing Integrated Learning for Improved Outcomes

Abstract— In recent days, integrated learning emerges as a potent pedagogical approach, intertwining diverse subjects to foster comprehensive education for millennial learners. Its benefits span across enhanced learning outcomes, improved critical thinking, creative problem solving, and engaged learning. The research study aims to create an effective integrated learning experience for the undergraduate students of information technology program. Around 65 students of fifth semester B.Tech IT program and three faculty members have participated in the research study. Project-Based Learning (PBL) has been adapted to creating meaningful cross-curricular experiences. The proposed PBL enables the learners to develop simulations for various cryptographic algorithms which were learnt in the course on Information security. The project also intertwines the concepts covered in other courses like Web Technologies, Software Testing and System Thinking. The PBL has been carefully designed with focus on problem statements, learning goals, project milestones, calendar and rubrics for assessment. Simulations developed by the learners in teams are integrated to create a complete software package which could serve as a virtual lab for cryptography and information security course. The experimental study on integrated learning has resulted in a usable educational software product for teaching cryptographic algorithms. Also, there is a significant enhancement in the attainment of course outcomes and satisfaction index of the learners. The positive outcome in learning achievements and student engagement affirm integrated learning's value. Various plans to address the implementation challenges in integrated learning are also discussed in the research article. The authors believe that the manuscript will serve as a beginner’s guide to academicians wishing to practice integrated learning in their classrooms. Keywords—Integrated Learning, Project Based Learning, Rubrics, Comprehensive Learning, Learning Outcomes, Product building skills.

In Search of Responsible Career Guidance: Career Capital and Personal Purpose in Restless Times

Management educators have developed a wide variety of approaches to ensure students develop job-ready skills, resilience, and other forms of career capital to gain and retain employment in an ever-changing, competitive job market. Yet, concerns about the employability agenda’s consequences for students’ self-concept and wellbeing have gained urgency amid a crisis of confidence in capitalism. Humanistic approaches to management education map an alternative path, starting from students’ unique values, voices, and experiences, and leading to the pursuit of a personal purpose. In this essay, we explore the tensions and potential synergies of the career capital and personal purpose approaches to career preparation and support. Building on our experiences at the University of Melbourne’s Faculty of Business and Economics, we discuss how integrative learning experiences can combine these two approaches to (1) encourage students to recognize the mutual influence of career capital and personal purpose; and (2) provide rich opportunities for external stakeholder involvement to contribute to students’ career capital and personal purpose development efforts. We believe that our proposals for embracing both career capital and personal purpose considerations can help management educators recalibrate their efforts to help students develop personally meaningful and sustainable careers.

Model-Eliciting Activities: Pre-Service Teachers’ Perceptions of Integrated STEM

This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended reflections about the experience. The reflections were coded deductively using the elements of the Equity-Oriented STEM Literacy Framework: dispositions, applicability and utility, empowerment, critical thinking and problem solving, identity development, and empathy. The findings indicate that when PSTs use engineering to teach mathematics and science through MEAs and approach integrated STEM with an equity focus, they increase their knowledge about the applicability and utility of STEM while simultaneously developing their identities as STEM teachers; this positively influences their dispositions towards STEM and empowers them to be teachers of STEM.

VIRTUAL REALITY (VR) ASSISTED GEOMATICS LAB DEVELOPMENT

Abstract. Virtual Reality (VR) lab components provide the opportunity to explore the efficacy of this technology on Geomatics education and lay the groundwork for the VR as an emerging education paradigm. Geomatics education at UF has been innovatively optimized towards a hybrid education system, with most of the curriculum taught using distance communication. Nevertheless, Geomatics teaching still involves intensive indoor and outdoor lab components. VR labs enable learning and practicing lab techniques as an alternative or supplement to live lab activities. These technically and physically demanding activities require intensive training on expensive lab equipment. The labs often go beyond allocated lab time and are susceptible to bad weather conditions. Using VR technology provides an integrated learning experience that mixes instructions with simulated physical activities, eliminating many limitations associated with lab instruction. In this study, we demonstrate the development of the total station device centring and levelling lab activity using the Meta Quest 2 Headset on the Unity Software Development Platform, as well as Unity’s XR Interaction Toolkit. Development challenges related to different setup components (e.g., bubble-level setup, effective gravity for editing tripod placement, component intractability) are presented. Among multiple challenges of using Unity for the development of an educational VR application, adjusting the functions of the XR Toolkit in order to get the desired outcomes stands as one of the largest difficulties. Unity’s physics is not intuitive for the intended purposes of this project, so multiple technical workarounds were required including the use of Unity’s UI (User Interface) features.

A step change in marketing communication education - the next urgent steps for research

ABSTRACT Our world, and our workplace, has undergone a disruptive step change. It has transformed the way universities operate, what industry demands, how we teach and the way our students learn. That is why this special issue, and particularly this paper, takes three important steps to bring insight and innovation to marketing communication education. In our first step, we examine the impact of COVID on student learning. This leads us to where we are now and a visualization the experiential world of students, using a customer experience framework. The next step is to use this framework to reinvent the Biggs 3P Model into an integrated learning experience, showing student innovation, acceptance and adaption to change. This takes us to Step 3 and our agenda for research.

Application of Experiential Learning in College Foreign Language Teaching

Experiential learning is a new way of learning. In recent years, the research on experiential learning has been deepening, which has had a certain impact on the traditional teacher-centered teaching mode. As for subject education, language is a subject with strong situational application, and its educational model has also changed under the impact. The student-centered learning concept changes the original teaching. Compared with the traditional teaching mode, experiential learning has its unique innovation and many advantages but also has its limitations. In terms of application, languages are essential tools for cross-cultural interchange, so learning a foreign language is of great importance. However, the process of trying to master it has many challenges both for students and teachers. The integration of experiential learning into foreign language teaching has changed the role of teachers in the previous education system to some extent and also put forward new requirements for students. The starting point of this paper is based on the research status of experiential learning and the current situation of college foreign language teaching and analyzes the application of experiential learning in college foreign language teaching. This paper also introduces the advantages of experiential learning in foreign language teaching compared with the traditional mode, which are creating a language environment, stimulating students' learning initiative, and improving students' language application ability.

Research, Practice and Teaching United: Implementing AACN Academic Guidelines in a Community Based Behavioral Health Setting

The Essentials: Core Competencies for Professional Nursing Education (2021) published by the American Association of Colleges of Nursing encourages bridging the gap between education and practice and continues to support the importance of providing clinical educational experiences in diverse settings. Another AACN document, Defining Scholarship for Academic Nursing Task Force Consensus Position Statement (2018), strongly encourages nursing faculty to engage in scholarship, a tradition that is integral to academic positions. This article demonstrates how these two important documents, one aimed at student competencies and curriculum and the other at nursing faculty development, can be connected to the mutual benefit of faculty and students alike. By revisiting Boyer's model of scholarship, the authors offer a new look at the integration of experiential learning that includes clinical practice, research, and competency-based education. The case study demonstrates that students and faculty can meet the tripartite mission of nursing education by creatively engaging in a community-based setting where they actively participate in all three pillars of academic nursing.

Assessment of Student Wellbeing After Curricular De-densification in an Integrated Learning Experience Course Sequence

Assessment of Student Wellbeing After Curricular De-densification in an Integrated Learning Experience Course Sequence

A few small steps or giant leap? De-densify the curriculum in one move

IntroductionWe describe a two-year, stepwise curricular change plan with a goal to address student and faculty wellbeing by reducing curricular density and rescheduling courses. MethodsAt year five of a new practice-ready curriculum, we strategically assessed and redesigned our integrated learning experience (ILE) course sequence to minimize curricular density with consideration for student and faculty wellbeing. This stepwise approach to curricular revision involved converting an in-class day (three hours) to asynchronous delivery in 12 core didactic courses (first- through third-professional years) for one year followed by a transition to a four-day vs. five-day course week the following year. Additional scheduling changes were implemented to improve the use of physical classroom space and overlapping student activities. ResultsWhereas thinking a gradual transition would be more accepted, moving straight to a four-day ILE week would have been more beneficial for faculty workload and wellbeing and decreased student confusion. However, the rescheduling of courses freed up classroom space allowing all classes to be held in person in a physical classroom and alleviated overlapping curricular activities during the week. ConclusionsThe stepwise change of including an asynchronous day resulted in confusion and stress during the transition to a four-day class week and additional faculty work. However, adjusting the course schedule increased uncommitted student and faculty time, alleviated classroom constraints, and eliminated overlapping curriculum activities. Learning about our process and approach to reduce curricular density, what worked well, and lessons learned may allow other programs to be more efficient when making curricular changes.