Experiential Learning Opportunities Research Articles

Investigating Elementary Teachers' Perceptions of Traditional Science Teaching Methods within the Single National Curriculum Framework

This study investigates elementary teachers' perceptions of traditional science teaching methods within the Single National Curriculum (SNC) at the elementary level. The primary objectives were to evaluate the science achievement of Grade IV students using both cooperative and traditional teaching methods, to compare the effectiveness of these methods based on students' ability levels, and to assess their impact across different science content areas. The study involved 69 elementary teachers, who provided data through a self-developed questionnaire, validated and tested for reliability using Cronbach’s Alpha during a pilot study. The data, collected via oral explanations followed by questionnaire completion, were analysed using statistical techniques such as mean and standard deviation. The findings reveal a preference among some teachers for traditional methods, citing their effectiveness in content delivery. However, there is also recognition of the need to enhance these methods with innovative techniques to improve student engagement and understanding. The study recommends refining traditional teaching approaches by integrating technology and experiential learning opportunities, ensuring a more comprehensive and effective science education experience for elementary students within the SNC framework.

Undergraduate students engaging in hands-on gerontology research: a participatory case study of value gained and lessons learned

ABSTRACT As the population ages, it is essential that professionals across disciplines have experience and competence working with older adults. Though experiential learning opportunities have been extensively documented as a tool to accomplish this goal, student engagement in gerontology research has not been examined in detail. This participatory case study highlights the perspectives of undergraduate student researchers involved in a hands-on pilot research study that explored connections between cognitive, physical, and everyday function in midlife and older adults while testing the feasibility of a mobile app for early detection of cognitive decline related to Alzheimer’s disease and related dementias. As participants, students (n = 11) completed a survey about their experience and participated in focus groups. As researchers, students and faculty coded open-ended survey and focus group responses. We found that students gained both personal and professional skills from their experience. Emergent themes relevant to their experience included the overarching research lab environment and study-specific conditions related to interpersonal and technical aspects. Although these findings reflect student perspectives in one case, they can be used as a guide to support future endeavors to include undergraduate students as testers in gerontology research.

In situ simulation in the intensive care unit: A phenomenological study of staff experiences.

To explore the experiences of clinical and non-clinical staff in an intensive care unit regarding the perceived benefits and drawbacks of using in situ simulation as a training tool. A descriptive phenomenological qualitative study was conducted among clinical and nonclinical ICU personnel. Simulations and interviews were conducted until data saturation was achieved. The interviews were recorded, transcribed verbatim for analysis, and interpreted using the Colaizzi method. Ten participant interviews generated data saturation. ISS was found to be feasible and beneficial in the ICU, facilitating experiential and emotion-based learning in real-world environments. Eight result categories were identified: simulation benefits, simulation benefits in real conditions, scenario authenticity, interference with usual work, ISS sessions, high-fidelity generating affective bonding, ISS as knowledge reinforcement, and recommendations for improvement. The fundamental structure revealed that ISS is perceived as an authentic and emotionally impactful team simulation modality that promotes experiential learning, reflection, and care improvement opportunities within the complex sociotechnical system of the ICU. All interviewees considered ISS to be a feasible simulation tool that should be implemented in the ICU to improve knowledge and skills, thereby enhancing teamwork.

WellNest: A Medical Student-Run Housing Support Program.

Being unhoused and facing housing insecurity contribute to poor health outcomes. Medical school curricula may include social determinants of health (SDOH) topics. However, experiential learning opportunities allow students to better contextualize how SDOH impact patients. The WellNest Housing Support Program (WellNest) was conceived and developed by Duke University medical students to learn from and support community members with a history of housing insecurity. Under the supervision of community organizations providing housing assistance services, WellNest was created in April 2020. Medical student-volunteers (MSVs) call clients, who are referred to WellNest by the community organizations, to plan move-ins. Local experts provide trainings on topics relevant to health care for individuals experiencing loss of housing. MSVs source and move furniture and clients' belongings into the new homes. Following move-in, MSVs are paired with clients to provide longitudinal tenancy support for at least 1 year. Student-volunteers contemplate their experiences and learning takeaways through debriefing sessions and an optional online survey. From fall 2021 to spring 2023, 83 student-volunteers from across the university participated in WellNest. Student-volunteers were generally medical students (37, 45%), and 16 MSVs served on the leadership team. WellNest facilitated 29 move-ins, and 26 clients requested to be paired with MSVs for longitudinal tenancy support. Following participation in WellNest, student-volunteers reported increased comfort, awareness, knowledge, and motivation related to caring for, discussing, and advocating for individuals experiencing housing insecurity. As students from other programs are also interested in WellNest, there is potential for interprofessional education. Student-volunteers will be encouraged to participate in additional opportunities for reflection and advocacy activities. The impact of WellNest on clients will be explored through a questionnaire and narrative interviews. Long-term financial support was secured from community donations and partnering community organizations.

The Lifetime Fitness Program: Structured Physical Activity for Older Adults and Meaningful Experiential Learning for Kinesiology Students

Physical activity is associated with improvements in both health and longevity and is highly recommended for older adults. Public health and nonprofit organizations have invested considerable efforts to promote physical activity among this population. The present manuscript describes the specifics of the first university-based adult fitness program (Lifetime Fitness Program) and how this program promotes healthy aging through physical activity while serving as an important venue for experiential learning among students. Thus, the goal of this paper is to provide a “road map” to guide strategies and methods to promote physical activity and healthy aging in an academic setting and provide students with meaningful experiential learning opportunities.

EFFECTIVE TEACHING-LEARNING STRATEGIES FOR SECONDARY LEVEL SCIENCE EDUCATION

Science Education at the secondary level holds paramount importance as it serves as the foundation for further scientific pursuits. The efficacy of secondary level science education significantly impacts a students inclination towards higher studies and eventual contribution to scientific and technological advancements. In order to enhance the effectiveness of secondary level science education, it is imperative to explore innovative teaching-learning strategies that transcend traditional lecture-based methods. Research and surveys consistently advocate for activity-based learning approaches over conventional lecture methods, citing their ability to foster deeper understanding and retention among learners. Practical work emerges as a cornerstone of this approach, offering hands-on engagement and experiential learning opportunities. With the recent shift in the academic structure as per the National Education Policy of 2020 (N.E.P-2020), extending the secondary level from grades 9 to 12, there lies a crucial window for students to immerse themselves in scientific exploration and discovery.Subjects such as Physics, Chemistry, and Biology inherently lend themselves to practical applications, presenting ample opportunities for students to engage directly with scientific concepts. By integrating practical work into the curriculum, secondary level science education can cultivate critical thinking, problem-solving skills, and a deeper appreciation for the scientific method. This shift towards practical-based learning not only aligns with contemporary pedagogical trends but also serves as a catalyst for nurturing the next generation of innovators and scientists.

Development and Assessment of a Sustainable PhD Internship Program Supporting Diverse Biomedical Career Outcomes.

A doctoral-level internship program was developed at the University of North Carolina at Chapel Hill with the intent to create customizable experiential learning opportunities for biomedical trainees to support career exploration, preparation, and transition into their post-graduate professional roles. We report the outcomes of this program over a five-year period. During that 5-year period, 123 internships took place at over 70 partner sites, representing at least 20 academic, for-profit, and non-profit career paths in the life sciences. A major goal of the program was to enhance trainees' skill development and expertise in careers of interest. The benefits of the internship program for interns, host/employer, and supervisor/principal investigator were assessed using a mixed-methods approach, including surveys with closed- and open-ended responses as well as focus group interviews. Balancing stakeholder interests is key to creating a sustainable program with widespread support; hence, the level of support from internship hosts and faculty members were key metrics analyzed throughout. We hypothesized that once a successful internship program was implemented, faculty culture might shift to be more accepting of internships; indeed, the data quantifying faculty attitudes support this. Furthermore, host motivation and performance expectations of interns were compared with results achieved, and this data revealed both expected and surprising benefits to hosts. Data suggests a myriad of benefits for each stakeholder group, and themes are cataloged and discussed. Program outcomes, evaluation data, policies, resources, and best practices developed through the implementation of this program are shared to provide resources that facilitate the creation of similar internship programs at other institutions. Program development was initially spurred by National Institutes of Health pilot funding, thereafter, successfully transitioning from a grant-supported model, to an institutionally supported funding model to achieve long-term programmatic sustainability.

Bridging the gap: sustainable development goals as catalysts for change in accounting education and society

PurposeThe purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.Design/methodology/approachThis study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.FindingsThe transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.Originality/valueThis study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

EXPLORING THE EDUCATIONAL IMPACT: A STUDY ON ACCOUNTING STUDENTS’ LEARNING AND DEVELOPMENT DURING INTERNSHIP

Internships are pivotal in bridging the gap between academic learning and real-world application, offering students invaluable experiential learning and professional development opportunities. This research study explores the educational impact of internship periods, focusing on participating students' learning outcomes and experiences. Drawing on a qualitative research approach, data were obtained from student internship reports and were analysed using NVivo software. The findings reveal multifaceted learning experiences encompassing the application of accounting education knowledge, technical skills acquisition, soft skills development, industry knowledge, problem-solving abilities, and teamwork dynamics. Through thematic analysis, key themes emerged, shedding light on the transformative nature of internship experiences and their profound influence on students' personal and professional growth. The implications of these findings for educational institutions, internship programs, and policymakers are discussed, alongside recommendations for enhancing internship experiences and optimizing learning outcomes. This study contributes to the literature on internships and offers insights into effective strategies for integrating experiential learning opportunities within higher education curricula.

Uncovering the Challenges and Requirements of Elementary School Teachers in Implementing STEM Educational Activities in Vietnam

Enhancing science, technology, engineering, and mathematics (STEM) education requires a comprehensive understanding of the practical challenges encountered by teachers during implementation. This research study aimed to uncover valuable insights into the integration of STEM education in Vietnam as perceived by primary school teachers. Employing a mixed method approach, the study engaged 454 teachers and administrators from primary schools across the northern, central, and southern regions of Vietnam. Data were collected through interviews and an online survey, focusing on the challenges and needs of teachers in organizing STEM educational activities. Findings reveal that elementary school teachers in STEM education face challenges such as professional competency, program methodologies, resource availability, time and space constraints, and the need for a comprehensive STEM ecosystem. The primary school teachers expressed a strong desire for professional development support, encompassing: (a) increased opportunities for experiential learning, collaboration, and knowledge-sharing among colleagues, supplemented by expert-led training sessions on STEM skills implementation; (b) a preference for practical training courses, sharing of real-world experiences, and a need for continuous and regular professional development activities, as opposed to sporadic training sessions; (c) provision of financial support and conducive conditions to facilitate ongoing professional growth; and (d) assistance in leveraging technology for effective STEM education. These research findings serve as a vital foundation for educational managers and teacher training institutions to formulate policies and implement support mechanisms that are essential for the success of STEM education.

Civic Education as Strategies to Strengthen the National Identity of Indonesian Students

This study explores comprehensive strategies to strengthen national identity among Indonesian students, addressing the crucial need for a cohesive national identity in Indonesia's ethnically and culturally diverse society. The research identifies and analyzes several key approaches, including curriculum development, extracurricular activities, cultural immersion programs, and the use of digital media, to foster a strong sense of national pride and unity. The integration of national history, civic education, and values into the school curriculum is highlighted as fundamental. By ensuring that students receive a thorough understanding of Indonesia's heritage, struggles for independence, and national achievements, educational institutions can instil a deep sense of belonging and responsibility towards the nation. Extracurricular activities, such as student organizations, sports, arts, and community service projects, are also emphasized for their role in providing experiential learning opportunities that reinforce national values and social cohesion. Cultural immersion programs are identified as another critical strategy. These programs, which include traditional arts, music, dance, and language preservation initiatives, allow students to engage with Indonesia's rich cultural tapestry, fostering appreciation and respect for the nation's diversity. Furthermore, the strategic use of digital media is examined as a modern approach to connecting students across different regions and promoting national narratives. Digital platforms can disseminate stories of national heroes, cultural heritage, and contemporary achievements, thereby enhancing students' collective national consciousness. The study underscores the importance of a multifaceted approach involving educational institutions, government policies, and community participation. It recommends that policymakers and educators collaborate to implement these strategies effectively, creating an environment that nurtures a strong, cohesive national identity among Indonesian youth. By doing so, the nation can build a resilient and unified future generation capable of contributing positively to Indonesia's development and stability.

Examining an Interdisciplinary Experiential Learning Program for Doctoral Students

Educators, researchers, and institutions have long recognized the value of experiential learning as a way of fostering students’ ongoing learning and skill development. In recent years, experiential learning has gained increased traction in higher education institutions, as there is recognized need for graduates to engage in and actively reflect on lived experiences in various disciplines. Yet, much of the research in graduate-level experiential learning focuses on discipline-specific experiential learning opportunities, often within the context of a single graduate program where students’ career outcomes and program pathways are narrowly defined. Through qualitative analysis of interview, focus group, and program data collected as part of a collaborative evaluation, we respond to a gap in existing research to examine the diverse perspectives of doctoral students engaged in an interdisciplinary experiential learning program. The study’s findings contribute to a more robust understanding of the potential for experiential learning as an interdisciplinary practice, with direct examples of how doctoral students and higher education institutions are moving this work forward in this context.

Developing palliative care skills in undergraduate allied health students using an interprofessional simulation-based learning experience

Introduction: There is a growing need to prepare the health workforce to work collaboratively to meet the needs of people affected by life-limiting illness. Despite the call from industry for the inclusion of palliative care in undergraduate curriculum, there are few established methods to deliver this education for interprofessional student cohorts. Where clinical experience options are limited, the simulation-based learning experience (SBLE) offers a valuable experiential learning opportunity in the preparation of students to care for dying patients and their families. This research aims to examine the impact of SBLE on the level of allied health students' confidence in delivering palliative care. Methods: A quasi-experimental, pre-test/post-test design was used with 11-point rating scales to measure the change in levels of self-reported confidence in knowledge, providing care, preparedness, management and assessment of need, and professional and ethical practice among allied health students who participated in either a face-to-face or an online palliative care SBLE. Results: A total of 130 students participated in the SBLE in 2019 and 2020. A paired-sample t-test showed improvement post simulation, with mean differences ranging from 2.87 [95% CI 2.45–3.29] for knowledge to 3.2 [95% CI 2.79–3.60] for confidence. All categories were statistically significant (p < .05). Analysis of opened-ended questions indicated that after the simulation, students recognised the importance of a holistic focus and patient-centred care model. Conclusions: The SBLE improved levels of student perceived confidence for the delivery of palliative care. Educators are encouraged to use SBLE to support the development of graduate capabilities in palliative care in allied health students.

Creating Accessible Spaces for Experiential Learning in an Online Environment

The switch to online learning required a creative solution to allow for the experiential learning outcomes of the program to be satisfied when access to physical spaces and equipment was restricted. This paper describes a collaborative process between technical and support staff as well as research and teaching faculty that led to the creation of meaningful experiential learning opportunities for over one thousand stakeholders. The implemented solutions included the development of hardware and software, the creation of documentation and training procedures for teaching assistants and designing a support system for the students.

Integrating Quality and Sustainability: Exploring the Dynamics of Internal Quality Assurance Systems and Sustainable Development Goals in Vietnamese Higher Education

This study explored the integration of internal quality assurance (IQA) systems with sustainable development goals within the Vietnamese academic context, aiming to elucidate the perceptions, experiences, and challenges faced by lecturers. Employing a qualitative methodology, in-depth interviews were conducted with 10 university lecturers, and the data was interpreted through Constructivist Epistemology (CE) and Interpretive Phenomenological Analysis (IPA). Findings underscored the profound influence of collaborative dialogues, leadership dynamics, experiential learning opportunities, and cultural nuances on the melding of IQA processes with sustainability initiatives. Participants highlighted the tension between the prescriptive nature of IQA and the adaptive essence of sustainable development, emphasizing the need for a balanced approach. Furthermore, the role of leadership in shaping institutional narratives emerged as a pivotal factor, with a clear vision and commitment facilitating seamless integration. Cultural factors, unique to the Vietnamese context, either propelled or hindered this fusion, revealing the deep interplay between cultural values and academic practices. The study concluded that while challenges persist, the merging of IQA with sustainable development objectives offers promising avenues for fostering holistic education, grounded in both quality and sustainability. The findings have implications for academic institutions, policymakers, and educators striving to align quality assurance mechanisms with evolving global sustainability objectives.

Формирование профессионально значимых стереотипов и речевого поведения будущего врача в мультикультурном пространстве вуза

This article examines the process of shaping professional attitudes of future medical specialist within the framework of an open cultural space and the medicalization of culture. Among these attitudes are communicative competence, a tolerant attitude towards patients from diverse cultures, their attitudes towards medicine and health, and their manner of communication with healthcare professionals. The authors emphasize that a medical university serves as a model of an open cultural space, which facilitates the development of necessary attitudes and skills for professional activity. It is demonstrated that within the educational context of a medical university, skills in physician-patient communication must be cultivated. The special role of the university in the development of students’ communicative competence and formation of communicative personality of future medical worker is emphasized. Through intentional curriculum design and experiential learning opportunities, students are empowered to become competent and compassionate medical professionals capable of providing high-quality care to patients from diverse cultural backgrounds. Keywords: professional

Experiential learning in events management degree programmes: A position statement on issues of evidence-based practice

Academics within events management disciplines should strive to encourage experiential learning opportunities for their students, but should also consider and re-evaluate the importance of reflective practice within this process. In particular, academics should consider the potential benefits of evidence-based practice as part of the experiential reflective learning process in order to encourage the development of key transferable skills and deeper forms of learning that will enable future graduates to become reflective practitioners, with the necessary skillset to regularly engage in continued professional development within industry settings. Further discussion, debate and research on such matters is required within events management literature.

Barriers to Practicing Values: Challenges Encountered by Values Education Students in Applying Values Education to Their Everyday Lives

The study focuses on the challenges faced by Values Education students in applying their learnings to daily life, emphasizing the importance of values education in character and moral development. The key questions explore the barriers in integrating values education into daily life, factors affecting the application of values education concepts, and coping mechanisms used by students. A phenomenological research design was employed, focusing on semi-structured interviews with tertiary-level students majoring in Values Education at Leyte Normal University. A convenience sampling was used with a sample size of 10 students. Finding shows that students face challenges such as socio-economic pressures, peer influence, and personal biases that hinder the application of values education in their everyday lives. Key challenges identified include internal conflicts, societal norms, peer expectations, and practical constraints that hinder the consistent application of values. Specific values such as courage, commitment, respect, empathy, patience, resilience, optimism, and determination were found to be particularly difficult to integrate into daily routines. The study suggests the need for supportive educational environments, experiential learning opportunities, to better equip students to overcome barriers and effectively apply the values learned in school in various life contexts.

A framework for integrating additive manufacturing into engineering education: perspectives of students and educators

ABSTRACT Additive manufacturing (AM) and 3D printing (3DP) offer unique opportunities for experiential learning and practical application in engineering education. In developed countries, AM is integrated into engineering education to train mechanical engineers. However, existing research has not investigated the integration of AM and 3DP into higher education in developing countries. Semi-structured interviews were conducted with students and educators from mechanical engineering programmes in Vietnam to examine AM usage in engineering education. Our study revealed that no curricula or policies to integrate AM into classrooms exist in the participating institutions. Engineering schools are attempting to introduce 3DP to students through short courses, but educators have inadequate training. The lack of consistent communication among institutions has hindered the growth of 3DP education. Therefore, to meet the standards of Industry 4.0, it is crucial to have policies and funding in place to promote AM growth among first-year engineering students.

HEIR APPARENT PREPAREDNESS AND SELECTED FAMILY BUSINESS SUSTAINABILITY IN LAGOS STATE NIGERIA

Family-owned businesses are extremely important to Nigeria's economy, creating jobs, generating income, and helping the country's GDP increase. However, the Heir Apparent's readiness to take on leadership responsibilities poses a threat to their sustainability. Myriads of research on family businesses and their sustainability exist, but little of it has looked at heir apparent as a factor of sustainability. By analyzing the relationship between heir apparent preparedness and the sustainability of selected family-owned firms in Lagos State, Nigeria, this study seeks to bridge the gap in literature. Drawing on a deductive methodology, the study employs a cross-sectional survey to gather quantitative data. Responses from 388 family-owned enterprises were obtained using a questionnaire. Data were analyzed by applying SPSS package, version 25. The findings reveal significant positive relationships between Heir Apparent Level of Education, Heir Apparent Experience, and Quality of Mentorship Received by Heir Apparent, and their joint effect with family business sustainability. It was thereby concluded that heir apparent level of preparedness impacts the sustainability of family businesses in Lagos State. The study recommends prioritizing formal education, providing diverse experiential learning opportunities, and establishing strong mentorship programs to enhance family business sustainability.