Type Of Learning Experience Research Articles

Integrated Framework for Experiential Learning: Approaches & Impacts

Purpose: The paper aims to provide a robust foundation for understanding the significance and application of experiential learning as an attractive alternative for classroom learning. Through the identification and evaluation of various types of experiential learning, the research seeks to elucidate the diverse approaches and their impacts on student learning outcomes, skill development, and career readiness. Furthermore, by focusing on the integration of curriculum and faculty training to foster an innovation culture, it aims to delineate strategies for enhancing educational practices to align the objectives of higher education with real-world applications. By predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models, thereby providing insights that can inform educators, administrators, and policymakers in enhancing the effectiveness and inclusivity of experiential learning in higher education. Methodology: This paper presents the multifaceted landscape of experiential learning within the context of higher education. The primary objectives of the paper include gaining a comprehensive understanding of the concept and principles of experiential learning, identifying and evaluating various methods of experiential learning and their impacts in higher education, and exploring the integration of curriculum and faculty training to foster an innovation culture based on exploratory research methods. Results/Analysis: The paper aims to assess the impact of experiential learning adoption on student learning, skill development, and career readiness, emphasizing the importance of aligning educational practices with real-world applications. Furthermore, the paper seeks to address critical issues related to equity and inclusivity in experiential learning, along with identifying faculty training needs. By examining challenges and proposing solutions, the chapter contributes to creating an inclusive environment that benefits a diverse student body. The analysis takes a forward-looking approach by predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models. Originality/Value: This holistic exploration serves as a valuable resource for educators, administrators, and policymakers seeking to enhance the effectiveness and inclusivity of experiential learning in higher education. Type of paper: Exploratory Research.

Service-Learning as a niche innovation in higher education for sustainability

Education for Sustainable Development (ESD) is a framework proposed by UNESCO to develop knowledge, skills, values, and behaviors in youth for sustainable development. As part of the global development agenda, higher educational institutions are expected to integrate ESD into their curricula. Service-Learning is a type of experiential learning in which students combine academic coursework with community service which is aligned with the learning objectives of their academic program. In light of the global trend, our paper investigates how universities are responding to this call through the introduction of Service-Learning programs. First, a comprehensive review of UN documents presents the background and structure of ESD. Second, a systematic review of the academic literature analyses how Service-Learning is being introduced in higher educational institutes. Key findings are that Service-Learning programs align with most of the UNESCO framework components, but higher education institutions are finding it challenging to implement them. Educators play a pivotal role in implementation, and unless they are trained and incentivized and this is systematized, not only Service-Learning but also ESD may fail to transform learning environments. Furthermore, there is a need for impact evaluation, particularly in terms of key sustainability competences. The three major challenges are insufficient educator capacity, funding, and educator attitudes. These challenges can be addressed through university-based projects addressing local problems that have a visible impact, as well as collaboration with local communities, other institutions and, social enterprises.

Sport Management Experiential Learning: Faculty Perceptions of Opportunities, Benefits, and Support

Experiential learning is an important aspect in any learning program, but in sport management programs, it might be considered essential to the learning process and post-graduation career success. There are several types of experiential learning which include in-classroom activities, internships, practicums, cooperatives, and service learning. In many instances, more than one type of experiential learning is being used to enrich the student’s experience and prepare them for post-graduate careers. The purpose of this study is to understand the experiential learning opportunities available in collegiate sport management programs in the United States. This study utilizes interviews and open-ended questionnaire responses to look at experiential learning in sport management programs within the United States. Overall, there were 30 participants, ranging from small to large institutions, public and private, as well as teaching and research. Four themes were present after reviewing the data: a variety of internships and experiential learning opportunities, practical application, networking, and resources available to faculty. The themes presented showed the importance of experiential learning opportunities, the range of experiences in sport management programs, and the perceptions of the faculty.

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

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

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

Work-Integrated and Cooperative Learning Effects on Micro-Electronics Design Classes

Cooperative learning and work-integrated learning are the latest trends in information delivery at high schools and universities. In cooperative learning, teachers organize students' interactions and educate them to work in small groups to enhance each other's learning. Whereas, work-integrated learning, is a type of experiential learning that allows students to participate in real-world work during their studies. Both approaches help bridge the gap between theoretical knowledge gained from classrooms and professional market needs. Electrical engineering is a field that could highly benefit from such a scheme. Having to be continuously up-to-date with the latest advances in the field of micro-electronics is difficult. Consequently, Several challenges are imposed on faculty members and academics who teach micro-electronics circuit design courses in electrical engineering for senior undergraduate or graduate students. This paper presents a case study of the apparent benefits and effectiveness of cooperative learning and work-integrated learning in the Electronics II and VLSI classes offered at a university. Furthermore, it aids programs in electrical engineering to meet ABET students' outcome (4).

Important Factors in Remote Experiential Education.

Onsite and in-person experiential education has been well established to prepare practice-ready healthcare professionals, such as pharmacists. From COVID-19, the integration of remote educational delivery has occurred. As healthcare disciplines adjust to new experiential styles and innovate traditional methods, this paper highlights key areas for remote experiential education that can influence student experiences. Factors that are of importance to continuous quality improvement are described. A survey, utilizing the cloud-based software platform Qualtrics® headquartered in the United States, was developed to evaluate whether remote rotation delivery was comparable to traditional onsite experiential education, to assist with quality improvement for virtual experiential education, and to ensure the redesigned educational model meets accreditation standards for two schools of pharmacy. Numerous factors including work, time zone, Office of Experiential Education and preceptor responsiveness, and technology, were examined. Chi-Square test, t-test for proportions and odds ratios were utilized to evaluate results. Students with technology concerns throughout a remote rotation had a more than two-fold increase in identifying the virtual experience as worse than most/all other in-person rotations (p = 0.01). Preceptor responsiveness to questions and concerns significantly impact student perceptions of educational quality (p < 0.05). The majority of students perceived remote experiential education is equal to onsite experiences. Since continuous quality improvement is required by pharmacy accreditors and many other healthcare programs offering clinical opportunities, identifying factors is of importance to make future interventions in the remote experiential education delivery. This type of experiential learning became essential with COVID-19 impacting onsite clinical placements, and information can be used across health science disciplines at large.

Creating an escape room activity to enrich students’ undergraduate management education

Educational escape rooms are beneficial for student learning as it relates to critical thinking, decision making under time constraints and practical exploration of real-life work scenarios. This type of learning experience is beneficial across many disciplines with emphasis for healthcare management due to the dynamic nature and common pressures of professional healthcare. The following paper contributes to existing literature by presenting an educational escape room designed as a pedagogical innovation for teaching healthcare management. Future research and future assessment directives are discussed.

Experiential learning for civic education: Typologies and learning outcomes

Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies.

The Impact of Contingencies on Entrepreneurship Education Outcomes

The results of Entrepreneurship Education (EE) impact research have been equivocal, and one suggested explanation is the influence of contingencies such as the types of learning experiences, gender, and field of study. In this paper we aim to answer the question of which contingencies shape the outcome of EE by examining the outcome variables of entrepreneurial intentions (EI) and creative self-efficacy (CSE). Utilizing a quasi-experimental pre-post survey design, we surveyed 209 students from three universities who were exposed to three different learning experiences: writing a business plan, achieving proof-of-concept, and achieving proof-of-business. Through multi-value qualitative comparative analysis, we found six unique combinations associated with high levels of EI and CSE, respectively, after a learning experience. High EI and CSE are both associated with developing proof-of-concept and proof-of-business, but not with writing a business plan. Also, students’ fields of study play a role in high levels of EI regardless of the learning experience, while students’ prior work experience seems to play a role in EI and CSE.

163 Go Big or Go Home: The Use of Large-Scale Simulation

In 2019, we carried out our first experimental large-scale simulation exercise with great success. The initial findings of the study were presented at ASPiH 2019. This is an update on our journey using large-scale inter-professional simulation (IPE). From our initial simulation, we identified the following key themes: (1) students’ educational expectations; (2) their experience of multi-disciplinary working; (3) the theory to practice gap and (4) gaining experience in a safe environment. From this, we realized that our students needed more of this type of simulation activity and that the hands-off facilitation style that we used helped with learning and preparation for practice. Students responded positively to having to put their leadership skills into practice, learning in a safe environment in a real-time situation, something that, despite great placements, they often felt unable to do in the ‘real world’. This real-time simulation-enhanced innovative thinking and emphasized human factor principles. This type of learning experience promoted learning and working together across the multi-disciplinary field with both qualified and pre-registration students. The impact of working with ‘qualified’ professionals added to the realism of the simulation. We found that the debrief was key in the development of real-time simulation as it was enhanced by good-quality debriefing. Following the initial large-scale simulation, we planned and delivered two more events before COVID-19 prevented us from continuing. Both were large-scale events, but we made adaptations each time to enhance the students’ learning experience. What we have managed to achieve over the lockdown period is to plan and prepare for further events and, in hindsight, this has better prepared us. So, what have we done in this period of enforced distancing? We have gone through a period of change management to align all our curriculum to being simulation-based, and have developed and implemented a framework for the integration of skills and simulation. We have sent (nearly) all our lecturing staff from across our courses, nursing, operating department practitioner, midwifery, paramedic, trainee nursing associate and social work on a simulation train the trainer course to understand the pedagogy and discipline that is the backbone of simulation. This has been a great success and has generated a lot of inter-professional conversations and development of simulation. We have designed and developed a large-scale simulation that can be run in a COVID compliant way.

Teaching Citizens: What Can NAEP Civics Tell Us about Active Learning in Civics?

ABSTRACT In recent years, state policy makers have passed legislation to improve civics education in order to address the persistently low levels of youth civic engagement. However, there is considerable disagreement about what types of learning experiences best prepare students to be active, engaged civic actors. Should students have direct instruction in democratic structures and processes so that students are well informed when they become adult citizens? Or should civics education facilitate opportunities for active learning, so students have civic experiences to draw on when they become adults? In this paper, I explore the relationship between exposure to active learning in civics and student civic knowledge using the 2010 eighth-grade NAEP civics assessment. I found that active learning experiences were positively associated with increases in student civic knowledge, but the effect size was small (0.02 standard deviations). However, I also found that different methods for measuring active learning produced different results, with some methods showing much larger effects for active learning activities (0.2 standard deviations). These findings suggest that careful attention must be paid to the design and calibration of measures of instructional practice if we seek to draw connections between instructional practice and students’ civic knowledge.

Lessons for Managing Academic Excellence in a Crisis: Experiential Learning

Family and consumer sciences (FCS) has a long history in embracing the value of hands-on, project-based learning in the classroom. The value of this learning style extends beyond the classroom through internships and other types of experiential learning. FCS literature is replete with examples from the early years of the profession to more recent years (e.g., Bell &amp; Haley, 1995; Branegan &amp; Spafford, 1949; Brooks &amp; Simpson, 2014; Dobbs-Oates, 2019; Hurst et al., 2014; Olson &amp; Montgomery, 2000). Internships are traditionally one of the most popular ways to try out a potential career path and get real-life work experience. For many academic programs, internships are part of the curriculum. In many programs that are aligned with an FCS curriculum, there is a requirement to have an internship experience. However, the recent pandemic has illustrated that the ability to complete an internship may be dependent upon the predictability of the business environment in which such educational experiences can take place.

The role of international experience in speed of entry: Empirical evidence from Chinese innovative firms

By analyzing the dynamic path of internationalization, this study attempts to explain the entry mode choice, location choice, and speed of entry in the process of internationalization from the learning results obtained from previous international activities. Our research shows that the speed of the entry process depends on the type of experiential learning generated by the implicit decision-making in the process of Internationalization: the entry mode choice and the market location choice. We find that the experience accumulated in the host country has an inverted U-shaped effect on the speed of entry; while the experience accumulated of the entry mode has a U-shaped impact on the speed of entry. We perform an event history analyses(EHA) on 153 Chinese innovative firms with 905 OFDI observations during the period from 1991 to 2015, and analysis what and why is the paths of internationalization of Chinese firms. We find that Chinese innovative MNEs have more likelihood to choice the entry mode of acquisition and WOS than other entry modes in OFDI activity, and there is a higher probability that the Chinese innovative MNEs choice the market location of developed countries than developing countries in OFDI activity. Most importantly, we find that accumulated experience in host country has an inverted U-shaped impact on the speed of internationalization operation with acquisition mode and the speed of internationalization in developed countries; while accumulated experience in focal entry mode has an U-shaped impect on the speed of internationalization operation with branch or WOS mode and the speed of internationalization in developing countries. This claim is supported by both non-parametric and parametric tests in the EHA. Our research highlights the short-term and long-term consequences of different types of paths associated with the internationalization process.

Course design: Considerations for trainers – a Professional Guide

This Professional Guide in the Resources for Training Trainers series introduces a structured approach to course design, highlighting the importance of articulating learning outcomes commensurate with the cognitive complexity of the target learning, prior to devising learning experiences and course content. The specific focus here is on face-to-face activities, but the guidance is also relevant for those designing online courses. Specifically, this Guide outlines a series of steps that can help trainers to devise and deploy effective courses. On reading this Guide, and engaging with the reflective exercises, you will be able to: list five key phases of curriculum & course development; explain the primary role of learning outcomes; write learning outcomes for a course; identify the Bloom’s-level accomplishments that different types of learning experience are likely to support; describe the role of learning outcomes in selecting relevant content; distinguish different types of assessment & their role in supporting learner progression towards learning outcomes; and summarise the benefits of course evaluation.

EVALUATING MATHEMATICS LEARNING EXPERIENCE OF GRADE 7 STUDENTS OF BATO SCHOOL OF FISHERIES

A positive learning experience stems from active engagement with the lesson and greater interaction in learning activities. This study investigated the types of learning experience of students in Bato School of Fisheries, Leyte, Philippines such as Hands-on, Minds-on and Authentic Learning. Also, the study analyzed the students’ level of achievement in learning mathematics under each type of learning experience. The study employed a random of 25% of the grade 7 students for experimental design that involves qualitative and quantitative approach. Result shows that the Hands-on learning experience of students is in beginning level which needs a proper guidance of the mathematics teacher. It is shown that students are more capable of Hands-on group activities in mathematics. For Minds-on learning experience, students are also in beginning level, however, it is found out that they are good in critical thinking processes which create and recreate mathematics concepts for the core topics. Furthermore, authentic learning experience is in beginning level, lowest among the 3 types of learning experience. This means that students must develop their problem solving skills in mathematics with the aid of suitable teaching strategies. Anyhow, it is found out that these students have a proficient level in mathematics achievement probably by their past knowledge. Hence, a good level of achievement in mathematics can be maintain or improve through enhancing the 3 types of learning experience especially the authentic aspect.

Becoming a Reflexive Practitioner: Exploring Music Therapy Students’ Learning Experiences with Participatory Role-Play in a Norwegian Context

ABSTRACT The objective of this qualitative study was to explore music therapy students' learning experiences of participatory role-play in the context of the integrated music therapy master's program at the University of Bergen in Norway. Role-play is one type of experiential learning that initiates an interaction between students in a simulated scenario, thus producing concrete experiences as the basis for reflection. Empirical data were collected in two focus group interviews with 13 alumni who had attended role-play classes. We applied a thematic and interpretative hermeneutical strategy to data analysis. We identified five continua of learning experiences: (i) one's personality & becoming a professional, (ii) being spontaneous & being prepared, (iii) feedback from self-experience & from others, (iv) experiential learning & theoretical learning, (v) music therapy as a discipline & in interdisciplinary contexts. The continua highlight empathy, reflexivity, and person-centeredness as core learning assets for becoming a health-care practitioner.

Perception of Instructor Presence and Its Effects on Learning Experience in Online Classes

Aim/Purpose: One of the most critical challenges to the student learning experience in online classes would be providing interactions between students and instructors as effective as in face-to-face learning. This study introduces perceived instructor presence as a way to promote such interactions and investigates its effects on student learning experience in online learning. Background: Drawing upon theories of constructivism and social presence, this study proposes a research model to explore the causal relationships from the interactivity of a communication tool to the perception of instructor presence and to student learning experiences such as engagement and satisfaction. Methodology: The survey method was used to collect data from online business classes where an interactive communication tool was required to use for class communication and collaboration. Partial Least Squares analysis was used as the primary data analysis tool. Contribution: This study introduces perceived instructor presence in the online learning context and empirically tests its effects on the online learning experience. This study also contributes to the online learning literature by confirming the constructivist’s point of view on learning that interactions lead to better learning experiences, in the online learning environment. Findings: The study results show that the use of an interactive communication tool in online learning fosters strong student-instructor interactions and promotes students’ perceptions of instructor presence, which eventually enhances student engagement and satisfaction in online classes. Recommendations for Practitioners: This study recommends practitioners (e.g., teachers and professors) to use more interactive communication tools such as Microsoft Teams and Slack to promote the instructor presence in their online classes, which ultimately increase student engagement and satisfaction. Practitioners are also recommended to develop and use any other teaching methods or activities that can increase perceived instructor presence, which has a direct impact on student engagement in online learning. Recommendation for Researchers: While the fellow researchers can take one of the future research directions in this paper, it is recommended to consider more fundamental approaches to the study of online learning. For example, the concept of presence is a radical difference when courses are moved from face-to-face to online learning. Future research could investigate how various types of presence can play differently in online learning. Impact on Society: Better learning experiences are likely to have a significant impact on society’s well-being, and the findings of this study suggest how student learning experiences can be improved in online classes. Furthermore, this is particularly useful when many face-to-face classes were forced to switch to online classes abruptly during the COVID-19 pandemic as many students, parents, and educators were concerned with online learning experiences. Future Research: A replication study with different communication tools in various courses would be good future research to support the generalizability of the findings. Another interesting future research is to employ other types of dependent variables, such as tool adoption and academic performance. It would be worth investigating how different types of learning experiences can be associated with various learning tools. As this study finds that an interactive communication tool is associated with student engagement, gamification can be associated with student enjoyment in online learning.

Lived Clinical Education Experiences of Professional Master’s Athletic Training Program Graduates

Purpose: Clinical education has been identified as a key aspect in the professional preparation of athletic trainers. The literature, however, has focused on clinical education at the undergraduate level rather than the graduate level, which is the future population of all CAATE-accredited athletic training programs. This study sought to describe the experiences of those who have completed athletic training clinical education at the master’s level, specifically focusing on the type of learning experiences they were granted and what influence the preceptor and the setting played in the overall experience. Method: This was a phenomenology study. Twelve graduates of CAATE-accredited professional master’s athletic training programs served as participants. All participants graduated after Spring 2014 and completed clinical education as a degree requirement. Three methods of data collection were utilized, including semi-structured interviews, prompted journaling and asynchronous online focus group discussion boards. Data was analyzed using a phenomenological reduction approach. Credibility of the data was confirmed with member checking, peer review and data triangulation. Results: Clinical education was determined to be a significant contributor to professional preparation of professional master’s athletic training students. Hands on-experiences, active preceptors and variety in clinical setting and opportunity were all cited as contributors to the success of clinical education. Participants described their experience as a significant commitment but valuable. Conclusions: Our findings suggest that clinical education should continue to be a requirement at the graduate level and that the clinical education curriculum should be designed to encourage hands-on learning and variety.

Book Review: Library Service and Learning: Empowering Students, Inspiring Social Responsibility, and Building Community Connections

Service learning is a type of experiential learning through which students learn while engaged in a service project. A librarian’s role might involve helping students frame research questions, introducing library resources, or teaching information literacy concepts. In “Introduction to Library Service and Learning,” the editors note the transformative learning potential of service learning opportunities. These types of learning experiences allow students more self-direction and a chance to have a real impact on the community; they are hands-on, student-focused, and authentic. Twenty-one chapters detail unique examples of how academic librarians collaborated with campus or community partners to integrate the library into a service learning project. A final chapter presents a review of literature on service learning that complements the book’s contents.