Principles Of Learning Theory Research Articles

Group-based versus individual parenting programs: A meta-analysis of effects on parents.

Parenting programs aim to motivate change in parents' behaviors, perceptions, and knowledge to promote desirable changes in children's adjustment and behavior. Parenting programs are typically delivered in a group-based or individual format, and it is unknown which format most effectively supports parents. On the one hand, group-based programs may be more effective since they provide access to peer-based support. On the other hand, individual programs may be more successful since they offer a tailored approach. Therefore, this meta-analysis investigated which delivery format is most effective in optimizing child behavior management (i.e., positive reinforcement and nonviolent discipline), parenting stress, and parental depressive symptoms. Studies were selected from the systematic review by Backhaus et al. (2023). Our sample included evaluations of 121 group-based and 41 individual programs based on social learning theory principles. Robust variance estimation indicated that parents' child behavior management and parenting stress improved in both delivery formats. In contrast, parental depressive symptoms improved only in group-based programs. Our findings suggest that whether parents benefit more from a group-based or individual program in part depends on the outcome examined. Therefore, it is important for clinicians to understand parents' goals to effectively guide them toward the most appropriate parenting program delivery format. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Closing the Dissemination Gap: Accessible Toolkits for the Rapid Replication of Evidence-Informed Interventions to Improve Health Outcomes Among People with HIV.

Despite advances in HIV care and treatment in the U.S., disparities in outcomes along the HIV care continuum persist. The widespread replication of effective and sustainable interventions that prioritize the engagement of underserved populations has been identified as a promising path to ending the HIV epidemic in the U.S. Intervention dissemination products, however, rarely provide the comprehensive and accessible information needed to replicate interventions within community settings. To bridge the divide between research and community-based implementation, the Using Evidence-informed Interventions to Improve Health Outcomes among People Living with HIV (E2i) initiative-grounded in the HIV/AIDS Bureau Implementation Science Framework-created a suite of tools to promote the rapid replication of interventions focused on transgender women, Black men who have sex with men, behavioral health integration, and identifying and addressing trauma. The resulting dissemination products are detailed and digestible multimedia toolkits that follow adult learning theory principles and align with the Template for Intervention Description and Replication criteria for adapting non-pharmacological interventions. Each E2i toolkit consists of five components: implementation guides, narrative videos of site implementation, best practice demonstration videos, interactive learning modules, and recruitment posters and brochures. Over 2 years (2022-2024), the E2i toolkit webpages amassed 7703 unique users and 17,666 pageviews. These toolkits can serve as a blueprint for designing comprehensive and accessible dissemination products for replication of HIV interventions in care settings. Dissemination products that bridge the gap between intervention research and replication in community settings are a crucial missing tool for ending the HIV epidemic.

Fostering an age-friendly Marketing Education: Integrating IntergenerationalLearning in Marketing Courses

ABSTRACT This manuscript examines the adaptation and integration of intergenerational learning to create an inclusive marketing education environment. The development of innovative course designs to promote intergenerational learning and age-friendly curricula is an opportunity for educational institutions, given a demographic shift in many parts of the world. An innovative course design is featured that addresses a gap in marketing education literature regarding intergenerational classrooms, aligning with AACSB’s societal impact objectives and the UN Sustainable Development Goal #4 – to promote inclusive education and lifelong learning opportunities for all. Guided by the contact hypothesis, we discuss a modular approach to intergenerational classrooms that promises to break down barriers for older adult learners, increase the effectiveness of intergenerational learning, and benefit students of all ages. This manuscript features a three-week intergenerational module integrated into a semester-long (16-week) consumer behavior course consistent with experiential learning theory principles. We use this module to illustrate the potential of integrating intergenerational learning in marketing education and highlight the necessary conditions to adopt similar modules in other marketing classes. This approach fosters environments conducive to inclusivity and societal wellbeing.

Effectiveness of Constructivism Theory of Learning as 21st Century Method of Teaching

The paper introduced the concept of constructivism theory of learning as an effective method of teaching in 21st century. Adequate effort was made to vividly explain the meaning, two major types and principles of constructivism learning theory. Likewise, the paper examined the role and characteristics of the usage of constructivism theory as a teaching method. The nature, setting and characteristics of constructivism classroom were also discussed. Benefits to be derived when constructivism theory is used as a teaching method is explicitly explained. Few criticisms raised against the use of this theory as teaching method were expatiated and resolve. The study recommends that effective usage of this method would certainly enhance learning mastery and ownership knowledge by the learners.

HIERARCHICAL ENCODING AND CONDITIONAL ATTENTION IN NEURAL MACHINE TRANSLATION

Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a Foreign Language (EFL) instruction. The efficacy of critical strategies, including scaffolding, authentic tasks, and collaborative learning, are emphasized in cultivating a dynamic and interactive learning environment. In addition, the adaptability of constructivist methods in various educational environments is examined, allowing educators to customize their teaching strategies to accommodate the distinctive requirements of English language learners. This paper endeavors to provide educators with a comprehensive framework for integrating constructivist principles into their English teaching practices, thereby improving student engagement and language mastery through thoroughly examining literature and case studies.

An Experiential Approach to Training Medical Faculty to Coach: "The Total Experience was Much More Than the Sum of Its Parts".

Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.

The Effects of Age and Treatment Intensity on Behavioral Target Mastery With Applied Behavior Analysis (ABA) Intervention Using Causal Moderation Models.

Introduction Applied behavior analysis (ABA) is a therapy that focuses on improving specific behaviors using positive and negative reinforcement through antecedents, behaviors, and consequences, particularly in individuals with autism and other developmental disorders. It uses the principles of learning theory to bring about meaningful and positive changes in behavior. In ABA treatment, intensityrefers to the amount and frequency of therapy an individual receives. This includes weekly hours, session trials, and overall duration. Intensive treatment involves more hours and trials tailored to individual needs and responses. Younger individuals, particularly those with autism, often receive more intensive therapy because early intervention leads to better outcomes. Programs may recommend 25-40 hours per week for young children. As children age, therapy may become less intensive, focusing on specific skills. The study explores how age and treatment intensity affect the mastery of behavioral targets in ABA interventions. Materials and methods This study involved 100 participants (89 children, four adults, and seven instances where the individuals' ages were not recorded due to random data entry errors (MCAR)) who received ABA treatment over three months. The treatments included functional analysis, discrete trials, and massand naturalistic training. Data on the mastery of target behaviors were collected using the Catalystsoftware (New York, New York). The primary outcome was the percentage of mastered behavioral targets, indicating the effectiveness of the ABA treatment. Several predictors were examined, including the participant's age and treatment intensity variables, such as the average number of trials and teaching days to achieve behavioral mastery. The interaction effects between age and these treatment intensity variables were analyzed. The study used descriptive and inferential statistics to explore these interactions, including correlational and multiple regression analyses with causal moderator modeling. Results In Model 1, a baseline multiple regression analysis showed that average teaching days significantly predict the percentage of targets mastered. However, its limited explanatory power suggests other variables also play a role. Model 2 introduced interaction effects using causal models, revealing that age moderates the relationship between treatment variables and behavioral outcomes. This model provided a more nuanced understanding but still had room for improvement. Model 3 further refined the approach, achieving higher R-values and lower standard error. It highlighted age's significant role in modifying the impact of teaching days on mastery. This model's superior performance emphasizes the importance of considering age as a moderating factor in ABA interventions, leading to more effective and personalized behavior therapy. Conclusions This study significantly enhances our understanding of the complex interactions between age and treatment intensity within ABAinterventions. Practitioners and researchers can develop more tailored and effective therapeutic strategies by identifying and leveraging these interactions. This approach optimizes the treatment process and ensures that interventions are personalized to meet the unique needs of each individual. Ultimately, this leads to more successful outcomes in behavioral therapy, fostering improved adaptive behaviors and overall development.

PRODUÇÃO DE VÍDEOS ESTUDANTIS: UMA ABORDAGEM PEDAGÓGICA ALINHADA ÀS TEORIAS DE MULTILETRAMENTO E NEUROCIÊNCIA

Student video production represents a dynamic and meaningful pedagogical approach, grounded in the principles of neuroscience and learning theories. By providing an engaging and inclusive educational experience, this practice not only fosters students’ cognitive development but also their social, emotional, and digital skills, preparing them for the challenges of the 21st century. Student video production has emerged as an innovative pedagogical approach aligned with the principles of neuroscience and learning theories. This study explored the relevance of this practice, analyzing how it promotes a significant and engaging educational experience for students, stimulating not only cognitive skills but also social and emotional competencies. From the perspective of neuroscience, the importance of visual and emotional stimulation in learning was highlighted. Authors such as Pantano (2009) emphasize the role of emotions in the consolidation and retrieval of information in memory, underscoring how video creation can emotionally engage students, fostering a deeper connection with the content. Additionally, Zorzi (2009) emphasized the relevance of attention in the classroom, directing focus to specific stimuli and facilitating memory formation. Furthermore, video production stimulates essential cognitive skills such as critical thinking, problem-solving, and creativity. Authors like Gardner (1995) addressed the theory of multiple intelligences, highlighting the importance of recognizing and developing students’ individual skills, an opportunity provided by audiovisual production. Collaboration and communication were identified as fundamental aspects of student video production. Authors like Pereira and Neves (2014) highlighted how this collaborative activity encourages students to work together, promoting an inclusive environment and stimulating the development of communication and collaboration skills, as pointed out by Santos and Aquino (2011). In the classroom context, video production offers an opportunity for students to explore significant issues and themes authentically. Authors like Fresquet (2015) emphasized how this approach allows students to engage in deep investigations and personal reflections, increasing their motivation and engagement. Moreover, video production promotes a hands-on and experiential approach to learning, supported by neuroscience as an effective teaching strategy. Authors like Cosenza (2011) explained how exposure to practical and emotionally engaging experiences facilitates learning consolidation, an advantage offered by student video creation. Finally, video production contributes to the development of socioemotional skills and competencies for the 21st century. Authors like Aquino and Cavalcante (2017) highlighted how this approach promotes interpersonal skills, teamwork, as well as media and technology competencies, preparing students for real-world challenges.

ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM PEMBELAJARAN TEMATIK KELAS III B DAN III C DI SDN X JAKARTA BARAT

This research only focuses on teacher pedagogical competence in teaching thematic for third grade III B and III C of SDN X West Jakarta. Pedagogic competence is an ability that must be mastered by teachers in carrying out their professional duties, namely in managing, implementing, and evaluating learning. The aims of this study were to: (1) describe the pedagogic competence of teachers in thematic learning for class III B and III C, (2) describe the inhibiting factors of teachers in implementing thematic learning for class III B and III C, and (3) describe the supporting factors for teachers in the implementation of thematic learning class III B and III C. The method used is qualitative research using a qualitative descriptive approach. Data collection techniques were carried out by means of observation, interviews and documentation. Data analysis techniques are carried out by collecting data in the field, data reduction, data presentation, and drawing conclusions. The validity of the data is carried out through credibility tests, namely source triangulation and member checking. The results of this study indicate that the pedagogical competence of class III B and III C teachers in the implementation of thematic learning in class as a whole is good. Teachers can understand the characteristics of students, are able to master learning theory and learning principles, teachers carry out curriculum development and educational learning activities, develop students' potential, and carry out assessments and evaluations. From the results, the percentage of teacher competency obtained is still categorized as low, namely 65%. Teachers need to improve the quality of their pedagogical competence in order to become professional teachers. Teachers are expected to be able to maintain and improve their pedagogical competencies so that thematic learning can run optimally.

The Development of Instructional Considerations for Using Augmented Reality (AR) in Light of the Principles of Constructivism Learning Theory in Social Studies Classrooms

Objectives: There is a growing interest in embedding virtual technology such as Augmented Reality (AR) into social studies classrooms. Unfortunately, many social studies teachers struggle with technology in general, including AR-aided learning. Method: To help them learn how to employ AR technology effectively, this study used the ADDIE model to develop a set of AR instructional considerations based upon constructivist learning theory. Results: The authors validated this work via two rounds of expert panel review in four different domains: instructional design and development, technology-based theory in social studies classrooms, AR technology and education, and teaching social studies. In all, twelve experts reviewed the considerations, answering detailed, open-ended survey questions in round 1, and completed a rubric in round two. Conclusion: The resulting consideration set, should provide useful guidance for social studies teachers to integrate AR technology into their classroom practice.

Leader spirituality and organizational innovativeness as determinants of transformational leadership and project success: behavioral and social learning perspectives

PurposeWe examine the relationships among leader spirituality, organizational innovativeness, transformational leadership style and project success. Integrating principles of behavioral learning and social learning theories, we argue that spiritual leadership style is positively linked to project success, and this relationship is mediated by transformational leadership. Furthermore, the relationship between leader spirituality and transformational leadership is moderated by organizational innovativeness.Design/methodology/approachData are collected from 180 individuals working in seven large project-based organizations from the telecom sector in Pakistan. The individuals comprise engineers, functional managers, dedicated project managers and individuals who have led and/or worked in project teams. Data are analyzed using variance-based structural equation modeling.FindingsResults suggest that the relationship between spiritual leadership style and project success is positive and is partially mediated by transformational leadership. Furthermore, organizational innovativeness positively moderates the spiritual leadership and transformational leadership relationship.Originality/valueResearch calls for examining the relationship between leadership styles and project success. We address this call through examining the role of spiritual leadership style (which is rather ignored in project management literature) for project success. Furthermore, we take a novel evolutionary approach of integrating different leadership styles and indicating determinants as well as contingencies to leadership development.

Entrepreneurship Learning with Islamic Identity (Case Study at Universitas Nahdlatul Ulama Surabaya)

Various efforts have been made to develop innovative entrepreneurship learning models. Universitas Nahdlatul Ulama Surabaya (Unusa) claims to have implemented Islamic self-identity entrepreneurship learning. This research aims to uncover the essence of Islamic self-identity entrepreneurship learning and its process. The study utilizes entrepreneurship learning theory and Islamic economic principles to analyze the findings, supported by general learning theory and Islamic entrepreneurship concepts. The research finds that the concept of Islamic self-identity entrepreneurship learning at Unusa fundamentally serves as coursework oriented towards Ilahiyah economics and Islamic economic principles (tauhid, khalifah, and ‘adl). The Islamic self-identity entrepreneurship learning process at Unusa is carried out through five phases: planning, theory delivery, learning practice, business implementation, and ongoing evaluation.

Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics

This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students’ abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students’ growth as innovative, ethical and sustainable designers.

Let's Chalk About It: Introducing the TinyTalks Curriculum, a Paradigm for Short, Virtual Chalk Talks.

In busy clinical environments, educational opportunities must be designed to accommodate learner-specific needs. Many adult learners prefer short, relevant, technology-enhanced learning. As such, electronic learning (e-learning) experiences have become a prominent part of medical education. Yet, there remain challenges to e-learning experiences in the current educational landscape. To address these challenges, the authors developed the TinyTalks paradigm, which serves as the educational foundation for the TinyTalks curriculum.The TinyTalks paradigm was developed using the existing e-learning literature and foundational principles of adult learning and related theories. The TinyTalks paradigm includes 3 ground rules: (1) all TinyTalks videos must identify a category (approach to, explanation of, or application of) to clarify the focus of the topic, (2) all TinyTalks videos must be less than 7 minutes with all material presented on one virtual chalkboard screen, and (3) all TinyTalks videos must use the hook, frame, and delivery model, which guides the creation of the video. The resulting TinyTalks curriculum is an online repository of short, chalk talk-style educational videos, developed by interdisciplinary health professionals and targeted to the level of trainees, that is available to be used flexibly by learners for just-in-time learning, flipped classroom sessions, and/or self-study.The authors used Kern's 6-step approach to curriculum development as the conceptual framework for the development and implementation of the TinyTalks curriculum at Mass General for Children (June 2021-January 2023). While developing and implementing the curriculum, the authors focused on topic selection, stakeholder recruitment, establishing a process flow, and creating a virtual home.The authors believe the TinyTalks paradigm outlines an effective educational strategy that accommodates the unique needs of both learners and teachers in the medical education setting. The next steps are to scale the TinyTalks curriculum up by expanding the content library and to evaluate its efficacy.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

A Conceptual Framework and Treatment Taxonomy for Respiratory Lung Volume Training (RLVT)

ObjectivesThe purpose of this study was to describe the theoretical and procedural framework of a novel intervention, Respiratory Lung Volume Training (RLVT), and to implement a standardized treatment taxonomy to operationalize the RLVT treatment paradigm. Study DesignThis study involved a prospective design with a consensus treatment classification process. MethodsThe Respiratory Lung Volume Training (RLVT) paradigm was developed based on biomechanical constructs governing the interactions of the respiratory and phonatory systems in voice production and principles of motor learning theory. In RLVT, higher levels of lung volume during speech are trained using multiple speech breathing targets while providing real-time visual biofeedback with superimposed guidelines for desired lung volume initiation and termination levels. For people with primary muscle tension dysphonia, RLVT can capitalize on non-muscular respiratory forces to increase efficiency of voice production with reduced speaking effort. To define and operationalize the treatment components of RLVT, six investigators with training in RLVT used the Rehabilitation Treatment Specification System (RTSS) to delineate the treatment targets, mechanisms of action, ingredients and dosing through a multi-stage, consensus decision-making process. ResultsThe finalized taxonomy for RLVT included four treatment targets, with three addressing the area of Respiratory Function and one addressing Somatosensory Function. For each treatment target, three categories of ingredients were defined: 1) Provide opportunities to practice breathing during voicing/speech, 2) Provide feedback, and 3) Provide volition ingredients. Within each ingredient category, three to seven specific ingredients were ultimately defined to further operationalize RLVT. ConclusionsThe RLVT paradigm is a theoretically driven approach for optimizing speech breathing patterns to increase efficient voice production in people with primary muscle tension dysphonia. By applying a standardized, systematic treatment taxonomy system to specify the components of RLVT, future researchers and clinicians can implement RLVT with improved fidelity and consistency to optimize treatment outcomes.

Examining the Impact and Prevalence of Child Abuse and Neglect in Nkpor-uno, Anambra State, Nigeria.

This study investigates the prevalence and impact of child abuse and neglect in Nkpor-uno, located in the Idemili North Local Government Area of Anambra State, highlighting a critical issue with profound lifelong implications. With a focus on understanding the scope of child abuse and neglect within this community, the research adopts a methodological framework guided by the principles of social learning theory. The study's objectives were pursued through the analysis of data collected from a purposively sampled group of 100 parents and caregivers out of a targeted population of 1,000 residents. Utilizing a specially designed structured questionnaire, the study employed quantitative methods, specifically frequency counts, means, and standard deviations, to analyze the collected data. The findings of the research are alarming, indicating a 91% prevalence rate of child abuse and neglect in Nkpor-uno, which underscores the urgent need for comprehensive strategies to address this crisis. Based on these results, the study proposes a multifaceted approach to combat child abuse and neglect. It calls for a collaborative effort involving parents, caregivers, educational administrators, healthcare professionals, non-governmental organizations, and governmental bodies. The aim is to foster a supportive environment that not only prevents child abuse and neglect but also ensures the rehabilitation and well-being of affected children. This study contributes to the broader discourse on child welfare and serves as a call to action for all stakeholders to prioritize and address the issue of child abuse and neglect in Nkpor-uno and beyond.

An Update Summary on the Learning Sciences Within an Ophthalmic Context.

Clinical reasoning, specifically diagnostic decision-making, has been a subject of fragmented literature since the 1970s, marked by diverse theories and conflicting perspectives. This article reviews the latest evidence in medical education, drawing from scientific literature, to offer ophthalmologists insights into optimal strategies for personal learning and the education of others. It explores the historical development of clinical reasoning theories, emphasising the challenges in understanding how doctors formulate diagnoses. The importance of clinical reasoning is underscored by its role in making accurate diagnoses and preventing diagnostic errors. The article delves into the dual process theory, distinguishing between type 1 and type 2 thinking and their implications for clinical decision-making. Cognitive load theory is introduced as a crucial aspect, highlighting the limited capacity of working memory and its impact on the diagnostic process. The zone of proximal development (ZPD) is explored as a framework for optimal learning environments, emphasising the importance of scaffolding and deliberate practice in skill development. The article discusses semantic competence, mental representation, and the interplay of different memory stores-semantic, episodic, and procedural-in enhancing diagnostic proficiency. Self-regulated learning (SRL) is introduced as a student-centric approach, emphasising goal setting, metacognition, and continuous improvement. Practical advice is provided for minimising cognitive errors in clinical reasoning, applying dual process theory, and considering cognitive load theory in teaching. The relevance of deliberate practice in ophthalmology, especially in a rapidly evolving field, is emphasised for continuous learning and staying updated with advancements. The article concludes by highlighting the importance of clinical supervisors in recognising and supporting trainees' self-regulated learning and understanding the principles of various teaching and learning theories. Ultimately, a profound comprehension of the science behind clinical reasoning is deemed fundamental for ophthalmologists to deliver high-quality, evidence-based care and foster critical thinking skills in the dynamic landscape of ophthalmology.

Understanding and Application of Experiential Learning Theory in Medical Education

Experiential learning varies greatly depending on how the meaning of experience is construed. In the context of education, experiential learning generally refers to educational activities that are based on the learners’ active participation and implementation of their knowledge, corresponding to the so-called “learning by doing” emphasized by progressive educational philosophy, in contrast to traditional teaching methods where learners passively receive knowledge. This paper examines the principles of experiential learning theory that are relevant to learning from experience, introducing examples applied to medical education to provide a theoretical perspective. Experiential learning theory is explicated on the basis of the theories of Dewey, Kolb, and Schön. Their key ideas are continuity of experience and the interaction between experience and reflection. According to experiential learning theory, growth is education, and education is a reconstruction of experience. Experiential learning is a way of thinking about the educational process, wherein meaningful learning is constructed through reflection-in-action. Medical education is changing rapidly. Medical schools have the mission of preparing physicians who can compete in an unpredictable future and fulfill their roles as professionals. The implications of experiential learning theory for medical education need to be considered and applied to student education. This paper is meaningful in that it suggests the theoretical possibility that experiential learning theory can be used to achieve the educational goals of medical schools.

Exploring the Effectiveness of Learning Theories in Improving Students’ Learning Skills at University Level

Learning theories concentrate on the mental and behavioral processes involved in learning, such as problem solving, critical thinking, and decision making. Learning theories play a critical role in the learning process as these provide a method for students to acquire knowledge and skills by interacting with their surroundings and their cognitive abilities. The purpose of this study was to explore the effectiveness of learning theories in improving students’ learning outcomes at the university level. The nature of the study was descriptive. The population of the study included university students enrolled in various disciplines. The sample of the study was comprised of 165 university students. Survey questionnaire was used as research tool. The survey questionnaire included statements about familiarity, preferences, and perceived effectiveness of different learning theories. Data were analyzed using statistical techniques; frequency and percentages for responses related to perceptions of learning theories. Findings showed that exposure to various learning theories have positively influenced students’ engagement and interest. Therefore, it is suggested to promote student-centered learning environments that encourage active participation, critical thinking, and application of knowledge, aligning with the principles of effective learning theories.
 Keywords: Effectiveness, Learning Theories, Cognitive, Learning Outcomes