Use Of Experiential Learning Research Articles

The power of engaged reflection in fostering new insights on diversity, equity and inclusion

This study examined the impact of an experiential, project-based learning initiative on sport management undergraduate students' growth with respect to diversity, equity and inclusion. Quantitative results from pre- and post-testing demonstrated an increase in students' openness to diversity and challenge upon the conclusion of their engagement in the real-world sport industry project. Qualitative analysis showed that the reflection and research requirements associated with the assignment allowed the vast majority of students to develop awareness of unconscious bias in their work, and create inclusive recommendations for future practice. Anchored in Kolb's Theory of Experiential Learning, this work has multiple practical implications for academia, given both the widespread use of experiential learning in sport management education, and the imperative to graduate professionals who can embody diversity, equity and inclusion in the industry.

Advancing Sustainable Higher Education: Embracing the Triple Bottom Line Integration in Uganda

The purpose of this conceptual paper was to revise Triple Bottom Line Theory of sustainable development as proposed by John Elkington, so as to propose ways of advancing sustainable higher education in Uganda. The major tenets of this theory are economic viability, environmental sustainability and social responsibility. Reduced fiscal spending by governments to higher education, the global calls for mitigation of climate change, youth unemployment and equity calls for higher education to be sustainable, including in Uganda. This paper concludes by proposing that sustainable higher education in Uganda is as a result of : Economic viability (job creation, skill development, research & innovation, community engagement, global education- partnerships with international institutions), environmental sustainability (integration of sustainability in curricula, use of experiential learning, collaboration with stakeholders, addressing resource limitations, empowerment and economic benefits) and social responsibility (community engagement, addressing local and global challenges, integrating social responsibility into missions, and merging social responsibility with internationalization efforts). The paper concludes by recommending empirical validation of the model, both in Uganda and outside Uganda

Experiential learning in higher education: Assessing the role of business simulations in shaping student attitudes towards sustainability

Education for sustainable development requires innovative pedagogies that entice students' engagement, ensure effective learning outcomes, and develop students' attitudes towards sustainability. The study aimed to investigate the factors that shape students' learning outcomes of a business simulation that incorporates sustainability-related decisions and to examine the effect of business simulation learning outcomes on their satisfaction, intention to continue using business simulations as a learning tool, and attitudes towards sustainability. A survey was distributed at the end of a business simulation course for undergraduates in a private university in the New Administrative Capital in Cairo, Egypt. A total of 262 students participated in the study. The results supported all research hypotheses except for the relationship between learning outcomes and student satisfaction. The study extends our understanding of the use of experiential learning in shaping student attitudes towards sustainability. The future of implementing more business simulations in curriculums depends on students' willingness to continue using such experiential learning tools in the future along with the power of positive word of mouth associated with their experience. The study offers several important implications for higher education institutions leaders and educators.

Status of Sustainability Management Education in African MBA Programmes: A Web-based Research Approach

Abstract Emerging evidence suggests that business schools in Africa are lagging behind in promoting sustainability education. Grand challenges that point to a limited focus on transformative sustainability education such as environmental pollution, conflicts, inequalities and unemployment still persist in African economies, with the profit motive remaining central to businesses’ operating philosophy. Informed by the clarion call for business schools to be key drivers of sustainability education, this study reviews the African master of business administration (MBA) curricula with the objective of assessing the status of sustainability management education. The content of the MBA curricula of 42 African business schools accredited with the Association of African Business Schools was analysed using a web-based research approach. The findings indicate that the concept of sustainability has not been sufficiently embedded into the African MBA curricula. The values and mission statements of the majority of business schools were found not to be aligned with the principles of sustainability education. It was also found that shareholder value oriented modules constitute the core curriculum of the majority of MBA programmes reviewed. An incremental elective approach was found to be the most dominant strategy used by African business schools to incorporate sustainability education in the MBA curricula. An integrative approach of embedding sustainability education focusing on re-orientation of the business schools’ values, mission, curriculum, systems, operations and governance is recommended. The increased use of experiential learning is also recommended as an effective teaching pedagogy for equipping MBA students with practical aspects of sustainability education.

Experiential Learning Strategy in Teaching Hip-Hop Dance for Enhancing Dance Performance among Grade 10 Students

One of the most effective means of empowering someone with knowledge and skills that bring about change and support their economic development is education. According to an article written by Leverage (2021), education helps to create a better society. Understanding the value of education in today’s culture is crucial. Learning or acquiring knowledge, skills, values, morals, beliefs, and habits is the education process. With the correct teaching strategies, teachers can make the classroom fun and effective for students to gain vital intellectual and social skills that will serve them for the rest of their lives (Indeed, 2023). Among such teaching methods is the use of experiential learning, wherein the students use experiences to learn a certain topic or subject (Institute for Experiential Learning, 2021). Hence, this study aims to determine the effectiveness of using an experiential learning strategy in teaching hip-hop to enhance dance performance among Grade 10 students. A descriptive-experimental research design method was employed wherein a pre and post-test was given among the respondents and their perception of the experiential learning strategy was assessed. Considering this, the results revealed a significant difference in the performance of the respondents before and after employing the experiential learning strategy in terms of knowledge, comprehension, ability, and attitude. It was also found that there is no significant relationship between the respondents' perception of the respondents in connection with the experiential learning strategy when compared to their performance.

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

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

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence.

Intimate partner violence (IPV) involves any form of emotional, physical, and sexual abuse including controlling behaviors by an intimate partner. Front line service workers such as social workers, nurses, lawyers, and physicians are often the first professionals to come into contact with individuals experiencing IPV but are often inadequately prepared to respond appropriately as IPV education is highly variable. Experiential learning (EL), also known as learning by doing, has gained much attention from educators; however, the extent and type of EL strategies used to teach IPV competencies has not yet been explored. Our aim was to extract what is known from the literature about the use of EL strategies to teach IPV competencies to front line service providers. We conducted a search from May 2021 through November 2021. Reviewers independently screened citations in duplicate using pre-determined eligibility criteria. Data collected included study demographics (publication year, country, etc.), study participants, and information about the IPV EL. Of 5216 identified studies, 61 were included. Medicine and nursing represented the majority of learners in the included literature. Graduate students were the targeted learners in 48% of articles. Low fidelity EL was used most frequently in 48% of the articles; and role play was the EL mode most frequently utilized (39%) overall. This scoping review provides a comprehensive overview of the limited literature on how EL is used to teach IPV competencies and identifies significant gaps related to the lack of intersectional analysis within educational interventions. The online version contains supplementary material available at 10.1007/s10896-023-00552-4.

Dynamics of the Implementation of Experience-Based Religious Learning in Indonesian and Malaysian Senior High Schools

Purpose – This study describes implementing the experiential learning-based spiritual learning model for high school students.
 Design/methods/approach – This research adopts a qualitative methodology with a narrative approach, focusing on thirteen Islamic religion teachers from both public and private high schools in Indonesia and Malaysia.
 Findings – This study divides the findings into three, namely teacher understanding, forms of application and constraints in experiential learning. Teachers' understanding of experiential learning based on this research is not evenly distributed. meaning that the teacher in theory does not know much but some have practiced it. the application of learning is carried out using online media. while the constraints faced came from internal and external factors.
 Research implications/limitations – This research recommends the use of experiential learning to enhance religious education. Teachers need to develop innovative learning strategies, while students should actively participate in the learning process and apply their experiences. The study also suggests that schools should incorporate experiential learning methods in their curriculum to enhance the effectiveness of religious education. These recommendations provide practical insights into developing religious education based on experiential learning.
 Originality/value – The study found similarities in the application of experiential learning in religious education between Indonesia and Malaysia, including the use of video media to increase students' interest in the material. However, both countries face similar obstacles, such as the need to increase teacher competence in innovative learning strategies, the presence of noise in new learning, and the need for standard syllabi.

Implementing Experiential Learning on Students Reading Comprehension

The goal of this study is to expand on the use of experiential learning in students' reading comprehension. The method used in this study is called a "pre experiment." Pre-test, treatment, and post-test are all included in it. The purpose of the initial pretest was to learn more about the audience before they read. Treatment is the implementation of the experiential learning theory in the learning to learn program, which is done roughly three times. The purpose of the final posttest is to understand how students learn after being instructed using the experiential learning theory. Matriculants in the second semester of the STKIP Kie Raha Ternate English language program for the academic year 2020–2021 make up the majority of this study. Population: 172 students. The research was applied purposive sampling technique. It is meant that the researchers choose one class which consists of 30 students. The result can be reported that the students’ achievement in reading in pretest was classified as poor (X1 = 5,3) and the students’ achievement in reading posttest was classified as good score were (X2 = 7.83 ). For the level of significance (P) = 0,05 and degree of freedom (df) = N – 1 (29), then the value of t-table (25.3 > 2.045). It means that, there was significant difference between the pretest and posttest score of the students’ reading comprehension by Experiential learning theory. In other words, the Null hypothesis (HO) is rejected and the alternative hypothesis (H1) is accepted. From the analysis above, the researchers concluded that there was significance different between the score that got by students in pretest and posttest in learning reading comprehension by Experiential learning theory.

Mindfulness, meditation and me: student teachers’ willingness to engage with spiritual activities in the primary school classroom

ABSTRACT Tis research focused on the development of spiritual awareness in pupils in primary schools. Spiritual pedagogies, have been found to have beneficial effects on children’s emotional wellbeing and their ability to focus and to learn. Previous research has shown that student teachers are often unwilling to attempt such activities in their classrooms and the researchers wanted to discover whether this reluctance resulted from their students’ own religious identities. The research revealed that although there were observable differences between students of the various Christian denominations in their attitudes towards certain spiritual activities, there was no particular denomination which was unwilling to engage with any form of spirituality within the classroom. They also found that the use of experiential learning, in the form of workshops where the students engaged personally with the spiritual activities, was an effective way of increasing student teachers' confidence in the use of such activities .

Life‐Long Learning of Leonardo da Vinci: Exploration of Cardiovascular Anatomy

IntroductionA polymath, a person of wide‐ranging knowledge or learning, is the one‐word encapsulation of Leonardo da Vinci. Especially the latter, learning, much of Leonardo’s attributable achievements are contributions and explorations in areas of study modernly categorized as anatomy, architecture, engineering, painting, and illustrations were accomplished because of his insatiable love of learning and curiosity. Given Leonardo’s illegitimate birth status he could not attend the formal “Latin Schools” of the period. Instead, through experimentation and observable experience, a self‐directed and self‐motivated learning style arose. Leonardo stated “They will say that because I have no book learning I cannot properly express what I desire to describe – but they do not know that my subjects require experience rather than words of others.” Framed in the transactional epistemology of experiential learning theory, this study sought to explore what anatomy educators can learn from the life’s work of Leonardo and what can be extricated from his mindset and knowledge integration. Specifically, the aim of the study is to describe Leonardo’s lifelong learning through the lens of experiential learning in the context of cardiovascular (CV) anatomy, as Leonardo integrated knowledge of apprehension (i.e., empiricism, observation) and comprehension (i.e., rationalism, using of “theory” or concepts) into an understanding of the function of the aortic valve.MethodsDocument analysis was used to provide systematic evaluation of books, illustrations, and articles written through the lens of art historians, educational theorists, and physicians allowing the researcher to apply experimental learning theory to Leonardo’s conceptualization of CV anatomy.ResultsLeonardo demonstrated knowledge integration via observations of eddy formation in a flowing river (apprehension), and conceptual drawings of eddy formation in a branching tube (comprehension). Further he applied the interplay of organism and environment represented as the macrocosm of the river to the microcosm of the tube arising from the heart (i.e., aorta). Applying this experiential formation of knowledge, he constructed detailed drawings encompassing the flow and angles of closure of the aortic valve cusps. Taking this one step further he tested his assumption against an observable model crafted from a caste of a bull’s heart. Thus, testing the knowledge of comprehension, the conceptualization of how the aortic valve functioned, with observable experimental knowledge of apprehension.ConclusionApplying the Experiential Learning Cycle, Leonardo’s knowledge formation was grounded in a concrete experience, of both observing nature and the dissection of both human and animals. Reflecting on these experiences and moving between the macrocosm and microcosm allowed Leonardo to conceptualize in the abstract how the aortic valve functioned, thus enabling Leonardo to build a model cast to test his abstract conceptualization with active experimentation. Unbeknownst to Leonardo, the use of experiential learning allowed for an appreciation of the complexity of the aortic valve but was not sufficient in completely overcoming the dogma of the period. As such, it is important as educators to appreciate that if learning from experiences is to be achieved then there needs to be a belief that learning is possible and may be developed through one’s own experiences to nurture the possibility of developing a learning identity.

Experiential Learning in Clinical Education Guided by the Kolb’s Experiential Learning Theory

In clinical education, experiential learning can be an important component of the instructional process. We know that in medical college hospitals, learning that takes place at patient’s bed side or in wards is totally different from learning that takes place in the classroom. Each patient encounter is a new learning experience where new information is internalized and applied in the context of previous knowledge and experience. This emphasizes the importance of experiential learning where medical students should have the opportunity to effectively and efficiently internalize, process, and apply new information. However, a major global challenge for the clinical education is the workload placed on the clinical teachers, who struggle to divide time between clinical, teaching, administrative, and other duties. Experiential learning helps to form an integrated approach to clinical teaching that simplifies the relationship between a physician’s clinical and educational duties and erase the distinction between teaching and patient care duties; the students are also benefited. Kolb proposed experiential learning theory, a four-stage cyclical model of knowledge development that combined individuals’ conscious recognition and transformation of experience, which was first published in 1984.Experiential learning can be applied throughout the medical educational environment by institutional development programmes, including longitudinal outcome assessment, curriculum development, student development, and faculty development. The use of experiential learning, where students are purposefully engaged in direct experience with an emphasis on reflection, increases the ability of students to develop clinical skills and competences during their clinical phase of medical education. This review paper aims to discuss how experiential learning can be integrated in clinical education.International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 Page: 155-160

The “how” of exposures: Examining the relationship between exposure parameters and outcomes in obsessive-compulsive disorder

Exposure and response prevention (ERP) is the most empirically supported treatment for obsessive-compulsive disorder (OCD). However, details on how to effectively conduct ERP are lacking. The current study aimed to identify exposure parameters associated with better subsequent outcomes in ERP for OCD. We analyzed data from 271 therapy sessions across 46 participants in a randomized controlled trial comparing traditional ERP and ERP conducted from an acceptance and commitment therapy framework (ACT + ERP). Multilevel model results indicated that experiential delivery of acceptance/tolerance practice was associated with higher exposure homework adherence, lower psychological inflexibility, and less OCD symptom severity (except contamination) the following week, underscoring the potential importance of experiential learning in ERP. In addition, exposure parameters had differential effects across symptom dimensions: more collaboration when designing exposures predicted less concern about unacceptable thoughts, whereas explaining the rationale of ERP was associated with less symmetry concerns a week later. While more research is needed to further clarify the workings of ERP, our findings tentatively support use of experiential learning over didactic teaching of acceptance/tolerance and personalization of exposure parameters based on presenting OCD dimension.

Experiential Learning to Teach User Experience in Higher Education in Past 20 Years: A Scoping Review

Experiential learning is an effective method to teach User Experience (UX) to Human-Computer Interaction (HCI) students. Despite its popularity, there seems to be no comprehensive overview on (1) the current use of experiential learning in UX education at universities and (2) student learning outcomes and benefits resulting from the use of experiential learning. Hence, we conducted a scoping review to provide such overview. We analyzed 45 articles published from 2000 to 2021 and we found 12 types of experiential learning employed by HCI educators: applied research project, industry/community research project, hands-on activity, role-play, interactive workshops, guest speakers, in-house work placement, internship, flipped classroom, field project, lab, and design hackathon, from most to least frequent. Twenty-six articles reported student learning outcomes and benefits: (1) enhanced UX technical knowledge, (2) applied textbook knowledge into practice, (3) acquired soft skills, (4) student satisfaction, (5) increased awareness of user diversity, and (6) increased job marketability. Overall, we advance current HCI teaching practices by providing HCI educators with a list of experiential learning types that they can adopt in their classes to teach UX.

Trends and Innovations of Simulation for Twenty First Century Medical Education.

In the last two decades there has been an enormous growth in the use of clinical simulation. This teaching-learning methodology is currently the main tool used in the training of healthcare professionals. Clinical simulation is in tune with new paradigms in education and is consistent with educational theories that support the use of experiential learning. It promotes the development of psychomotor skills and strengthens executive functions. This pedagogical approach can be applied in many healthcare topics and is particularly relevant in the context of restricted access to clinical settings. This is particularly relevant considering the current crisis caused by the COVID-19 pandemic, or when trying to reduce the frequency of accidents attributed to errors in clinical practice. This mini-review provides an overview of the current literature on healthcare simulation methods, as well as prospects for education and public health benefits. A literature search was conducted in order to find the most current trends and state of the art in medical education simulation. Presently, there are many areas of application for this methodology and new areas are constantly being explored. It is concluded that medical education simulation has a solid theoretical basis and wide application in the training of health professionals at present. In addition, it is consolidated as an unavoidable methodology both in undergraduate curricula and in continuing medical education. A promising scenario for medical education simulation is envisaged in the future, hand in hand with the development of technological advances.

Application of VR Technology to the Training of Paramedics

The virtual world has long been a focus not only of the gaming sphere, but also of the manufacturing and educational industries. The virtual world and its technology have many advantages, the basic ones being, for example, the use of experiential learning, with which the human brain can remember some things better and faster. It was due to the advantages of virtual reality technology that we decided to create an educational system on safety and health at work, and we focused on the healthcare segment due to the COVID-19 pandemic. Thanks to the cooperation of a professional consortium, we created an educational system for safety and health at work and carried out several extensive laboratory measurements, the results of which we followed up in practical measurements with medical staff. The created system is inherently unique and applicable and can be used across several industries. The article presents three basic types of scenarios as well as an evaluation of satisfaction with the proposed system from test participants, i.e., nurses.

A Faith-Informed Model for Experiential Learning Applied to Faith Integrated Service-Learning

In this article, we propose that Christian college and university professors make use of experiential learning, particularly in the form of academic service-learning, in their academic courses. Accordingly, this proposal emphasizes faith-integrated service-learning, aiming for a distinctly Christian approach that goes beyond mere acts of Christian kindness. This article offers, therefore: (1) an argument for experiential learning in the context of faith-based learning, (2) a pedagogical model that resembles Jesus’ own use of experiential learning with his disciples, (3) the application of this model to faith-based service-learning, and (4) the attendant recommendation that faith-based service-learning incorporate both relevant knowledge and wisdom from the Christian faith and faith-informed critical reflection. Practical suggestions and illustrations are offered for each phase of the model being proposed, as applied to an academic service-learning project in a Christian college course. This article presents the model that was introduced to the participants in the Faith Learning in Action (FLA) project that was the basis of the articles included in this Theme Issue of the Christian Higher Education journal. Christian educators, curriculum designers, and faculty developers who are compelled by a vision for more holistic Christian learning, across the disciplines and professions, will find some assistance here.

Experiential Learning in Pediatric Physical Therapist Education: Challenges and Facilitators.

The purpose of this study was to conduct an in-depth investigation of physical therapist educators' challenges to and facilitators of the use of experiential learning (EL) with children. Although EL with children has been called an essential component of doctor of physical therapy (DPT) education, variability in the amount of EL used among DPT programs indicates that educators may experience different challenges and facilitators of the use of EL. Eighteen pediatric DPT educators participated in a semistructured interview. Researchers used thematic analysis to qualitatively analyze interview transcripts. Three themes emerged: (1) stakeholder considerations, (2) pedagogical considerations, and (3) logistical considerations. This research illustrates challenges and facilitators to the use of EL with children. How these challenges and facilitators are perceived by DPT educators has implications for faculty and program directors, particularly as they consider the use of EL with children in DPT programs nationally.

Developing Musical Sensitivity and Creativity through Various Forms of Play Activities

This paper presents the potential of various play activities in developing learner’s musical sensitivity and creativity. The K to12 music education curriculum guide of the Philippine Department of Education advocates the use of experiential learning and outcome-based learning in the classroom. One of the ways in which these methodologies can be promoted is by engaging learners in various play activities. However, there is a lack of literature showing the impact of such methodologies on Filipino learners. Using a priori deductive method, data from a series of interviews, observations, and video and picture analysis from this ethnographic case research were analysed to determine the implications of play activities in classroom music education. The interlocutors of the study are selected Ilonggo children, their parents, and some teachers. This study sought to answer the question of how can play activities be beneficial to classroom music education. Findings suggest that play activities can be a learning tool for the holistic development of the learners. Various forms of play activities provide an avenue for the learners to think or imagine situations divergently and have meaningful musical experiences as they portray various roles. Therefore, play activities provide the learners with a holistic learning experience and the agency to develop their musical sensitivity and creativity.

The Politics of the Moot Court

Abstract Scholarship has generally represented moot court competitions in one of two ways: either as a beneficial way for students to develop practical skills prior to the Bar, or as a reproducer of hierarchy and exclusion. This review essay attempts to plot a third way of thinking about moots, one that finds critical potential in the exercise of mooting while remaining attentive to its conservative biases. Building out from a critique of the common law focus of Thomas and Cradduck’s The Art of Mooting, the essay reflects on how critical approaches to international law can be used to teach moot skills more effectively. The essay then turns to the limitations such a critical pedagogy must be aware of within the actual practice of the competition, considering how these limits can be navigated and even flipped into teachable moments for critically inclined students. The essay closes with a call for a more nuanced discussion about the use of experiential learning, of which moots are only one example, for fostering critical engagement with international law.