Role Of Experience In Learning Research Articles

Factors influencing teacher wellbeing and burnout in schools: A scoping review.

Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. Applying appropriate search terms to relevant databases for the years 2016-2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing.

University Students’ Dynamic Motivation to Learn Chinese as a Second Language

Guided by the complex dynamic systems theory, the present study explored university students’ dynamic motivation to learn Chinese as a second language and its interaction with their learning experiences during a semester while studying in China. The study was conducted in a state-owned university in China and collected data at two time points of the fall semester 2020: 97 Chinese learning motivation questionnaires at each of the two time points and 15 interviews at time point 2. Analysis of the data revealed that the participants’ Chinese learning motivation increased significantly at time point 2 compared with that at time point 1. The study also found that the participants’ Chinese learning motivation was an ongoing process, constantly interwoven with the participants’ learning goals and learning experiences. These findings confirm the dynamic nature of Chinese language learning motivation and the role of learning experiences in the learning of Chinese as a second language. Based on these findings, implications about how to enhance and sustain international students’ Chinese learning motivation are discussed.

The Role of Experience in Learning

Experiential learning is one of the most productive ways of learning and acquiring knowledge. Through personal experience, students develop self-confidence, see more complex relationships in learning subjects, constantly have feedback on their own progress and are constantly in the circle of learning and gaining new knowledge. The paper emphasizes the role of experience in the changes that occur in an individual. Learning styles based on experience greatly influence the success of the learning process. The paper presents some of the theories that define how an individual learns when encountering new content thanks to previous experience, interests and affinities. A description of Kolb’s experiential learning theory, learning styles according to Honey and Mumford, the VARK learning model set by Fleming and Mills, as well as the criteria that experiential learning must meet in order to be efficient and purposeful.

An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning

What situational contexts constructed by learning content or environments may facilitate learners' epistemic curiosity is a noteworthy issue for contemporary education. Besides, the importance of narrative design in pedagogical immersive virtual reality (IVR) applications has been highlighted. This study hence proposed an epistemic curiosity-evoking approach to integrate into an IVR learning system for narrative reading. Through the quantitative data collection from 72 post-secondary students, their user experience and learning experience (i.e., epistemic curiosity, transportation, and attitudinal learning) when engaging in the IVR narrative reading activity were explored. This study also proposed the transportation-imagery immersive learning model (TIILM) to analyze the interaction among the variables of learning experience by a series of PLS-SEM analyses. The results showed that the development of the IVR learning system with the epistemic curiosity-evoking approaches can provide students with a favorable user experience. The positive effects of the instructional approaches exploited in the virtual environments on the students’ learning experiences were also found, particularly for the benefits of cognitive perceptions. The hedonic experiences were found to play a more important role in learning experiences than the pragmatic experiences did. The narrative transportation was verified as a mediator which interfered with the relationship between triggered epistemic curiosity (driver) and cognitive attitudinal learning (consequence). The examination of TIILM contributes to identifying a cognitive research path in the structural relationships among epistemic curiosity, transportation, and attitudinal learning, particularly for IVR-related learning research. Theoretical and practical implications of this study are also addressed.

Learning in the Online Classroom: Exploring the Unique Influence of Social Presence Dimensions

ABSTRACT Exploring social presence could help create socially rich learning experiences in an online learning environment. To better understand social presence in online education, the present study conducted an online survey with 430 undergraduate students in the U.S. during the time of the COVID 19 pandemic in 2020. Results from an EFA (Exploratory Factor Analysis) reveal a five-dimensional measurement of social presence in the online learning context, social richness, co-presence, actor within a medium, passive interpersonal, community within a medium. When examining how each dimension plays a role in learning experiences, results from the multiple linear regression analysis of this study suggest that social richness and co-presence are positively associated with cognitive learning, and social richness and co-presence are positively associated with affective learning. Unexpectedly, the data indicate that actor within a medium is negatively associated with cognitive and affective learning experiences. Additionally, social richness and community within a medium are positively associated with motivation to learn. Overall, the study’s findings suggest the importance of studying the multidimensional aspects of social presence because each dimension could have different roles in online learning.

The Role of Experience in Learning for Index Insurance Products: Evidence from Rural Kenya

The Role of Experience in Learning for Index Insurance Products: Evidence from Rural Kenya

Using the Arts to Differentiate Curriculum for the Gifted

This article describes how the arts may be used as interdisciplinary tools to enhance and deepen the learning experience for students. They may be (a) direct adaptations of the core curriculum, (b) added emphases in instructional approaches, and/or (c) an integration of artistic media into interdisciplinary concept learning. An organizer provides teachers with a way to integrate arts into an existing lesson, higher order questions to guide learners in understanding the artifact selected for consideration, and a reproducible rubric to assess a student’s developing sensitivity to the role of aesthetic experience in learning at a deeper and broader level.

Let's start with something Small: An evaluation of social learning and scaling practices in Great Lakes potting communities during the Late Woodland

This paper analyses decorative data from Late Woodland ceramic assemblages to investigate scaling practices and its role in learning experiences. Ceramic samples from Middle Ontario Iroquoian and Late Ontario Iroquoian villages were divided into four size classes based on a neck diameter/thickness ratio: Very Small, Small, Medium, Large. A motif distribution analysis and a microstylistic study of element width were then conducted to evaluate the relationship between decorative practices and size dimensions. The results of the motif distribution indicate differences associated with decorating smaller and larger pots, as well as decorative similarities. The results from Student t and ANOVA statistics do not indicate statistical differences related to element width means for Very Small pots. Overall, the findings suggest that beginner potters began their pottery experience by focusing on making smaller vessels, which allowed them to establish a basis for achieving pottery proficiency later in their lives. This paper proposes a methodology to strengthen understanding of social learning traditions in the Great Lakes that is applicable across spatiotemporal contexts.

Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives

Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.

Driving an Entrepreneurial Mindset and Intentions Through Entrepreneurial Education in Thailand with the Mediation of Entrepreneurial Inspiration

This research was intended to examine the influence of “EE” (Entrepreneurial Education) on learners’ “EM” (Entrepreneurial Mindsets) in higher-education in Thailand. Utilizing a mediating model, the present study focuses “Entrepreneurial Mindset” as a new effect of entrepreneurial learning or education and states the lack of study on the association among entrepreneurship education and entrepreneurial mindsets. Relied on 267 respondents from various campuses in Thailand, this paper demonstrated that the effect of entrepreneurship education on entrepreneurial mindsets is significant. Entrepreneurial education considerably enriched the entrepreneurial inspiration of students, which in-turn, supported the creation of learners’ entrepreneurial mindset. At a significant level, entrepreneurial inspiration as well as mediated the effect of entrepreneurship education on EM. The involvement and intention of students’ in EE create a significant effect on their EM which favors the role of learning experience in the EE and EE connection. This paper results also contribute to theories of EE and EM and mainly to the comprehension of not just either, though as well as how EE impacts EM in the settings of higher educational institutions. The consequences of the current paper can support to notify the forthcoming assessment and design of the programs of EE.

El alumnado del Grado de Educación ante las tareas universitarias: emoción y cognición

Las emociones juegan un papel fundamental en los contextos de aprendizaje. Sin embargo, el estudio de las mismas no responde al abanico de situaciones que el alumnado afronta en la universidad, ni profundiza en el componente subjetivo/cognitivo de la emoción en dicho contexto, a pesar de su reconocida importancia. Por ello, este estudio pretende ahondar en la comprensión de las emociones experimentadas por el alumnado ante las situaciones universitarias autopercibidas como significativas, así como en el autodiálogo ligado a dichas emociones. Se analizaron 410 situaciones junto a las emociones y los pensamientos asociados que fueron identificados por 141 estudiantes (102 mujeres y 39 hombres) del Grado en Educación Primaria. El análisis lexical se llevó a cabo a través del método Reinert que fue complementado a través de un Análisis Factorial de Correspondencia, ambos realizados a través del software Iramuteq. Los resultados revelaron que las emociones más significativas para el alumnado fueron la ansiedad ante presentaciones orales, la ira principalmente ante tareas grupales y la alegría al obtener buenos resultados tras esforzarse. Esta investigación, pone de relieve la necesidad de reconsiderar varios aspectos metodológicos del Grado en Educación Primaria, así como la importancia de incluir la inteligencia emocional en dicha titulación.

An experiential approach to learning about change management

PurposeThe purpose of this paper is to focus on the role of experience in learning about, and preparing for, change management.Design/methodology/approachA course with a different approach to teaching about change management has been proposed to learners. It uses drawing, simulation and exploration of case studies. Learners wrote reports on change management before and after the course and these reports were then thematically analyzed.FindingsResults show the specific ways in which the course places learners in a position to: experience change, use their collective experiences, acquire and develop practical knowledge, and prepare themselves for change. Capitalizing on such experiences of change could arguably become an integral part of an organization’s “readiness to change” strategy.Research limitations/implicationsIt would be useful to further investigate what happens after this experience by interviewing learners, later on, in order to analyze how they subsequently use, in a real professional environment, such knowledge and skills acquired during the learning process.Practical implicationsUsing this approach, future managers are arguably better prepared to implement change. Capitalizing on such experiences of change could become part of an organization’s “readiness for change” strategy.Social implicationsThe benefits of experiencing change management in a learning environment will only be reaped when firms allocate time and space to such experiential learning. This entails going beyond managing this change to a deeper perspective by identifying key elements to maintain and/or enhance one’s experience of managing change.Originality/valueThe value of the present paper lies in individual and collective experience as a key element to prepare managers to change management.

S10-02 - Early learning experience and adolescent anxiety: A cross-cultural comparison between Japan and England

Anxiety disorders are among the most common psychiatric conditions in children and adolescents. One of the most consistent findings across studies is that anxiety disorders tend to run in families. While these high prevalence rates suggest that anxiety may be “transmitted” within the family, the exact mechanism involved in this transmission is still unclear. An area that has been suggested in the transmission of anxiety from parents to children is the role of learning experiences (i.e., through modeling and information transfer). While these studies have enhanced our knowledge on the association between learning experience and anxiety symptoms, it is not known whether these findings which were based on studies conducted in Western culture could be replicated in Eastern culture.The present study compared the frequency of anxiety symptoms among adolescents in Japan and England, and examined the association between early learning experiences and anxiety symptoms. 299 adolescents (147 from England and 152 from Japan) were investigated. Adolescents in England reported significantly higher levels of anxiety symptoms than adolescents in Japan. No significant differences emerged between the two countries for parent punishment/reinforcement of anxious behavior. However, for non-anxiety symptoms, adolescents in England scored significantly higher in parent punishment and the Japanese sample scored higher in parent reinforcement. Parent verbal transmission about the danger of anxiety and cold symptoms was more common in Japan than in England. The impact of learning experience on adolescent's anxiety seemed to differ across cultures, which underscore the importance of cultural factors on adolescent's anxiety.

Language activation and lexical processing by Polish learners of English and Chinese – the role of learning experience in TLA

Many offline studies on third language acquisition suggest strong connections between speakers’ L3 and L2 rather than between their L3 and L1, especially if the foreign languages are typologically related (Cenoz, Hufeisen, & Jessner, 2001; Singleton, 2001). However, a recent online study investigating trilingual processing did not provide evidence for such connections (Kujałowicz, 2007). This paper reports the results of two online experiments that investigated the influence of learning experience on the links between lexical representations in the trilingual mental lexicon in Polish learners of English and Chinese. The first experiment employed a picture–word interference paradigm: its goal was to determine the activation of languages in the minds of trilingual speakers who learn the L3 through the medium of their L2. The aim of the second study was to investigate the process of translation of high-frequency concrete nouns from the speakers’ L3 into their L2 and L1. The results from Experiment 1 suggest that learning experience exerts a significant influence on the connections between lexical representations of the languages that are extensively and concurrently used in acquisition. In Experiment 2 translation from L3 was faster into L1 than into L2, which provides further evidence for concept mediation in translation performed by trilinguals.

Establishing experiences to develop a wisdom of professional practice

AbstractThis study evaluated students' perceptions of two types of instructional materials focused on engineering professionalism: a passage of advice about professionalism and the same passage with a video enacting the advice. The role of experience in learning about professionalism is discussed, with particular emphasis on how educational materials might be tailored to meet the needs of first‐year and advanced undergraduates.

Experience, consciousness, and learning: Implications for instruction

AbstractThis chapter highlights the central role of experience in learning and consciousness; it also outlines experience‐based instructional processes that adult educators can use.

Five Perspectives on Reflective Journaling

Prologue: An Implementation of Learning Journals It has long been posited in the field of adult education and elsewhere that reflection is an integral part of one's teaching practice and as well as a beneficial learning tool for students (Andrusyszyn & Davie, 1997; Brookfield, 1995; Conrad & Donaldson, 2004; Kerka, 1996; Schon, 1987; Stein, 2000). It was with this orientation to practice that I started my first year of teaching in the Adult Education Masters Degree Program at the University of Arkansas at Little Rock. Being new to the program and the 60-some advisees, I envisioned using reflective journaling in the graduate courses, not only as a way to improve student learning, but also as a means to conduct an informal baseline assessment of the students' knowledge in the program, to diagnose their learning needs, and to learn about their personal and professional goals. I also hoped that learning journals would offer a glimpse into the students' mental processes and help me connect personally with them, perhaps becoming a container for a kind of dialogue that I otherwise would not have with them. In the Foundations of Adult Education course, I assigned weekly learning journal entries in which the students were to chronicle their insights, agree or disagree with course materials, relate new information to previous experiences, record their reflections, and/or ask questions. students were also encouraged to make connections between the course materials and their current or future teaching practices. While sometimes starter prompts or topics were assigned, the students were not required to write only about these items. They were encouraged to focus on their own learning patterns and would be given full credit for any journal entry that in some way dealt with the course topics. journal entries were presented as low-stakes writing experiences. As the literature suggests (Walker, 2006), the student entries were not graded on grammar, punctuation, mechanics, or spelling. Rather, the journal provided a safe environment for students to develop writing, critical thinking, and reflection skills. At the end of the course, the students were required to write a synthesis paper in which they utilized their learning journals and other course materials to discern patterns and themes that emerged for them during the semester. While most students were able to identify many themes in their learning, they were asked to concentrate on the four to seven strongest and most significant ones. Some common themes that emerged were items such as Things I Learned about Myself this Semester, Tools I Can Apply to my Teaching Practice, Emerging Teaching Philosophy, and The Role of Experience in Learning. reflective essays were helpful in capturing the students' perspectives at a certain point in time. Likewise, it has been helpful to further reflect and see the lasting impact that reflective journaling has had on students months after the initial experiences. Before being asked to write these reflections, each of the authors formally or informally communicated with me in some way about the benefits of journaling in some aspect of her learning process, teaching practice, or personal life. This anecdotal trend fits with the literature which suggests that reflective practice and transformative learning experiences may have an impact on the practitioner and/ or the student long after the precipitating event (Brookfield, 1995; Clark, 1993; Mezirow, 1981). following reflections were written several months after the end of the Foundations of Adult Education course. It is clear that reflective journaling has had a lasting effect. My Voice Counts: Reflections by Deborah Cook Want to know yourself better? Try journaling. My weekly task of journaling allowed me to see and know what I was not aware of knowing. Before journaling, my thoughts, feelings, attitude, and self-image were frayed like the end of a rope. …

Reflection and the Scholarship of Teaching, Learning, and Assessment

Position and Rationale. In this article, we focus on the role of reflection in the scholarship of teaching and learning (SoTL) and briefly expand our discussion to consider the role of reflection in assessment as well. We start with a historical perspective casting back to classic definitions and descriptions of reflection put forth by educational philosophers and theorists like John Dewey, Max van Manen, and Donald Schon.1-5 We then move forward to review contemporary literature on the role, forms, and functions of reflection in adult learning and professional development in general, and the importance of reflection in the SoTL in particular. We provide numerous examples of inquiry into teaching and learning in professional education in a variety of disciplines to illustrate practical applications of reflection in SoTL. Finally, we offer food for thought, suggesting ways that physical therapy educators can build reflective practica into their work as teachers in the classroom or the clinic, with the hope that they will take as one focus of ongoing inquiry their own pedagogy and the learning of the future professionals they teach. To pique curiosity, stimulate reflection, and encourage such inquiry, we pose some simple questions, drawn from the work of Lee Shulman,6 that educators might ask themselves as they encounter everyday challenges and successes as teachers. Recommendations. aim is that all physical therapy educators will seek to engage intentionally and reflectively in both scholarly teaching and the scholarship of teaching, learning, and assessment. Key Words: Reflection, Scholarship of teaching and learning, Assessment. Our knowledge is imperfect. . . . For now we see indistinctly, as in a minor; Then we shall see face to face. My knowledge is imperfect now; then I shall know even as I am known. I Corinthians 13:11-13 NASB INTRODUCTION Central to the definition of scholarship of teaching and learning (SoTL) are the role of reflection and the importance of reflective critique by those engaging in this form of scholarship. The purpose of this article is to focus on this essential element in SoTL. We do so by starting with a historical perspective on classical definitions and descriptions of reflection put forth by educational philosophers and theorists like John Dewey,1' among others. We then cast our glance forward to more contemporary literature on the role, forms, and functions of reflection in adult learning, professional practice, and development in general, with special attention to the role of reflection in SoTL in particular. Thereafter, we provide multiple examples and practical applications of reflection in SoTL. These examples are drawn from the literature in a variety of professions and disciplines and are also derived from our personal experiences as investigators of student learning and our own teaching. We expand our discussion briefly to consider the role of reflection in assessment as well, since inquiry into teaching and learning requires continuous engagement in assessment activities. Historical Perspectives on Reflection Reflection and the Legacy of John Dewy. While it is beyond the scope of this article to fully articulate Dewey's1-13 remarkable vision and insights regarding the aims, functions, and processes of education, it is well worth revisiting some of his classic work on reflection and the role of experience in learning as a foundation for all we discuss later. In his seminal work, How We Think,1 Dewey spent considerable time distinguishing reflective thinking from (merely) thinking. In doing so, he highlighted several characteristics of reflective thought: Reflective thinking is reflexive, or, as he described it, chained; it is purposeful and aims at a conclusion; and it is grounded in commitment to a belief or beliefs that impel the individual toward inquiry about the sources of and evidence for those beliefs (or lack thereof). …

The role of learning experience on the perceptual organization of Chinese characters

The effect of learning experience on the perceived graphemic similarity of Chinese characters was examined by comparing results of the constrained (Experiment 1) and unconstrained (Experiment 2) shape-sorting tasks obtained from various groups of participants with different learning experiences and ages. The results from hierarchical cluster analysis showed that both Taiwanese and Japanese undergraduates classified characters in relation to their configurational structures, whereas American undergraduates, Taiwanese illiterate adults, and kindergartners categorized characters based on strokes or components. Although a trend of developmental changes from local details to more globally defined patterns was found, the identification of structure as consistently perceived by skilled readers has to be nourished by learning experience and cannot be obtained solely through maturation.

From “Rolling Mass Action” to “RPL”: the changing discourse of experience and learning in the South African labour movement

This paper focuses on changing approaches to worker education within the South African labour movement over the past 20 years. It identifies the distinctive features of this movement in its early years of development, and shows how these were linked to an emancipatory educational discourse with particular notions of how knowledge is constructed, the role of experience in learning and the construction of particular forms of worker identity. It then traces the role of the labour movement in the development of new education and training policies in the context of transition to democracy in the 1990s. It shows how newer training discourses have impacted on union education and shifted the labour movements’ understandings of how and where knowledge is produced, the kinds of knowledge that should be valued, the social purpose of education and the very meaning of worker experience and its significance for learning.