Experiential Learning Opportunities Research Articles

Examining the Impact of Experiential Learning Activities on Student Performance in an Introductory Animal Science Course

The use of experiential learning in agricultural courses within postsecondary institutions has become increasingly important as educators seek to provide students with a meaningful education that increases knowledge acquisition and achievement. Hands-on, experiential learning activities within agricultural sciences, and more directly animal sciences, have previously been used to provide students with experiences that increase performance in courses and overall development throughout a student’s education. Therefore, the purpose of this study was to examine the influence that experiential learning laboratory lessons had on students enrolled in an introduction to animal science lecture course at [University]. Researchers utilized a quasi-experimental study, in which students were placed into one of three groups, depending on the experiential learning lessons that were taught throughout the semester. This was done to determine if students who participated in specific hands-on, experiential learning lessons retained more content knowledge than those who did not receive these lessons, on summative assessments given throughout the semester. Researchers utilized the first quiz scores to examine prior knowledge between groups, and determined that there was no difference. While researchers were unable to determine significance between groups and student content acquisition due to unequal group sizes, researchers determined that students who received experiential learning lessons performed better on average, than those who did not. Researchers identified recommendations for future studies, which include replicating the study with modifications, and repeating the study with two introductory courses simultaneously, in which one course entirely utilizes experiential learning lessons and the other course utilizes traditional review sessions. Additionally, researchers recommended practitioners integrate blending experiential learning opportunities and traditional lecture and review when teaching introductory courses.

Okul Öncesi Öğretmen Adaylarının Öğretmenlik Uygulaması Yoluyla Fen Öğretimine Yönelik Özgüvenlerindeki Değişim

TTo investigate how pre-service early childhood education (ECE) teachers’ self-confidence in teaching science was changed through their teaching practice course, a qualitative case study research design was used in the current study. The study involved 15 senior pre-service ECE teachers who were enrolled in a teaching practice course as part of their teacher education program. The study was created with their experiential learning opportunities in account. Participants developed five distinct science activity plans that are connected with several other disciplines and implemented their science activities in a real classroom environment for this purpose. Individual pre and post-interviews were conducted with them to investigate the change in their self-confidence in teaching science. The data analysis revealed four major themes: 1) prior knowledge and interest in science, 2) experience of teaching science in a real classroom, 3) expectation from teaching practice course, and 4) feelings when preparing activities and teaching science. The study’s findings revealed that a teaching practice course was quite helpful in enhancing preservice teachers' self-confidence in science teaching and changing their interests and feelings about science. The study's findings improved understanding of the importance of experiential learning and practicing in teacher education.

Instructional Activities to Enhance Teaching Organizational Behavior Management

ABSTRACT The demand for teaching Organizational Behavior Management (OBM) is increasing within and outside of the field of behavior analysis. OBM coursework might contain a combination of didactic instruction and experiential learning opportunities covering assessment and intervention strategies used to evaluate and enhance performance, supervision, and address other organizational concerns. Experiential learning opportunities are crucial for building practical competence and include practicing skills in guided class activities, hands-on assignments, and supervised projects. This paper provides examples of instructional activities to facilitate and enhance experiential learning for assessment and intervention in OBM coursework. Each activity includes contextual relevance, necessary preparation, the assignment description, and integration into the broader instructional unit. Ethical, cultural, and practical considerations are also discussed.

Teaching social work group practice competencies through an online mutual aid MSW peer support group assignment

ABSTRACT Social work educators find it a challenge to create meaningful and realistic experiential learning opportunities for distance education students to practice and demonstrate competence in social group work practice and telehealth skills. The ‘Peer Support Group for First Year MSW students’ assignment was designed to meet this need. For the assignment, students form a small mutual aid peer support group that is delivered through web-conferencing, and each student is responsible for creating, implementing, facilitating, and evaluating one group session, which they record and submit for instructor review. They participate as group members for the remaining peer support group sessions. Student feedback and instructor reflections reveal that it provides a realistic group facilitation experience for students to practice their group telehealth skills, and that students benefit from the community of support and mutual aid they receive from participating in the groups. This assignment demonstrates that social work students in distance-education courses can engage in experiential practice experiences that develop their competence in social group work practice, so that they are prepared to meet workforce needs.

Engaging Premedical Students in Medical Education Research: Benefits of Clinical Skills Observation Studies.

Observations requiring evaluation and critical thinking can be powerful learning experiences. Video-recorded standardized patient encounters are underused resources for evaluation and research. The authors engaged premedical students in medical education research reviewing standardized patient encounters. This study aims to explore participant perceptions of the research experience and how they gained clinical skills. This mixed-method study was completed between 2019 and 2022. Premedical participants coded medical students' clinical skills in video-recorded standardized patient encounters. Each participant also completed their own new patient history in a standardized patient encounter at both the beginning and end of their research project. Participants then completed an end-of-program debrief to discuss their experiences coding the clinical skills encounters. The authors coded communication skills implemented in the pre/postencounters and completed a thematic analysis of the debrief transcripts. All 21 participants demonstrated significant clinical skills gain after their research project, which included spending more time with the patient (pre-M=5 minutes, post-M=19 minutes, t=13.2, P<.001) and asking more questions (pre-M=13, post-M=40, t=9.3, P<.001). Prior clinical experience did not influence pre- or postoutcomes, but the number of videos coded was associated with asking more questions in the postencounter. Participants described learning actively and reflected that their clinical skills research project gave them greater insight into patient-care aspects of medical school and how medical students learn. These data demonstrate that observational studies in which premedical students evaluate standardized patient encounters gave the students context to medical education while enabling them to develop and transfer their own clinical skills. Studies observing standardized patient encounters provide rich insight into clinical skills development, and this work generates both research outcomes and actionable program evaluation data for medical educators. Purposefully engaging premedical students in such experiential learning opportunities benefits the students and helps cultivate early medical education pathways for these learners.

Transformative Capacity Building by Systematic Use of Urban Living Labs: A Case Study of Alytus, Lithuania

This article aims to introduce the concept of Permanent Urban Living Lab (PULL) as a method for urban transformative capacity building. Since the beginning of 2000s, the urban living labs (ULLs) are being researched and examined as experimental settings that bring together various stakeholders, such as citizens, researchers, businesses, and policymakers, to co-create and test innovative solutions for urban developments. They offer a collaborative and participatory approach to urban solutions that engages and empowers local communities and fosters a culture of a shared foresight process and mutual learning. In the context of local development, the ULLs can serve as a powerful tool for building the urban transformative capacities (UTC) by providing a platform for local actors to develop their skills, knowledge, and networks for intersectoral cooperation, and by creating opportunities for experimentation and experiential learning. The case of Alytus, Lithuania, is an interesting example of how the urban living labs can be used to drive local development. Alytus is a mid-sized city in Lithuania, Northern Europe that has faced a range of social, geopolitical, economic, and environmental challenges typical of the region in recent years, including declining population, high unemployment, and deteriorating public spaces. The aim of this article is to analyse the perspective of implementation of European policies and methodologies presented in the Urban Europe Programme if applied to the search of transformative capacities’ building for better city co-governance. In this respect, methods of the quadrupole helix model, urban living labs, force field analysis and different forms of co-creation are discussed as the founding elements for initiating a digital platform for citizens’ involvement and participation in urban transformations.

Enhancing medical education in respiratory diseases: efficacy of a 3D printing, problem-based, and case-based learning approach

ObjectivesThe present study aims to investigate the efficacy of utilizing three-dimensional (3D) printing technology in concert with Problem-Based Learning (PBL) and Case-Based Learning (CBL) pedagogical approaches in educating senior undergraduate clinical medical students on respiratory diseases.MethodsA cohort of 422 fourth-year clinical medicical students of from Anhui Medical University, pursuing a five-year program, were arbitrarily segregated into two distinct groups. The experimental group was subjected to a combined pedagogical approach, which included 3D printing technology, PBL and CBL (referred to as DPC). Conversely, the control group was exposed to conventional teaching methodologies for respiratory disease education. The effectiveness of the teaching methods was subsequently appraised using both theoretical test scores and custom questionnaires.ResultsPost-quiz scores indicated a statistically significant improvement in the DPC group as compared to the traditional group (P < 0.01). Self-evaluation and satisfaction questionnaires revealed that the DPC group’s self-assessment scores outperformed the traditional group in several aspects, including clinical thinking ability, learning initiative, self-study ability, anatomical knowledge mastery, confidence in learning, ability to analyze and solve problems, comprehension of the knowledge, help to clinical thinking and level of satisfaction on the teaching methods (P < 0.01). However, within the unsatisfied DPC sub-group, none of these self-assessment aspects, except for comprehension of the knowledge, impacted the learning efficacy (P > 0.05).ConclusionThe deployment of the DPC pedagogical approach may confer unique experiential learning opportunities for students, potentially enhancing theoretical test scores and promoting self-evaluation and satisfaction in the context of respiratory disease education. Hence, it may be instrumental in augmenting the overall teaching efficacy.

The Eyewitness Community Survey: An Engaging Citizen Science Tool to Capture Reliable Data while Improving Community Participants' Environmental Health Knowledge and Attitudes.

Many youths and young adults have variable environmental health knowledge, limited understanding of their local environment's impact on their health, and poor environmentally friendly behaviors. We sought to develop and test a tool to reliably capture data, increase environmental health knowledge, and engage youths as citizen scientists to examine and take action on their community's challenges. The Eyewitness Community Survey (ECS) was developed through several iterations of co-design. Herein, we tested its performance. In Phase I, seven youths audited five 360° photographs. In Phase II, 27 participants works as pairs/trios and audited five locations, typically 7 days apart. Inter-rater and intra-rater reliability were determined. Changes in participants' knowledge, attitudes, behaviors, and self-efficacy were surveyed. Feedback was obtained via focus groups. Intra-rater reliability was in the substantial/near-perfect range, with Phase II having greater consistency. Inter-rater reliability was high, with 42% and 63% of Phase I and II Kappa, respectively, in the substantial/near-perfect range. Knowledge scores improved after making observations (p ≤ 0.032). Participants (85%) reported the tool to be easy/very easy to use, with 70% willing to use it again. Thus, the ECS is a mutually beneficial citizen science tool that rigorously captures environmental data and provides engaging experiential learning opportunities.

GLOBAL E-LEARNING AND EXPERIENTIAL OPPORTUNITIES FOR PROGRAMS AND STUDENTS

Electronic learning (e-learning), pedagogy using online technology without physical proximity among the people involved, accelerated due to the recent pandemic and continues its metamorphosis in our endemic world. This new world creates new opportunities to apply e-learning in global contexts, by itself or blended with traditional methods as conditions warrant. Four iterations of a model are described and discussed in terms of adaptability, student satisfaction variables, development of intercultural competence, and global identity. The newest iteration combines previous iterations' e-learning and experiential learning opportunities with participants' occupational and program-specific experiences. The authors include testable outcomes and future possibilities.

GENERATION XYZ’s BRAND ATTITUDE AND PURCHASE INTENTION IN RESPONSE TO INTERNATIONAL FASHION BRANDS: UDONTHANI, THAILAND

Electronic learning (e-learning), pedagogy using online technology without physical proximity among the people involved, accelerated due to the recent pandemic and continues its metamorphosis in our endemic world. This new world creates new opportunities to apply e-learning in global contexts, by itself or blended with traditional methods as conditions warrant. Four iterations of a model are described and discussed in terms of adaptability, student satisfaction variables, development of intercultural competence, and global identity. The newest iteration combines previous iterations' e-learning and experiential learning opportunities with participants' occupational and program-specific experiences. The authors include testable outcomes and future possibilities.

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

PurposeSimulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.Design/methodology/approachExploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.FindingsThe facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.Originality/valueThis paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

Evaluation of a Mental Health Liaison Program at a Small Police Department

Police officers typically are the first responders to a mental health crisis call. Often, they do not have the required training or tools to deal with these types of calls. This problem is exacerbated in small police departments, which often have fewer resources than large police departments. Alternative programs are needed in smaller police agencies to assist with these issues that officers are facing. This study uses a mixed methods approach to evaluate a recently developed mental health liaison internship program implemented in a small police department in Pennsylvania, exploring whether the program affected police morale and calls for service. Qualitative data from officer interviews indicated officers had a positive perception of the mental health liaison. Compared to the year before the internship program started, emergency calls for service for emotionally disturbed persons increased by 47% during the year the internship program was implemented, although this could be due to citizens trying to connect with the mental health liaison. Additionally, these calls were concentrated in four main addresses, comprising 30% of the emergency calls for service for emotionally disturbed persons in 2021 and 2022. These findings are discussed in light of the extant literature. Overall, the internship program provided an experiential learning opportunity for the student, assisted the small police department and improved officer morale.

Entrepreneurial team heterogeneity and female entrepreneurial performance: A multiple mediation model

Presently, there is no clarity on the complex relationship between entrepreneurial team heterogeneity and female entrepreneurial performance. Based on social cognition theory, this study reveals a multiple mediating model of female entrepreneur (FE) experiential learning and female entrepreneur (FE) opportunity recognition and development on the relationship between entrepreneurial team heterogeneity and female entrepreneurial performance. By analyzing the sample data of 558 Chinese female entrepreneurs through structural equation modeling, the results show that entrepreneurial team heterogeneity has a significant positive impact on female entrepreneurial performance; FE opportunity recognition and development play a partial mediating role in the relationship between entrepreneurial team heterogeneity and female entrepreneurial performance; FE experiential learning does not play a mediating role between entrepreneurial team heterogeneity and female entrepreneurial performance; FE experiential learning and FE opportunity recognition and development play a serial mediating role between entrepreneurial team heterogeneity and female entrepreneurial performance. The study provides theoretical and practical reference for the improvement of the entrepreneurial performance of female entrepreneurs' teams.

Boosting Self-motivation in English Language Learning: The Role of Learning Methods and Self-efficacy

English language learning is a critical part of global education and has been the focus of significant research. However, there has been a limited examination of the impact of different English language learning methods on student self-motivation and the mediating role of student self-efficacy. This study aims to empirically explore the effects of English language learning methods and experimental learning on student self-motivation, with a focus on the mediating role of student self-efficacy. Using a sample of 369 students from diverse academic settings, it tested the hypothesized relationships through structural equation modeling. The study included various English language learning methods and experimental learning and measured student self-motivation and self-efficacy. The study's findings revealed that both English language learning methods and experiential learning had an impact on students' self-motivation. Students who were exposed to a variety of learning methods and engaged in experiential learning activities, in particular, reported higher levels of self-motivation than those who were not. Student self-efficacy mediated the relationship between learning methods, experiential learning, and self-motivation. The study also found that certain English language learning methods, such as communicative language teaching and task-based language teaching, were more effective than others at encouraging self-motivation. Experiential learning activities, such as language exchange programs and cultural immersion experiences, were also found to be particularly effective in increasing students' self-motivation. The study have important implications for language educators because they suggest that providing students with a variety of learning methods and experiential learning opportunities can boost self-motivation and, as a result, improve language learning outcomes.

Barriers to Graduate Applications: Perspectives of Undergraduate Students From Underrepresented Backgrounds in Communication Science and Disorders

Purpose: The purpose of this preliminary study was to examine the perspectives of students from underrepresented backgrounds on the graduate school application process and identify ways to improve diversity, equity, inclusion, and accessibility in communication science and disorders. Method: A novel 15-item survey was used to solicit information about the experiences and perspectives of the graduate application process from 39 senior undergraduate students in a communication science and disorders program. Semistructured interviews were then conducted with seven students from underrepresented backgrounds to further explore perceived barriers to graduate applications and potential resources and supports. Results: Results demonstrated a variety of factors, including financial demands, Graduate Record Examinations requirements, and program location and prestige, that influenced student decision making during the application process. Students from underrepresented backgrounds reported applying to more programs on average but engaged in numerically fewer hours of research and practicum experiences than peers from majority backgrounds. The most significant barriers to the graduate application process included learning and mentorship challenges during COVID-19, limited experiential learning opportunities, and difficulties forming social connections. Departmental support, application assistance, and mentorship initiatives were highlighted as potential levers of change. Conclusions: Based on reported barriers to the graduate application process, more research is necessary to further investigate the extent these factors influence achievement, retention, and overall success of students from underrepresented backgrounds. Additional resources and supports, especially those recommended by students in this study, may serve as potential action steps to improve diversity, equity, inclusion, and accessibility in communication science and disorders programs. Supplemental Material: https://doi.org/10.23641/asha.23519058

Engineering Distance Learning: The Promise and Challenges of Microfluidics

The recent trend of expanding online education in science and engineering creates the need for remote experiential learning opportunities. Microfluidic devices show great promise in fulfilling that need because they are small, transportable, cheap, and use safe volumes of reagents to complete experiments. The rapid increase of microfluidic devices for point-of-care diagnostics serves as a proof of concept for remote learning applications. This perspective highlights potential scenarios and issues that need to be considered in translating multimodal microfluidics into educational settings. Several educational scenarios are developed, and a Strengths, Weaknesses, Opportunities, and Threats gap analysis highlights the barriers and opportunities for implementing microfluidics in the classroom or in online education formats. Providing students with microfluidic competencies in increasing diverse educational formats will create new opportunities as the microfabrication and diagnostics industries continue to grow.

The Disability-Related Education and Training Experiences of Perinatal Care Providers in Ontario

We describe the disability-related education and training experiences of perinatal care providers in Ontario. Twenty perinatal care providers (e.g., obstetricians, midwives) participated in semi-structured interviews. Using a content analysis approach, we found most acquired disability-related training through their own initiative as opposed to education through professional training programs. Barriers to training included lack of data on disability and pregnancy and limited experiential learning opportunities. Providers recommended that future training focus on experiential learning and social determinants of health, with people with disabilities involved in developing and delivering training. These efforts are vital to optimize pregnancy outcomes for people with disabilities.

The Influence of Anti-LGBTQIA+ Legislation on Graduate Medical Education

The Influence of Anti-LGBTQIA+ Legislation on Graduate Medical Education

APA Foundation Welcomes 2023 Class of Fellows

Back to table of contents Previous article Next article APA & MeetingsFull AccessAPA Foundation Welcomes 2023 Class of FellowsSearch for more papers by this authorPublished Online:24 May 2023https://doi.org/10.1176/appi.pn.2023.06.7.13The American Psychiatric Association Foundation has announced the names of its 2023 class of fellows. With a total of 116 members, the 2023 class is its largest ever, as well as its most diverse—over 77% of participants self-identify as people of color, 61% as women, and 24% as LGBTQ+.The APA Foundation Resident Fellowship Program complements psychiatry residency training by providing experiential learning, mentorships, and professional development opportunities. Twenty-seven U.S. states and 80 medical institutions are represented in this class.“We couldn’t be more excited to add this impressive class into our community of fellows and fellowship alumni at this critical time in mental health care,” said APA Foundation Executive Director Rawle Andrews Jr., Esq. “This cohort has already proven themselves to be a valuable source of talent and innovation. The future of psychiatry is in good hands.”Each fellow participates in one of nine fellowships on such topics as child and adolescent psychiatry, psychiatric research, and public psychiatry. They will join 61 second-year fellows for a total of 177. ■The names of the fellows. ISSUES NewArchived

지방자치에서 통일교육 강화 필요에 관한 연구

Unification education means education to foster the values and attitudes necessary to achieve unification based on belief in liberal democracy, a sense of national community, and a sound view of national security. Currently, Seoul and other metropolitan areas are trying to expand unification education by utilizing experiential learning opportunities and various infrastructure. the situation. Unification education cases were reviewed and measures to improve these points were considered. First, expansion of community-oriented experiential learning, second, expansion of continuous education for teachers, such as professors, lecturers, and teachers who teach unification education, third, encouragement of unification education so that unification education can take root in the region by utilizing local governments need something.