Kolb's Experiential Learning Model Research Articles

TikTok as a teaching and learning method for nursing students: A quasi-experimental study

BackgroundSocial networks have emerged as powerful tools in education, offering new opportunities for interactive learning. TikTok has gained popularity among young people and has potential for use as a teaching tool in health disciplines. ObjectiveTo evaluate the effectiveness of an educational program based on a multimodal intervention using the TikTok platform to improve theoretical-practical knowledge about diabetic debut and vaccination schedules and satisfaction in nursing students. DesignA quasi-experimental study design. SettingsFaculty of Nursing, University of Cadiz, Spain. Participants74 third-year undergraduate university nursing students. MethodsAccording to Kolb's experiential learning model, a multimodal educational intervention was carried out during the academic year 2022/2023, with 12 h of training. In these sessions, theoretical content on the vaccination calendar and diabetic debut was developed with written case studies. In the last session, 19 working groups were formed and each group was given a practical case study to solve through role-playing and creating a video in TikTok. A questionnaire to measure individual knowledge and a rubric questionnaire were used to evaluate the simulations in TikTok platform. ResultsA significant improvement (z = 6.843, p < 0.001) was observed in the mean scores (9.93 ± 1.65) of the posttest of the knowledge questionnaire, used to evaluate abstract conceptualisation abilities. Additionally, a mean score of 10.42 (SD = 1.42) of the items on the rubric questionnaire, designed to assess active experimentation and reflective observation abilities, were correctly performed. It stands out that 97.1 % of the students positively valued the elements of teaching innovation implemented, while 82.9 % showed a high level of satisfaction with their activity. ConclusionA multimodal educational intervention using TikTok platform proved to be effective in improving the acquisition of theoretical-practical knowledge in the university students included in the study. Therefore, this type of experiential training is recommended for the training of future health professionals.

Virtual Learning Communication Behaviors In Natural Birth Support Communities

Cesarean delivery rates are rising globally, presenting a growing concern, particularly in countries like Indonesia. Amidst this trend, the Cerita VBAC (Vaginal Birth After Caesar) on Telegram emerges as a crucial platform for pregnant women seeking insights and preparations for expected deliveries following Cesarean sections. This study, grounded in the constructivism paradigm, delves into the experiences of active speakers within the Cerita VBAC Community, aiming to understand the dynamics and impact of this virtual support network. Employing narrative ethnography methods, this research focuses on four prominent contributors within the Cerita VBAC Community. The constructivist paradigm guides the exploration of their experiences, emphasizing the role of narrative ethnography in unravelling the intricacies of this unique social context. Data analysis involves a manual modification process complemented by NVIVO 12 Plus, a comprehensive data processing application. The findings highlight that the learning delivery mechanism through Telegram aligns with Kolb's Experiential Learning model. Community members actively share concrete experiences, engage in reflective processes, formulate abstract concepts, and participate in experiential learning. Telegram serves as an information exchange medium and creates a positive and supportive environment, empowering pregnant women to navigate labor challenges.

A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery

Abstract - Kolb's Experiential Learning Theory emerged as a foundational educational framework in higher education, offering a structured approach to design sessions and courses that encompass a complete learning cycle. The theory aligned specific phases of the cycle with varied learning styles, acknowledging the diverse preferences individuals have for learning. Recognizing these distinct learning styles constitute the initial stride in cultivating learners' awareness of alternative learning strategies. The research investigated the practical application of Kolb's theory within professional studies encompassing disciplines such as management, engineering, design, and law. Through a stage wise application of the theory, the research delved into how Kolb's Experiential Learning Theory effectively enhanced the understanding of soft skills. The objectives of the study were twofold: first, to understand the dominant learning styles of the mentioned professional courses and apply Kolb's Experiential Learning Model in a step-by-step process to teach and learn soft skills for each course, and second, to evaluate the effectiveness of the stage-wise application of Kolb's theory in understanding soft skills to the management learners for holistic student development, which could further be applied to other professional courses too. By integrating theory into practical scenarios stage by stage and in a cyclic way, educators and practitioners actively contribute to assimilation, thus paving the way for the holistic development of professional learners, equipping them with the soft skills necessary for success in their respective fields. Key words: Kolb’s experiential learning theory; learning styles; professional learners; soft skills; teaching and learning

How to Teach Cross-Cultural Communication: A Workshop Using the Experiential Learning Model.

The United States population is diversifying, leading to higher rates of cultural, ethnic, and racial discordance between medical teams and patients. Studies show that pediatric residents lack training in cross-cultural communication (CCC). We based learning objectives on the AAMC's Tool for Assessing Cultural Competency Training. The workshop design was based on Kolb's experiential learning model. In 2020-2021, we delivered this 2-hour workshop to trainees at two large, urban sites. We administered two surveys to evaluate our workshop: a retrospective pre-post survey following the workshop and a 3-month follow-up survey. Using 5-point Likert scales, participants rated their awareness of the effect of their own cultural identity on CCC and familiarity with and confidence using CCC models. We analyzed responses using Wilcoxon signed rank tests. Sixty-two trainees participated in the workshop; 44 completed the retrospective pre-post survey (71%). After the workshop, 36% were extremely aware of the effect of their own cultural identity on CCC compared to 4% before the workshop (p < .001). Confidence managing cross-cultural misunderstandings when conveying a diagnosis and explaining disease management increased after the workshop (70% vs. 25%, p < .001; 70% vs. 20%, p < .001, respectively). Twelve participants completed a 3-month follow-up survey (27%). A workshop using the experiential learning model to teach CCC increased participants' awareness of how their cultural identity impacted CCC and familiarity with and confidence in using two CCC models. This workshop offers pediatric program directors a tool to enhance their CCC curricula and meet ACGME requirements.

Impact of Experiential Learning on Learning Outcomes Among Engineering Students Based on Kolb's Model: A Netnography Study

Abstract : This article aims to explore the impact of experiential learning on learning outcomes and clarify how and what makes experiential learning more impactful, keeping Kolb's learning model at the center. This study was conducted for engineering students through netnography methodology. By analyzing comments, we have gathered insights about the learning outcomes and type of experiential learning from engineering students through online forums and community pages. The study has a netnography tool, a most advanced and extended version of ethnography. For this study, we have referred to Kolb's experiential learning model to interpret the results gathered through netnography. The authors developed five dominating themes based on comments received and analyzed. The findings are five significant themes 1, Cooperative learning, 2. Consistency, 3. Relevance, 4. Simulation and 5 Transparency. Our study has important practical and theoretical implications considering how Engineering students' EL tasks should be framed, keeping Kolb's learning model in the center. Keywords : Experiential learning, Engineering,Learning outcomes, Netnography, Engineering Students

Fa'aliyyah Mawad Ta'lim Maharah al-Qira'ah li Tarqiyah Maharah al-Qira'ah al-Thullab

The purpose of this research was to determine the effectiveness of using teaching materials of reading to improve students’ reading skills at the Institute for Islamic Studies Ma’arif Nahdlatul Ulama (IAIMNU) in Metro Lampung. This research used the comparative quantitative method. For data analysis, the researchers used descriptive statistical analysis to produce the effectiveness of teaching materials for reading skills with a criterion based on descriptive perception in the degree to test the responses in the questionnaire scale. T-test using SPSS with Paired Sample Test was used to find out the differences between the results of before and after the experiment. Based on the statistical analysis, the value of experimental learning model was 14.462.The result of significance was Sig. (2-tailed) 000. The pre-test of academic achievement in reading - the post-test of academic achievement of reading was 8.295. The result of significance was Sig. (2-tailed) 000.The result of this research indicated that Hₒ was not acceptable, and H1was acceptable. The difference in the academic achievement of reading between before and after the experiment was indicative. Hence, the improvement of reading ability occurred after using reading materials designed based on David A. Kolb's experiential learning model.

Students’ Innovativeness in Developing Business: An Empirical Study of Kolb’s Experiential Learning on Entrepreneurship Course

This study investigates the efficacy and effects of Kolb's experiential learning (EL) model and students' scientific field groups on their innovativeness in business development. (1) Humanities and Social Science, and (2) Science and Technology are the scientific field groups. A quasi-experimental quantitative approach with a 2 x 2 factorial design was used in this study. This study's sample encompassed active Faculty of Teacher Training and Education of the University of Mataram enrolling for entrepreneurship courses which were taken using random sampling after commensuration processes. The data collection instrument used to collect data on students' innovativeness is a project-based assessment based on indicators of innovativeness in developing products and digital marketing. The results of the instrument test fulfilled the validity and reliability requirement. All data were analyzed statistically by descriptive statistics and comparative analysis using the ANOVA test, which was preceded by an analysis requirement test. The study results showed an interaction effect of the EL model and students' scientific field on students' innovativeness. In addition, Kolb's EL model also directly affects students' innovativeness, while the scientific field group does not. Nevertheless, the data showed that the Science and Technology group innovates better than the others. The theoretical implication of this study was that EL has a strong theoretical framework for entrepreneurial learning, so it needs to be expanded through further studies.

Teaching about children with medical complexity: A blueprint for curriculum design

Children with medical complexity make up a small portion of the pediatric population but utilize a large percentage of health care time and spending. The medical needs of children with medical complexity are highly variable and the education of healthcare providers in the care of these children has taken on more significance. Designing curricula and educational innovations related to the care of children with medical complexity can be challenging. Familiarity with the sociocultural theory, the zone of proximal development, Kolb's experiential learning model, and the educational resources that already exist allow for more ease in developing a curriculum that fits the needs of learners who may have a wide range of exposure to children with medical complexity. Flipped classroom models, simulations, asynchronous modules, and home and community experiences are all useful learning modalities to provide a varied and important curriculum. Taking advantage of the knowledge and skills of the many different members of the multi-disciplinary team caring for children with medical complexity is an important educational strategy that provides benefits to the learners and can enhance interprofessional education.

DẠY HỌC DIỆN TÍCH XUNG QUANH CỦA HÌNH TRỤ THEO TIẾP CẬN HỌC TẬP TRẢI NGHIỆM

Stemming from the new requirement related to experiential activities in the High School Mathematics Program 2018, we build and organize a teaching situation on the formula calculating the surrounding area of a cylinder, based on David A. Kolb's experiential learning model. Experimental results on 20 students of 9th grade show that students play a central role in constructing and applying the formula for calculating area, based on experiences and learning tasks designed in 4 phases: concrete experience, reflective observation, abstract conceptualization, active experimentation. The research opens up the possibility of applying Kolb's experiential learning theory in teaching abstract mathematical objects. At the same time, it provides an illustrative example to implement teaching activities and teacher training to meet the new program.

Creating Clinician Educators: Evaluation of a One-Month Medical Education Curriculum for Senior Residents

BackgroundClinician-educator tracks improve teaching behaviors in trainees. However, detailed curriculum descriptions to fully understand, compare, and reproduce them are often lacking. We aimed to describe and evaluate a medical education curriculum for senior residents. MethodsBased on Kolb's experiential learning model, we designed a one-month curriculum to increase teaching effectiveness. PGY 2-4 internal medicine and medicine-pediatrics residents in a university-based training program participated in the course from 2015-2019. In a pre-post design, participants completed a survey to evaluate the curriculum. Survey items related to four constructs in medical education: knowledge, confidence, skills, and importance (5-point Likert scale; 1=low, 5=high). We assessed the difference in the means for each construct before and after the curriculum. ResultsThirty-nine residents completed the curriculum (19% of total residents), and 100% of participants completed the surveys. We observed an increase in the mean self-rated level of teaching knowledge (2.63 [SD 0.57] vs. 4.43 [SD 0.42], p<0.005), confidence (3.31 [SD 0.4] vs. 4.29 [SD 0.32], p<0.005), and skills (2.9 [SD 0.63] vs. 4.14 [SD 0.38], p<0.005) after completing the course. Residents consistently graded individual curricular components highly. ConclusionsWe describe a one-month medical education curriculum with a strong foundation in learning theory. The curriculum is feasible and presented in sufficient detail to allow reproduction. Our findings suggest that it increases participants’ self-perceptions of teaching knowledge, confidence, and skills.

Experiential learning for children with autism spectrum disorder using virtual reality headsets: a preliminary report

Kolb's experiential learning model (ELM) is one of the most widely applied learning theories for virtual reality enabled learning because in the authentic and highly interactive virtual environment...

Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting

This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model. A quasi - experimental study is implemented to test the effectiveness of an experiential learning model in improving student engagement. Lessons on Business Accounting is structured into an experiential learning cycle and delivered to an experimental group to measure the improvement in students’ engagement. Burch Engagement Model which measures students’ cognitive, emotional, and physical engagement is applied in measuring their engagement level. A pre and post-test design are employed to measure the difference in their engagement level between the control and the experimental group. The respondents of this study are a total of 112 students in Principles of Accounting course. Questionnaires and test sets are the measurement instruments used for data collection. After an eight-week exposure to experiential learning strategy, the post -test score for students’ engagement show an increase in means of the four dimensions of student engagement, with the highest mean in the cognitive in-class engagement, followed by cognitive out-of class, physical and emotional engagement. Improvement in the cognitive score is concluded to be significant across the cognitive levels of Bloom Taxonomy mainly in understanding, application, and analysis. The implications of this study involve improvement of the support system to materialize the experiential learning strategy.

Experiential Learning and its Efficacy in Management Education

The application of experiential learning pedagogy has been on the rise in Business School curricula across the globe. Plenty of studies have been conducted to assess the efficacy of this pedagogy to generate greater understanding of the concepts of management. However, these studies are primarily focused on either the behavioral learning aspects or capture the concepts from specific course specializations, whether finance or marketing or operations or strategy. This paper attempts to conduct an exhaustive literature survey, beyond the functional silos in which management is taught, in order to examine the usage and utility of this pedagogy in a holistic perspective. The aim is to identify the utility of this pedagogy for delivering effective learning in the field of management. Design/Methodology/Approach: This paper is based on an exhaustive literature review. Firstly, studies using David Kolb's experiential learning model are examined. This is followed by a review of the studies highlighting impact of Experiential Learning in different management disciplines. The paper ends with consolidation of the findings and suggestions for future work. Originality: The paper intends to identify the efficacy of Experiential Learning methodology across different management disciplines (rather than being confined to one), thus providing a comprehensive understanding of its utility across the domain of management. Paper Type: Literature Review

Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey.

Graduate entry programs leading to registration are gaining momentum in nursing. These programs attract student cohorts with professional, cultural, gender and age diversity. As a consequence of this diversity, such accelerated programs challenge traditional pedagogical methods used in nursing and require different approaches. To date, however, there has been limited research on the learning styles of students undertaking these programs to inform academics involved in their delivery. Kolb's Experiential Learning model has been used widely in a variety of educational settings because it is based on the theory of experiential learning. More recently VARK (Visual, Aural, Read/write and Kinaesthetic) model has become popular. The aim of this study was to investigate the learning styles of two cohorts of graduate entry nursing students undertaking an accelerated masters-level program. This was a cross-sectional survey of two cohorts of Master of Nursing Practice students enrolled at a large Australian university. The students were more inclined toward converging (practical) and least toward concrete experience (experiencing) learning styles. The majority of students were more inclined toward kinaesthetic and least toward aural learning style. Findings have implications for academics engaged in teaching graduate entry nursing students.

Essentials of Service-Learning for the Community Partner Nurse Leader

Background: Service-learning, congruent with the Kolb Model of Experiential Learning, is an educational strategy that includes instruction, service, and reflection. Through this process students formulate connections between knowledge and service. Service learning courses are developed and implemented through a reciprocal partnership between an academic institution and a community organization. Discussion: Nursing leaders often serve as the community partner contact for a service learning course. The nurse leader has an integral role to fulfill in course development, implementation, and evaluation. The nurse leader needs to be aware of key responsibilities and benefits of the service-learning partnership. Conclusion: Partnership with an academic institution in the implementation of a service-learning course promotes relationships within the community. Through the reciprocal nature of service-learning, agency outcomes may be positively influenced. Keywords: Service-Learning, Community Partnership, Nurse Leader, Nursing, Nursing Education

Stop-motion para la alfabetización digital en Educación Primaria

Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools. A pesar de que la alfabetización digital en medios se reconoce como una de las competencias esenciales necesarias para vivir en una nueva era de los medios de comunicación, solo acaba de empezar a ganar atención en la educación primaria de Taiwán. Una de las razones es la educación orientada a los exámenes, y como consecuencia, el que se desvíe muy pocos recursos para este aprendizaje informal. La otra razón es que los educadores tienden a pensar en la educación en medios digitales como una serie de operaciones puramente técnicas, lo que podría llevar a los estudiantes de medios digitales a aprender a trabajar sin sentido. Por lo tanto, este estudio diseñó una exhibición de contenidos basada en el modelo de aprendizaje experiencial de Kolb con el fin de enseñar a los estudiantes conceptos de videos stop-motion y técnicas de producción cinematográfica. El experimento diseñado involucró a 247 estudiantes de tercer grado de primaria que fueron agrupados para visitar la exposición experiencial. Los hallazgos sugieren una mejora en los estudiantes de su conocimiento de videos stop-motion. El análisis de los vídeos producidos también muestra que han mejorado su capacidad mediática para representar sus ideas y comunicarse con los demás. A través del análisis de la influencia de la demografía en la prueba de conocimiento, los hallazgos revelan que la exposición experiencial es más efectiva para los estudiantes de primaria femeninos, y que las experiencias anteriores relevantes de los estudiantes no deberían afectar a los conocimientos adquiridos. Teniendo en cuenta estos resultados y observaciones, creemos que la exposición experimental propuesta es una forma prometedora de llevar a cabo la educación en alfabetización digital en las escuelas primarias.

Exploring Learning Outcomes of Domestic Travel Experiences Through Mothers' Voices

Study abroad and long-term international travel have been shown to result in learning of "generic skills," like decision making and patience. However, examination of the benefits of domestic travel is scarce. In this exploratory study, women with children were asked to reflect on domestic travel experiences. They all felt that travel was educational, but they had not often reflected on this experiential learning. Learning outcomes from domestic travel included content knowledge, practical knowledge, interpersonal skills, and personal growth, which were similar outcomes as international travel. Many felt their children learned through domestic family travel experiences and that travel is an important supplement to classroom education. Reflection on the learning outcomes of travel helped individuals to realize that their personal travel had been educative, supporting the applicability of Kolb's experiential learning model to travel. It is recommended that travel providers and educators encourage travelers to reflect on what they learned while traveling. A process model is presented that travel may lead to learning and that this learning may encourage travel.

Addition of a Patient Examination Module to Address Student Preparedness for the First Full-Time Clinical Experience

BACKGROUND AND PURPOSEClinical education experiences (CEEs) are a core component and required element of all physical therapist (PT) entry-level education programs,1 affording students the opportunity to be mentored by experienced clinicians as they apply the knowledge and skills gained during the didactic portions of the education program. Readiness to enter and progress through CEEs is a key recommendation identified by the American Council of Academic Physical Therapy (ACAPT).1,2 Our program routinely collects student perceptions about their academic preparation for the CEE. Perceptions are collected during midterm phone calls by our directors of clinical education and through anonymous surveys collected following the first CEE.Historically, students comment they feel least prepared in organizing and executing patient examinations. The authors consulted education literature to develop a 2-week patient examination module. Many educational methods are utilized within the academic setting to help prepare students for CEEs, including the following: skill-based laboratory experiences,3-6 patient case scenario s,3-5,7,8 patient simulations,5,9-13 case-based discussion boards,3 and objective structured clinical examinations.14,15 Literature supports the use of each of these educational methods to develop and assess clinical skills. Limited literature, however, addresses the effect of utilizing these methods on student clinical readiness or performance during the first CEE.The purpose of this paper is to describe our evidence-based 2-week education module focused on patient examination and report outcomes, including themes from student perceptions and student clinical performance using the Physical Therapist Clinical Performance Instrument (PT CPI). The paper also demonstrates the use of outcome-based assessment to inform curricular change. The module was added immediately prior to the first full-time CEE with the goal of enhancing student confidence and preparedness in patient examinations, and ultimately, readiness for the clinic. Reported outcomes include student perspectives on the module and clinical performance, as rated on the PT CPI.METHOD/MODEL DESCRIPTION AND EVALUATIONEducational Theory and Literature Guiding Design of the ModuleEvidence-based clinical practice is a clear professional goal and focus in education. Likewise, student preparation and training should be grounded in evidence-based teaching and learning research. Design and development of the 2-week patient examination module was guided by the established principles of experiential learning16,17 and reflective practice.18-20 Specific components were included based on current literature supporting use of multisource feedback,3,21 adult learning strategies,22,23 and standardized patients (SP) in PT education.24-27Experiential Learning and ReflectionCentral to experiential learning theory is the cyclical process of experience and reflection. Learning as an active process is emphasized with concepts being derived and revised by experiences.16 Kolb's experiential learning model depicts the process of gathering and processing information. The model describes 4 elements that form the basis for making sense of and learning from our concrete experiences. The elements in the model are: engagement in new experiences, reflection on the experiences, interpretation of the experiences to generate new ideas, and application of the ideas to other experiences.17 In cycling through the elements, the learner should be able to solve problems, view problems from a new perspective, and move to a new frame of reference. Reflection, 1 of the 4 elements in Kolb's learning model, is identified as a key process for continued refinement of skills and professional growth.28 Reflection helps to create meaning of our experiences and is important for self-directed growth. Reflection during an experience (reflection-in-action) encourages revisions to actions and decisions throughout an activity. …

The field as our classroom: Applications in a business-related setting

Abstract The ‘field-trip’ as part of the educational experience is not new, and issues associated with it have been explored in the literature from a variety of perspectives. Site-visits and work experience-based placements provide the potential to add value to the educational experience of students across and within multiple sectors. But not all field-trips are equal, both in terms of their nature and their learning outcomes. In this teaching note, we document the use of the field as our classroom in two distinct settings, both of which are full subjects in themselves: one at the undergraduate level, the other at the postgraduate level. The first is an International Accounting Study Program conducted twice a year to Europe and the United States. The trip is shared with another university in Australia and includes three weeks of travel, visits to host organizations, and presentations to students by senior executives and representatives of business, the accounting profession, regulators, academics, and standard setters. The second subject is a Business Practicum subject whereby students spend two weeks on a ‘consulting-type’ assignment for a host organization. In particular, we focus here on one of these practicums, where eight students and two staff traveled to the remote mining town of Weipa in Far North Australia in the Cape York Peninsula to work on a business and marketing project with Rio Tinto Alcan and the local indigenous communities. This exposed staff and students to a business environment whereby a set of specific deliverables were expected of the students in an environment of cultural sensitivity. Using the theoretical lens of Kolb's (1984) Experiential Learning Model (ELM) as a framework to guide our discussion, this paper details each program, before highlighting the students' learning experience with respect to the four stages of the ELM. We draw on student reflections, assessments and host feedback to illustrate the enhanced and varied learning and educational experiences of such field-based settings. Moreover, we provide practical guidance for others wishing to pursue similar experiential learning experiences for their students.

Entrepreneurship pedagogies in lifelong learning: Emergence of criticality?

Abstract The present paper aims to address an instructional perspective for entrepreneurship courses introduced to lifelong learners. The new approach combines critical thinking with experiential learning in a common framework able to facilitate entrepreneurship education for various heterogeneous populations through lifelong learning or vocational training. The proposed approach utilizes critical instruction embedded in experiential learning as to resolve possible disorientation of learners during the common experiential/reflective instruction for entrepreneurship. A critical-thinking-deviation from Kolb's experiential learning model is introduced and preliminarily tested empirically for two different groups of adult learners. Suggested conceptualization through critical instruction is expected either to resolve disorienting situations or to lead to postponement of courses and reconsideration of the theoretical framework. The latter is due to the emancipatory nature of critical instruction and depends on both learners' intrinsic needs, assumptions and on the specific framework under which entrepreneurship education is promoted. Empirical evidence for the dual consequence, due to the adoption of critical instruction, is illustrated for the two groups of learners. The theoretical scope of the paper concerns the appropriateness and the consistency of the suggested critical-experiential teaching for entrepreneurship designed for adult learners. Implications concern entrepreneurship curricula, innovative instruction and trainers' training.