Zeitschriftenartikel: „Experiential learning“

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Lovemore, Nyatanga. „Experiential taxonomy and experiential learning“. Nursing Management 9, Nr. 8 (01.09.1989): 24–27. http://dx.doi.org/10.7748/nm.9.8.24.s13.

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Green, Barbara. „Experiential learning“. Bible and Critical Theory 3, Nr. 2 (Juni 2007): 19.1–19.13. http://dx.doi.org/10.2104/bc070019.

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Dunn, Doris, und Mark Chaput Saintonge. „Experiential learning“. Medical Education 31 (Dezember 1997): 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.

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Jaison, Bala. „Experiential Learning“. Journal of Couples Therapy 2, Nr. 1-2 (14.05.1991): 155–63. http://dx.doi.org/10.1300/j036v02n01_11.

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Glaze, William H. „Experiential learning“. Environmental Science & Technology 33, Nr. 21 (November 1999): 442A. http://dx.doi.org/10.1021/es9930622.

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Watt, Molly. „Experiential learning“. ACM SIGCUE Outlook 20, Nr. 1 (September 1988): 25–31. http://dx.doi.org/10.1145/382236.382855.

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Welch, Janet L., Pamela R. Jeffries, Brenda L. Lyon, Donna L. Boland und Jane H. Backer. „Experiential Learning“. Nurse Educator 26, Nr. 5 (September 2001): 240–43. http://dx.doi.org/10.1097/00006223-200109000-00014.

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Williams-Perez, Kendra, und Larry Keig. „Experiential Learning“. Nurse Educator 27, Nr. 4 (Juli 2002): 165–67. http://dx.doi.org/10.1097/00006223-200207000-00007.

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Salimon, Francina. „Experiential Learning“. International Journal of Research Publication and Reviews 03, Nr. 12 (2022): 2363–66. http://dx.doi.org/10.55248/gengpi.2022.31276.

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Some of the most well-known theories include the Experiential Learning theory as per the Kolb's learning cycle. It plays a major role in the development of the modernisation of current education system is transitioning from a traditional to a individual-centered educational process. The goal of this paper is to demonstrate the implications of these principles. The application of the advantages, problems, and procedures of Kolb's cycle are examined.

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Suoth, Daniel, und Jerry Wuisang. „STRATEGI PEMBELAJARAN PRODUK KREATIF DAN KEWIRAUSAHAAN MELALUI PENDEKATAN EXPERIENTAL DAN COLLABORATIVE LEARNING“. Literacy: Jurnal Pendidikan Ekonomi 5, Nr. 1s (05.03.2024): 111–19. http://dx.doi.org/10.53682/jpeunima.v5i1s.8696.

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ABSTRAK Tujuan penelitian ini untuk merumuskan secara konseptual rancangan prosedur pembelajaran mata pelajaran Produk Kreatif dan Kewirausahaan dengan menggunakan pendekatan experiental dan collaborative learning. Metode penelitian yang digunakan dalam penelitian ini adalah studi literatur menggunakan berbagai sumber seperti artikel, jurnal, dan dokumen lain yang relevan. Penelitian ini menganalis secara konseptual berdasarkan literatur terkait. Temuan hasil penelitian ini menunjukkan bahwa pembelajaran melalui pendekatan experiental dan collaborative learning dapat dilakukan di kelas agar peserta didik mendapatkan pengalaman nyata, mengembangkan pengetahuan dan keterampilan, serta belajar untuk bekerja secara tim dan mengembangkan kemampuan komunikasi dan sosial. langkah pembelajaran mapel PKK dengan mengintegrasikan pendekatan experiental dan collaboration learning adalah: 1) Penyampaian tugas, 2) Pengalaman konkret/concrete experience (CE), 3) Waktu diskusi, 4) Observasi reflektif/reflective observation (RO), 5) Konsepsi abstrak/ abstract conceptualization (AC), 6) Percobaan aktif/active experimentation (AE ),dan 7) Tanya jawab. Kata Kunci: collaborative learning, experiental learning, pembelajaran kewirausahaan ABSTRACT The aim of this research is to conceptually formulate a design for learning procedures for Creative Products and Entrepreneurship subjects using an experiential and collaborative learning approach. The research method used in this research is literature study using various sources such as articles, journals and other relevant documents. This research analyzes conceptually based on related literature. The findings of this research show that learning through an experiential and collaborative learning approach can be carried out in the classroom so that students gain real experience, develop knowledge and skills, and learn to work as a team and develop communication and social skills. PKK learning steps by integrating experiential and collaborative learning approaches are: 1) Submission of assignments, 2) Concrete experience (CE), 3) Discussion time, 4) Reflective observation (RO), 5) Abstract conception/ abstract conceptualization (AC), 6) Active experimentation (AE), and 7) Question and answer. Keywords: collaborative learning, experiential learning, entrepreneurial learning

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Rego, Michelle. „The Global Learning Distinction: an Experiential Learning Research Project“. JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, Nr. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.

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Rodriguez Carreon, Vivianna, und Penny Vozniak. „Embodied Experiential Learning“. Journal of Awareness-Based Systems Change 1, Nr. 2 (30.11.2021): 31–50. http://dx.doi.org/10.47061/jabsc.v1i2.1179.

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This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.

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Dopplick, Renee. „Experiential cybersecurity learning“. ACM Inroads 6, Nr. 2 (29.05.2015): 84. http://dx.doi.org/10.1145/2743024.

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McCormick, Joel G., Stephen Holland und Lauren R. Szydlo. „Experiential Learning 2.0“. SCHOLE: A Journal of Leisure Studies and Recreation Education 25, Nr. 1 (April 2010): 74–78. http://dx.doi.org/10.1080/1937156x.2010.11949651.

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Radford, Scott K., David M. Hunt und Deborah Andrus. „Experiential Learning Projects“. Journal of Macromarketing 35, Nr. 4 (30.03.2015): 466–72. http://dx.doi.org/10.1177/0276146715573834.

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Simosko, Susan. „Assessing experiential learning“. New Directions for Teaching and Learning 1988, Nr. 34 (1988): 61–70. http://dx.doi.org/10.1002/tl.37219883407.

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Laili, Risqi Nur, und Zeni Hafidotun Nisak. „Peningkatan Self-Leadership Siswa Madrasah Ibtidaiyah Melalui Experiential Learning“. Journal of Integrated Elementary Education 2, Nr. 1 (31.03.2022): 63–71. http://dx.doi.org/10.21580/jieed.v2i1.10725.

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Penelitian ini membahas bagaimana penerapan experiential learning dalam meningkatkan karakter self leadership siswa Madrasah Ibtidaiyah. Penelitian tindakan kelas model Kemmis dan Mc. Taggart digunakan dengan 3 siklus untuk menerapkan empat tahap experiential learning dalam setiap siklusnya. Pengumpulan data penelitian menggunakan observasi, wawancara, kuesioner, dan tes karakter self leadership. Hasil uji independent simple t-tes siklus I adalah 0,001 dan 0,001, dan siklus II dan siklus III adalah 0,000 dan 0,000 dengan kesimpulan terdapat perbedaan yang signifikan antara hasil tes awal dan tes akhir. Hasil rata-rata uji efektifitas N Gain pada siklus I adalah 24,45%, siklus II adalah 66,83%, dan siklus III adalah 77,93%. Artinya efektifitas penerapan experiental learning mengalami peningkatan dari tidak efektif menjadi cukup efektif dan efektif dalam meningkatkan self leadership. Kunci keberhasilan penerapan experiental learning adalah pada kesiapan guru dalam memberikan pengalaman nyata kepada siswa dan melakukan pengawasan terhadap aktivitas siswa.In English: This study discusses how the application of experiential learning in improving the self-leadership character of Madrasah Ibtidaiyah students. Kemmis and Mc's model of classroom action research. Taggart is used with three cycles to implement four stages of experiential learning in each cycle. This research uses observation, interviews, questionnaires, and self-leadership character tests. The independent sample t-test in the first cycle were 0.001 and 0.001, and the second and third cycles were 0.000 and 0.000, with the conclusion that there was a significant difference between the initial test results and the final test. The average results of the N Gain effectiveness test in the first cycle were 24.45%, the second cycle was 66.83%, and the third cycle was 77.93%. This means that the application of experiential learning has increased from ineffective to quite effective and effective in increasing self-leadership. The key to the success of implementing experiential learning is the readiness of teachers to provide real experiences to students and supervise student activities.

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Regan-Smith, Martha G. „Teachers' Experiential Learning about Learning“. International Journal of Psychiatry in Medicine 28, Nr. 1 (März 1998): 11–20. http://dx.doi.org/10.2190/a1ck-jy52-bk1g-442y.

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Objective: An experiential model of learning suggests that changing a learner's understanding will lead to the learner choosing to change behavior. A workshop was designed for medical educators to examine their understanding of learning in order to change their behavior as teachers. This article describes that workshop which was presented as part of a conference on successful techniques for education of primary care practitioners. Method: Eighteen medical educators participated in the workshop. The educators were instructed to reflect on a recent personal learning experience. Group discussion led to production of a list of components of effective learning. These learning components were then applied in small groups to three hypothetical tasks related to mental health education. Results: Essential characteristics of three generic features of learning were identified: characteristics of the teacher, learner, and learning experience. When these characteristics were then applied to the hypothetical tasks, a major theme that emerged was a focus on the importance of learner motivation. Conclusions: The essential components of learning and their application demonstrate the importance of adult learning theory in which it is more important for the learner than for the teacher to determine what, when, and how to learn. This is in contrast to traditional medical education in which the teacher decides what to learn and if it has been learned. To improve education for practicing primary care providers, a shift from a teaching paradigm to a learning paradigm is indicated.

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Cowan, John. „Learning to facilitate experiential learning“. Studies in Continuing Education 10, Nr. 1 (Januar 1988): 19–29. http://dx.doi.org/10.1080/0158037880100103.

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Ghazali, Norliza, Ahmad Fauzi Mohd Ayub, Maizura Yasin, Marzni Mohammed Mokhtar, Farah Damia Nasir und Fadzilah Abd Rahman. „Student Experiential E-Learning in Higher Learning Institutions“. Journal of Public Administration and Governance 13, Nr. 4 (03.01.2024): 92. http://dx.doi.org/10.5296/jpag.v13i4.21600.

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The main objectives of this research are to develop the items of students’ experiential e-learning scale, to verify and construct validate the psychometric properties of students’ experiential e-learning measurement model. The study also aimed to investigate the experiential e-learning of students in higher learning institutions in Malaysia. This research is quantitative in nature employing the cross-sectional survey design. The Standards for Educational and Psychological Testing will be adapted in the development of the instrument. Content validity ratio (CVR) and Exploratory Factor Analysis (EFA) will be used to analyze the corresponding items of experiential e-learning constructs. The psychometric properties of experiential e-learning measurement model will be empirically tested via Confirmatory Factor Analysis (CFA). This will be accompanied by a descriptive study to explore the students’ experiential e-learning. Exploration of students’ experiential e-learning in higher learning institutions can provide further insights into what works in an open online environment. This research will produce an adequate measurement model and a psychometrically sound instrument of students’ experiential e-learning as well as the publications and intellectual properties (IP).

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Wong, Koon Lin, Eric King-Man Chong, Wing Tat Leung und Yan Wing Leung. „Experiential learning for civic education: Typologies and learning outcomes“. Citizenship Teaching & Learning 17, Nr. 2 (01.06.2022): 183–202. http://dx.doi.org/10.1386/ctl_00090_1.

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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.

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Sidiq, Muhamad Fajar, Irna Khaleda Nurmeta und Luthfi Hamdani Maula. „Model Experiental Learning Dalam Meningkatkan Pemahaman Literasi Finansial Siswa Sekolah Dasar“. Jurnal Educatio FKIP UNMA 9, Nr. 4 (01.10.2023): 1631–37. http://dx.doi.org/10.31949/educatio.v9i4.5482.

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Pendidikan literasi keuangan sangatlah penting agar anak memiliki kemampuan untuk memahami, menilai dan bertindak dalam kesejahteraan keuangannya. penlitian ini bertujuan untuk mengetahui meningkatkan pemahaman literasi finansial siswa sekolah dasar dengan menggunakan Model experiental Learning. Metode penelitian yang digunakan adalah quasi experimental dengan desain penelitian nonequivalent control group design. Penelitian ini dilaksanakan di SDN Dayeuhluhur CBM dengan melibatkan dua kelas siswa sebagai kelompok eksperimen dan kelompok kontrol. Kelas eksperimen menerapkan model experiential learning, sementara kelas kontrol menggunakan model konvensional. Instrumen yang digunakan dalam penelitian ini adalah kuesioner atau angket. Hasil penelitian menunjukkan bahwa pemahaman literasi siswa setelah perlakuan mengalami peningkatan yang lebih baik dibandingkan sebelumnya. Perbandingan rata-rata tes menunjukkan bahwa pemahaman literasi finansial siswa yang mendapatkan pembelajaran melalui Model Experiential Learning lebih baik daripada siswa yang mendapatkan pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa Model Experiential Learning berpengaruh positif terhadap pemahaman Literasi Finansial siswa sekolah dasar. Dengan temuan ini, dapat disimpulkan bahwa Model Experiential Learning efektif dalam meningkatkan pemahaman Literasi Finansial siswa sekolah dasar.

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Ajani, Oluwatoyin Ayodele. „The Role of Experiential Learning in Teachers’ Professional Development for Enhanced Classroom Practices“. Journal of Curriculum and Teaching 12, Nr. 4 (17.08.2023): 143. http://dx.doi.org/10.5430/jct.v12n4p143.

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The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.

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Mamatha, S. M. „Experiential Learning in Higher Education“. International Journal of Advance Research and Innovation 9, Nr. 3 (2021): 1–9. http://dx.doi.org/10.51976/ijari.932101.

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India's higher education system is the world's third largest in terms of students, next to China and the United States. In future, India will be one of the largest education hubs. India's Higher Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions and Colleges since independence. The role of colleges and universities in the higher education system in the new millennium has become more complex and challenging due to the emerging scientific research on understanding how people learn is utmost important to justify the quality of higher education. As India need well skilled and highly educated people who can drive our economy forward and also to transfer our country from a developing nation to a developed nation. For attaining this goal, higher education system should make student competencies go beyond the content knowledge, prepare them to direct their own learning, solve problems of academic significance and to move beyond controlled information containment. Ideas must be explored, developed, integrated, and resolved within the context of a particular assignment as knowledge construction at advanced levels take on new meaning. Higher education rather than being the source of content expertise, should be facilitators of knowledge and motivation of action learning preceded by a driving question. Unlike assignments of passive learning, experiential approach recognizes and values unpredictable outcomes. Experiential learning is an approach in which students decide themselves to be personally involved in the learning experience, students are actively participating in their own learning and have a personal role in the direction of learning. Experiential learning is popular with students as it is considered more enjoyable and leads to deeper learning when compared to didactic approaches. Employers prefer hiring students who have learned experientially and yet emerging research indicates that the use of experiential learning in higher education institutions remains limited. The present paper aims to highlight the concept of experiential learning, its importance and advantages, challenges and to point out the opportunities to implement experiential learning in Indian higher education system based on the review of available literature in the field of study.

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Pujaningtyas, Sri Wahyu, Berliana Kartakusumah und Zahra Khusnul Lathifah. „PENERAPAN MODEL EXPERIENTIAL LEARNING PADA SEKOLAH ALAM UNTUK MENCIPTAKAN PEMBELAJARAN YANG MENYENANGKAN“. TADBIR MUWAHHID 3, Nr. 1 (29.05.2019): 40. http://dx.doi.org/10.30997/jtm.v3i1.1653.

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Peran pendidik dalam proses belajar mengajar yang dapat membangkitkan motivasi belajar peserta didik yakni dengan menjalankan salah satu tugas yang utama yakni pengelolaan pembelajaran. Kegiatan pengelolaan dan pengaturan pembelajaran yang sangat perlu dijalankan, diantaranya ialah perencanaan, pelaksanaan dan evaluasi hasil pembelajaran. Penerapan peembelajaran model experiental di Sekolah Alam mengoptimalkan alam dan potensi lokal sebagai sumber belajar. Model pembelajaran Experiential merupakan model pembelajaran yang menjdi salah satu model yang diterapkan pada sekolah alam. Penelitian ini bertujuan untuk mengetahui pengelolaan pembelajaran model experiential pada sekolah alam, yang meliputi perencanaan, pelaksanaan, dan evaluasi hasil pembelajaran di SD Alam Cikeas. Penelitian ini menggunakan pendekatan kualitatif, dngan metode Studi Kasus. Pendekatan kualitatif dengan menggunakan metode studi kasus ini digunakan untuk mengkaji dan menjawab permasalahan serta untuk memperoleh makna yang mendalam mengenai pengelolaan pembelajaran model experiential. Penyusunan perencanaan pembelajaran yang menerapkan model pembelajaran experiental di SD Alam Cikeas menjadi tugas dan tanggungjawab setiap guru kelas, dibuat dengan berpedoman pada kuriikulum Pendidikan Nasional dan kurikulum sekolah alam. Model experiential dilaksanakan dengan mengoptimalkan alam dan potensi lokal yang tersedia di lingkungan SD Alam Cikeas sebagai sarana dan sumber dalam kegiatan belajar. Kegiatan pembelajaran tersebut diantaranya berkebun, outbond, mengolah sampah. Evaluasi hasil belajar dilaksanakan setelah kegiatan berakhir dengan memberikan worksheet, melalui hasil karya, wawancara, selain itu melalui penilaian aktivitas gerak peserta didik.

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Saggar, Maya, John McArdle, Alice De Koning und Anjali Choudhary. „Designing Effective Experiential Curriculum: The Experiential Learning Map“. Imagining SoTL 3, Nr. 2 (21.12.2023): 40–63. http://dx.doi.org/10.29173/isotl693.

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Designing experiential student exercises or course modules can be a daunting task for faculty members. Often, not knowing where to begin is a barrier that causes instructors to avoid developing meaningful, high-impact student exercises grounded in experience. Yet, we know that these can be incredibly powerful and transformative pedagogies. The Experiential Learning Map (ELM) is a curricular planning tool that instructors, learning consultants, or students can use to storyboard and develop an experiential lesson. Modelled after best practices in business model ideation, and informed by research about experiential learning, the ELM provides instructors with an easy-to-use curriculum planning tool. The ELM is designed to be flexible. Instructors can scale the pedagogy from a single-class interaction to a multi-session pedagogical arc. The ELM's value is that it provides instructors with a simple, iterative planning tool that can be used to scope and scale a learning experience.

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Haenilah, Een Yayah, Rizky Drupadi und Ulwan Syafrudin. „Pelatihan Merancang Desain Pembelajaran Daring Berbasis Experiental Learning bagi Guru Paud di Bandar Lampung“. Jurnal Pengabdian Pada Masyarakat 8, Nr. 1 (18.03.2023): 258–64. http://dx.doi.org/10.30653/jppm.v8i1.229.

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Kegiatan Pengabdian ini bertujuan untuk para guru PAUD dapat;1) mendeskripsikan konsep pembelajaran berbasis experiential learning; 2) merumuskan tujuan pembelajaran berdasarkan pengalaman belajar; 3) merancang pembelajaran berbasis experiential learning; 4) mengembangkan instrumen penilaian autentik berdasarkan experiential learning; 5) Kegiatan ini sangat bermanfaat bagi guru PAUD dalam merancang dan mengembangkan pembelajaran adaptif di tengah kondisi pandemi, tuntutan teknologi, dan kebutuhan perkembangan belajar anak, sehingga diharapkan dapat mengantisipasi terjadinya defisit kualitas pembelajaran ( kehilangan belajar). Metode yang digunakan adalah pelatihan berbasis masalah. Sasaran kegiatan ini melibatkan 20 orang guru PAUD di Kota Bandar Lampung. Kegiatan pengabdian ini melibatkan mitra yang akan memberikan kontribusi khususnya dalam pengembangan keprofesian ke depan terkait dengan perancangan pembelajaran berbasis experiential learning, oleh karena itu peran serta Dinas Pendidikan Kota Bandar Lampung sangat diperlukan untuk mendukung pelaksanaan kegiatan ini terutama dalam hal; 1) Memilih guru yang belum mengikuti pelatihan; 2) Memberi izin kepada guru untuk mengikuti kegiatan ini; 3) Berkolaborasi dengan tim PKM dalam membina kesinambungan hasil kegiatan ini. Hasil yang diharapkan: Guru memahami: 1) hakikat kebutuhan belajar Anak Usia Dini sesuai dengan tingkat berpikirnya, 2) merancang pembelajaran berbasis pembelajaran eksperiensial konkrit, 3) mengembangkan model pembelajaran berbasis expiriental learning, 4) merancang instrumen penilaian otentik berbasis expiriental learning. This devotion activity aims to enable PAUD teachers to: 1) describe the concept of experiential learning-based learning; 2) formulate learning objectives based on learning experiences; 3) designing experiential learning-based learning; 4) developing authentic assessment instruments based on experiential learning; 5) This activity is very useful for PAUD teachers in designing and developing adaptive learning in the midst of pandemic conditions, technological demands, and children's learning development needs, so that it is expected to be able to anticipate learning quality deficits (learning loss). The method used is problem-based training. The target of this activity involves 20 PAUD teachers in the city of Bandar Lampung. This service activity involves partners who will make a special contribution in future professional development related to the design of experiential learning-based learning, therefore the role of the Bandar Lampung City Education Office is needed to support the implementation of this activity, especially in terms of; 1) Choose teachers who have not attended training; 2) Give permission to the teacher to take part in this activity; 3) Collaborate with the PKM team in fostering the sustainability of the results of this activity. Expected results: Teachers understand: 1) the nature of early childhood learning needs according to their level of thinking, 2) designing concrete experiential learning-based learning, 3) developing experiential learning-based learning models, 4) designing authentic assessment instruments based on experiental learning.

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Thote, Prashant, und Gowri S. „EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING“. International Journal of Research -GRANTHAALAYAH 8, Nr. 5 (28.05.2020): 100–107. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.88.

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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.

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James, Nikki. „Learning Analytics to Support Experiential Learning“. Experiential Learning and Teaching in Higher Education 3, Nr. 3 (01.09.2022): 8. http://dx.doi.org/10.46787/elthe.v3i3.3420.

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Roland, Karen. „Experiential Learning: Learning through Reflective Practice“. International Journal for Cross-Disciplinary Subjects in Education 8, Nr. 1 (30.03.2017): 2982–89. http://dx.doi.org/10.20533/ijcdse.2042.6364.2017.0405.

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31

Kommers, P. „Experiential Learning Through Constructivist Learning Tools“. International Journal of Computers and Applications 25, Nr. 1 (Januar 2003): 72–83. http://dx.doi.org/10.1080/1206212x.2003.11441687.

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Spencer, Roger W., und Donald F. van Eynde. „Experiential Learning in Economics“. Journal of Economic Education 17, Nr. 4 (1986): 289. http://dx.doi.org/10.2307/1182151.

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Garcia, Beth, und Betty Coneway. „Experiential Learning and Teaching“. Experiential Learning and Teaching in Higher Education 3, Nr. 2 (01.09.2022): 5. http://dx.doi.org/10.46787/elthe.v3i2.3405.

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Gokcora, Deniz, und Raymond Oenbring. „Experiential Learning Across Borders“. Experiential Learning and Teaching in Higher Education 4, Nr. 2 (01.09.2022): 6. http://dx.doi.org/10.46787/elthe.v4i2.3442.

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Văn Hạnh, Nguyễn. „Assessment in Experiential Learning“. Journal of Science, Educational Science 60, Nr. 8D (2015): 93–98. http://dx.doi.org/10.18173/2354-1075.2015-0259.

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Dastidar, Megha Ghosh, und Megha Pandey. „PBL and Experiential Learning“. International Journal of English Learning & Teaching Skills 4, Nr. 1 (04.10.2021): 2766–69. http://dx.doi.org/10.15864/ijelts.4109.

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Knobloch, Neil A. „Is Experiential Learning Authentic?“ Journal of Agricultural Education 44, Nr. 4 (Dezember 2003): 22–34. http://dx.doi.org/10.5032/jae.2003.04022.

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Maynard, Marianne. „An Experiential Learning Approach“. Physical & Occupational Therapy In Geriatrics 5, Nr. 2 (24.02.1987): 51–69. http://dx.doi.org/10.1300/j148v05n02_06.

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Maynard, Marianne. „An Experiential Learning Approach“. Physical & Occupational Therapy In Geriatrics 5, Nr. 2 (Januar 1987): 51–69. http://dx.doi.org/10.1080/j148v05n02_06.

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40

Spencer, Roger W., und Donald F. Van Eynde. „Experiential Learning in Economics“. Journal of Economic Education 17, Nr. 4 (September 1986): 289–94. http://dx.doi.org/10.1080/00220485.1986.10845175.

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Kayes, Anna B., D. Christopher Kayes und David A. Kolb. „Experiential learning in teams“. Simulation & Gaming 36, Nr. 3 (September 2005): 330–54. http://dx.doi.org/10.1177/1046878105279012.

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Gray, Harry. „Experiential Learning with Adults“. Self & Society 14, Nr. 6 (November 1986): 282–86. http://dx.doi.org/10.1080/03060497.1986.11084812.

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Fumerton, Patricia. „Introduction: Experiential Scholarship/Learning“. Huntington Library Quarterly 79, Nr. 2 (2016): 163–71. http://dx.doi.org/10.1353/hlq.2016.0012.

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de Groot, Mary, Kisha Alexander, Brian Culp und NiCole Keith. „Experiential Learning in Kinesiology“. Pedagogy in Health Promotion 1, Nr. 3 (10.07.2015): 123–33. http://dx.doi.org/10.1177/2373379915594391.

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Wood, Monika Deppen. „Experiential Learning for Undergraduates“. Gerontology & Geriatrics Education 23, Nr. 2 (Dezember 2003): 37–48. http://dx.doi.org/10.1300/j021v23n02_03.

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Schreiber, Joseph, Victoria A. Moerchen, Mary Jane Rapport, Kathy Martin, Jennifer Furze, Heather Lundeen und Eric Pelletier. „Experiential Learning With Children“. Pediatric Physical Therapy 27, Nr. 4 (2015): 356–67. http://dx.doi.org/10.1097/pep.0000000000000195.

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Egbert, Henrik, und Vanessa Mertins. „Experiential Learning with Experiments“. International Review of Economics Education 9, Nr. 2 (2010): 59–66. http://dx.doi.org/10.1016/s1477-3880(15)30050-5.

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Slattery, David. „Process-led experiential learning“. Self & Society 35, Nr. 6 (Mai 2008): 43–45. http://dx.doi.org/10.1080/03060497.2008.11084028.

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Cherrington, Ruth, und Morry Van Ments. „Pinning Down Experiential Learning“. Studies in the Education of Adults 26, Nr. 1 (April 1994): 15–30. http://dx.doi.org/10.1080/02660830.1994.11730595.

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Hawtrey, Kim. „Using Experiential Learning Techniques“. Journal of Economic Education 38, Nr. 2 (April 2007): 143–52. http://dx.doi.org/10.3200/jece.38.2.143-152.

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