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Journal articles on the topic 'Learning with experiences'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (June 30, 2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

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Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.

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Lestari, Ika, Maman Suryaman, and Nina Puspitaloka. "STUDENTS’ EXPERIENCES ON ENGLISH LEARNING CLASS DURING ONLINE LEARNING: NARRATIVE INQUIRY." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 354. http://dx.doi.org/10.22460/project.v5i2.p354-359.

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This narrative study aims to explore the students' motivational experience of two English education students in Indonesia during the COVID-19 pandemic. The research was conducted by using a qualitative approach and narrative inquiry method. The research participants were two students second and fourth semester at the university of Singaperbangsa Karawang. To collect the data, researchers used were interviews. Drawing on semi-structured interview data, we found the prevalence of online courses affected students' emotions and motivation. Both participants experienced emotions and motivation facing the online courses. The study stresses the students’ experience, emotional experiences during online class, and factors that motivated learning. Keywords: Online learning, English Learning, Students’ Experiences

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Bewtra, Chhanda. "Learning experiences." Lancet 359, no. 9300 (January 2002): 22. http://dx.doi.org/10.1016/s0140-6736(02)07274-4.

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Torkos, Henriette. "RISK MANAGEMENT IN OUTDOOR LEARNING EXPERIENCES." Journal Plus Education 19, no. 1/2018 (2017): 185–98. http://dx.doi.org/10.24250/jpe/1/2018/ht.

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5

Mitgutsch, Konstantin. "Playful Learning Experiences." International Journal of Gaming and Computer-Mediated Simulations 3, no. 3 (July 2011): 54–68. http://dx.doi.org/10.4018/jgcms.2011070104.

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Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

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6

Ingram, Gwendolyn. "Enjoyable Learning Experiences." Journal of Continuing Education in Nursing 24, no. 1 (January 1993): 47. http://dx.doi.org/10.3928/0022-0124-19930101-17.

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7

Collins, Jannette. "Designing Learning Experiences." RadioGraphics 27, no. 5 (September 2007): 1511–17. http://dx.doi.org/10.1148/rg.275065208.

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8

Smith, Sue, Kath Aspinwall, and Kathryn Winterburn. "Action learning experiences." Action Learning: Research and Practice 12, no. 3 (September 2, 2015): 314–16. http://dx.doi.org/10.1080/14767333.2015.1094628.

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Hall, Elaine. "Enhancing learning experiences." Veterinary Record 179, no. 22 (December 1, 2016): i—ii. http://dx.doi.org/10.1136/vr.i6448.

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10

Downing, Joyce Anderson, Vicky G. Spencer, and Richard T. Boon. "Influencing Learning Experiences." Intervention in School and Clinic 41, no. 4 (March 2006): 244–48. http://dx.doi.org/10.1177/10534512060410040801.

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11

Angell, Nate, and Angela Gunder. "Open Learning Experience Bingo." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (December 24, 2021): 1–9. http://dx.doi.org/10.18357/otessac.2021.1.1.58.

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Definitions of openness and open education abound, but with so many, how can we use them effectively to explore the openness of assignments, activities, classes, or programs? Open Learning Experience Bingo is a game that a group of collaborators have created to give people a way to surface and discuss the many different ways that educational experiences can “open” beyond traditional practices. Each bingo card includes boxes containing possible “ingredients” in a learning experience, and radiating from the center of each box, “dimensions” of openness along which an ingredient might be opened. You “play” bingo by reading or hearing about a learning experience and marking areas on the bingo card that you think the experience opens. The game incorporates broad concepts of openness and seeks not to measure the openness of learning experiences, but to identify and spark discussion about areas in which experiences are opening — or might be opened further. As artifacts, completed bingo cards display a sort of “heat map” of openness that can be used to compare and contrast bingo evaluations of various learning experiences.

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Arifin, Ifik, and Basuki Wibawa. "On Demand Scoring System to Enhance Collaborative Learning Experiences in Mobile Learning." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 19, 2020): 2123–27. http://dx.doi.org/10.37200/ijpr/v24i3/pr200959.

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13

Carroll, Fiona, and Rita Kop. "A Learning, Research and Development Framework to Design for a ‘Holistic’ Learning Experience." E-Learning and Digital Media 8, no. 4 (January 1, 2011): 315–26. http://dx.doi.org/10.2304/elea.2011.8.4.315.

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The design of experiences and, in particular, educational experiences is a complex matter and involves not only using effective technologies and applying cognitive triggers, but there is a need to think outside the box in order to also design for the affective dimension of human experiences; the impressions, feelings and interactions that a learner might/could have with the online content and technology. The purpose of this article is to delve deep into this complex entity and, in doing so, to identify how one might approach designing for ‘holistic’ educational experiences. The article presents a case study describing the journey of a group of learning technologists and educators through the design and development phases of an action research online ABCD module, and it highlights the learner's experiences. It discusses the development of a learning, research and development framework to support the ABCD learning experience and, in particular, what was actually required to undertake the design for this learning experience. In summary, the article reports on a learning, research and development framework that provides solutions and support to a number of aspects involved in the design of holistic learning experiences and, in particular, the often neglected, yet complex, issues around experience design.

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14

Malmendier, Ulrike, and Stefan Nagel. "Learning from Inflation Experiences *." Quarterly Journal of Economics 131, no. 1 (October 1, 2015): 53–87. http://dx.doi.org/10.1093/qje/qjv037.

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Abstract How do individuals form expectations about future inflation? We propose that individuals overweight inflation experienced during their lifetimes. This approach modifies existing adaptive learning models to allow for age-dependent updating of expectations in response to inflation surprises. Young individuals update their expectations more strongly than older individuals since recent experiences account for a greater share of their accumulated lifetime history. We find support for these predictions using 57 years of microdata on inflation expectations from the Reuters/Michigan Survey of Consumers. Differences in experiences strongly predict differences in expectations, including the substantial disagreement between young and old individuals in periods of highly volatile inflation, such as the 1970s. It also explains household borrowing and lending behavior, including the choice of mortgages.

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Guo, Karen, and Kiyomi Kuramochi. "Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities." International Journal of Education 11, no. 2 (June 7, 2019): 108. http://dx.doi.org/10.5296/ije.v11i2.14771.

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In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.

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Umdah Fakhiroh and Almannah Wassalwa. "The relation of Students' Educational Background toward Learning Outcome of Arabic Subject." Review of Islamic Studies 1, no. 1 (January 26, 2022): 35–46. http://dx.doi.org/10.35316/ris.v1i1.396.

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Learning the language is for understanding Arabic text and utterances. However, learning Arabic is affected by many factors, especially students' learning experience. Students who are more experienced in Arabic will be easier to achieve learning goals than less experienced ones. This study will test whether the student experience in Arabic makes a difference in learning outcomes. This quantitative research applies survey design. This study concludes that the educational background or learning experiences do not affect learning outcomes.

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Sinaga, Juniarta, Ni Gusti Ayu Eka, and Yenni Ferawati Sitanggang. "NURSING STUDENTS’ LEARNING EXPERIENCES IN AN ONLINE LEARNING COURSE." Nursing Current Jurnal Keperawatan 6, no. 1 (December 6, 2018): 43. http://dx.doi.org/10.19166/nc.v6i1.1285.

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<p>To improve the quality of online learning in Indonesia higher education, Faculty of Nursing (FoN), Universitas Pelita Harapan (UPH) supported by the Directorate of Higher Education in Indonesia that known as DIKTI developed an online course named Family Nursing. The course is a community nursing course in regard with the care of family nursing and it discusses the concept of family, family health, and the concept of a wellness family. The course was developed to achieve the mission of equitable access to information, relevance, and improvement of the quality of higher education throughout Indonesia, especially in nursing education. The online course was offered in one private nursing school in Jakarta area that never had any online course nor using online learning method in the delivery of their subjects. The aim of this report was to describe students’ experiences in an online course. This paper reports on the evaluation work of one semester online/blended learning project funded by DIKTI. Sixty five students, who experienced the online/blended learning method for the first time, were enrolled in the online course. The students have agreed to fill an evaluation online form after their mid semester exam. The evaluation form consisted of closed- and openended questions. This report revealed that most students (> 70%) agreed that their experience on the online (blended) learning was positive. However, it should be noted that, a quarter of students (27-28%) had less motivation to do the independent learning and perceived that the online learning was a learning experience that lack of support in developing their critical thinking. Several important themes further emerged including students’ issues (lack of knowledge and motivation), teaching-learning process issues (lack of facilities and clarity) and academic staff issues (minimal feedback and different perceptions between academic staff and students). Though online/blended learning can be employed to support nursing and healthcare education, there is limited appreciation of students' experience and the use of e-learning. Context is also being considered as an important part when applying the online/blended learning, thus, this report provides a new understanding of students’ opinions on their first experience when engaging with online learning at a private nursing school. This report further provides a number of inhibiting factors continue to affect the student experience.</p>

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Nada, Cosmin I., Catherine Montgomery, and Helena C. Araújo. "‘You went to Europe and returned different’: Transformative learning experiences of international students in Portugal." European Educational Research Journal 17, no. 5 (March 27, 2018): 696–713. http://dx.doi.org/10.1177/1474904118765334.

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Despite the increase of research on international students, the complexity of their learning experiences is yet to be fully understood. This study seeks to provide an expanded vision of their learning by considering students’ experiences beyond formal educational spaces, focusing especially on their out-of-classroom experiences. To achieve this, the narratives of 12 international students in Portugal were analysed in light of the theory of transformative learning. The results indicate that all students experienced particular forms of learning as an outcome of their international experience and were engaged in transformative learning processes. Moreover, the theory of transformative learning proved to be an appropriate analytical tool for understanding the learning narratives of international higher education students. Through the analysis of the transformative effects of engaging with a foreign cultural context, this paper makes a contribution to the ongoing debate on transformative learning and the experience of international students in the European context.

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19

Demuth, Katherine, and Mark Johnson. "Exemplar-based learning probably requires learning abstractions: A commentary on Ambridge (2020)." First Language 40, no. 5-6 (February 7, 2020): 573–75. http://dx.doi.org/10.1177/0142723720903609.

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Exemplar-based learning requires (i) a segmentation procedure for identifying the units of past experiences that a present experience can be compared to, and (ii) a similarity function for comparing these past experiences to the present experience. This article argues that for a learner to learn a language these two mechanisms will require abstractions such as linguistic features. Moreover, because the segmentation procedure will vary depending on the language, a radical exemplar theory is likely to require linguistic abstractions for learning.

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20

McFadden, Amanda, and Kathleen Smeaton. "Amplifying Student Learning through Volunteering." Journal of University Teaching and Learning Practice 14, no. 3 (July 1, 2017): 71–82. http://dx.doi.org/10.53761/1.14.3.6.

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Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students’ perspective and the relationship these experiences have with student learning is vital. This paper used a phenomenographic research approach to present the experiences of seven students involved in an interdisciplinary volunteer program in a community literature festival. The findings revealed experiences ranging from authentic learning to more sophisticated and amplified student experiences. While all students in this study found volunteering to be beneficial, we argue that differentiation of volunteer opportunities for students strengthens the provision for rich student learning through volunteering and the potential for students to be active in social change activities through volunteering.

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21

Scott, Donald. "Effective VoIP Learning Experiences." International Journal of Learning: Annual Review 15, no. 3 (2008): 63–78. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45648.

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22

Qi, Nan, and Durval Cesetti. "Transformative Music Learning Experiences." Per Musi, no. 39 (September 12, 2019): 1–22. http://dx.doi.org/10.35699/2317-6377.2019.5324.

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This article uses the story of a Chinese immigrant in Brazil and his love of música sertaneja as a starting point to discuss his adaptation to a new society and the way in which his music learning played an important role in this process. Anchored in the ideals of Narrative Inquiry and inspired by Mezirow's Transformative Learning Theory, the article then extrapolates from this unique story to present a broad discussion that includes ideas about music education, immigration, identity, individual and social transformation, empowerment, and self-definition. The article concludes with reflections about the importance of music learning to the adaptation of immigrants in general, an idea that has wide applicability, being useful both for immigrants themselves, as well as for teachers and policymakers.

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23

Billett, Sue. "Structuring Active Learning Experiences." Early Years 11, no. 2 (March 1991): 19–21. http://dx.doi.org/10.1080/0957514910110206.

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24

Benton, David, Cecilia Chapman, and Elinor Smith. "Sharing experiences and learning." Nursing Management 10, no. 8 (December 2003): 24–27. http://dx.doi.org/10.7748/nm2003.12.10.8.24.c1957.

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25

Wawrzynski, Matthew R. "Creating Significant Learning Experiences." Journal of College Student Development 45, no. 1 (2004): 105–6. http://dx.doi.org/10.1353/csd.2004.0016.

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26

Sigsby, Linda M. "Perioperative Clinical Learning Experiences." AORN Journal 80, no. 3 (September 2004): 476–90. http://dx.doi.org/10.1016/s0001-2092(06)60539-5.

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27

Baker, Betty Ruth. "Learning experiences through fingerplays." Day Care & Early Education 16, no. 3 (March 1989): 21–26. http://dx.doi.org/10.1007/bf01626200.

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&NA;, &NA;. "MEDIATED LEARNING EXPERIENCES CONFERENCE." Infants & Young Children 3, no. 1 (July 1990): 79. http://dx.doi.org/10.1097/00001163-199007000-00011.

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Featherstone, Sally. "Hundreds of learning experiences." Early Years Educator 8, no. 10 (January 2007): 8. http://dx.doi.org/10.12968/eyed.2007.8.10.22606.

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30

Kriesberg, Louis. "Learning From Bad Experiences." International Studies Review 10, no. 4 (December 2008): 810–12. http://dx.doi.org/10.1111/j.1468-2486.2008.00840.x.

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31

Kowalski, Karren, William Hayden, and Russel Burck. "Major Learning Experiences Revisited." MCN, The American Journal of Maternal/Child Nursing 21, no. 2 (March 1996): 76–79. http://dx.doi.org/10.1097/00005721-199603000-00010.

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32

Smith, Brian K. "Bodystorming Mobile Learning Experiences." TechTrends 58, no. 1 (December 5, 2013): 71–76. http://dx.doi.org/10.1007/s11528-013-0723-4.

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33

Heath, Pearl. "Developing tactile learning experiences." Day Care & Early Education 22, no. 2 (December 1994): 12–13. http://dx.doi.org/10.1007/bf02361324.

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34

Asbell, Penny A. "Learning from painful experiences." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 75, no. 2 (2008): 63–64. http://dx.doi.org/10.1002/msj.20036.

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35

Paunesku, David, and Camille A. Farrington. "Measure Learning Environments, Not Just Students, to Support Learning and Development." Teachers College Record: The Voice of Scholarship in Education 122, no. 14 (November 2020): 1–26. http://dx.doi.org/10.1177/016146812012201404.

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Background Young people are more likely to develop into effective learners, productive adults, and engaged citizens when their learning environments afford them certain kinds of experiences. For example, students are more likely to succeed when they experience a sense of belonging in school or experience schoolwork as personally relevant. Purpose How can schools systematically ensure they provide every one of their students with the important developmental experiences they need to succeed and thrive? To answer this question, we offer a conceptual framework that integrates insights from empirical literatures in education, psychology, and developmental science; innovations from early warning indicator methods; and our own experiences as researchers working in partnership with practitioners to build more equitable and developmentally supportive learning environments. Research Design Integrative Perspective Recommendations We posit that schools currently pay a great deal of attention to the results of effective learning (e.g., high test scores), but not nearly enough attention to the causes of effective learning (e.g., assignments that are relevant enough to motivate students). We propose that schools could foster learning and development more systematically and more equitably if they started to measure, not just downstream learning outcomes, but also the upstream developmental experiences that make those outcomes more likely to unfold.

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Esteban-Guitart, Moises, Josep Maria Serra, and Ignasi Vila. "Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences." Social and Education History 6, no. 1 (February 22, 2017): 1. http://dx.doi.org/10.17583/hse.2017.2111.

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Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time.

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37

Dorasamy, Nirmala. "Reflections on Work Integrated Learning." International Review of Qualitative Research 5, no. 1 (May 2012): 105–8. http://dx.doi.org/10.1525/irqr.2012.5.1.105.

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This article uses a nontraditional form to provide insight into the experiences of students and mentors during work integrated learning, through poetry pieces. Mentors play a pivotal role during the period of experiential learning, during which student exposure to the world of work has to be nurtured, thereby ensuring that the experience is mutually beneficial to both the student and the mentor. The author is one of the mentors for students engaged in work integrated learning for three months in their final year of study toward a national diploma in public management. Students and mentors reflect on their experiences through feedback reports, which constitute an important part of reviewing the work integrated learning experience. With these resources, the author explores the experiences of students and mentors through poetry. Such a qualitative approach provides valuable insight into their experiences, which underscores the impact of work integrated learning on student preparation for the world of work. Further, the poetry pieces are employed to highlight the roles and responsibilities of students and mentors in the work integrated learning relationship.

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Shukla, Dhirendra Mani, and Amita Mital. "Effect of firm’s diverse experiences on its alliance portfolio diversity: Evidence from India." Journal of Management & Organization 24, no. 5 (August 10, 2016): 748–72. http://dx.doi.org/10.1017/jmo.2016.26.

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AbstractThis study examines the effect of diverse experiences on a firm’s alliance portfolio diversity (APD). Drawing on the organizational learning perspective, it argues that a firm’s learning from diverse experiences enables it to reap the benefits and mitigate the risks of high level of APD. Thus, an experienced firm may choose to form or maintain relationships with diverse partners to get the intended benefits of APD. In particular, the study hypothesizes that a focal firm’s product and international diversification experience, alliance experience, and alliance experience heterogeneity are positively associated with its APD. A longitudinal investigation of 90 Indian firms, for the period 2004–2014, provides support for all the hypothesized relationships. In general, findings, which are robust to multiple estimation methods, suggest that a firm’s diverse experiences influence its APD. Findings of this study contribute to the alliance portfolio and organizational learning literature by examining the experiential antecedents of APD.

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Desi, Desi, Jejem Mujamil, Bety Lesmini, and Iceng Hidayat. "Student Creativity through Project-based Learning Experiences." SEJ (Science Education Journal) 3, no. 2 (June 10, 2020): 67. http://dx.doi.org/10.21070/sej.v3i2.2651.

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This study aims to analyze students’ creativity through project-based learning experiences in a electrochemistry topic. Subject of this study was 40 students from Chemistry Education Study Program who took basic chemistry course. Students experienced several activities, namely: forming groups of three, asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts like a model, a videotape, or a media. Then, the lecturer monitored the students and the progress of the project, assessed the outcome and evaluated the experience resulting students-in group’ creativity profile. Research instruments are project assessment rubrics and observation sheets. Findings show that students’ creativity in groups ranges from less to very good or from 48.15 to 92.59. Although there are still shortcomings with this study, we encourage other lecturers to implement this type of learning model in other courses or subjects in order to improve students’ problem solving skills.

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40

Kallail, K. James, Pam Shaw, Tyler Hughes, and Benito Berardo. "Enriching Medical Student Learning Experiences." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052090216. http://dx.doi.org/10.1177/2382120520902160.

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Objective: Medical students should develop skills in assessing their own learning needs and developing strategies to meet those needs. Medical curricula should be designed to provide active and enriching ways to explore medicine beyond the classroom. The program should enrich the elements of motivation, discovery, innovation, social services, cultural exploration, and personal development. The University of Kansas School of Medicine instituted a new curriculum in 2017 called ACE (Active, Competency-based, and Excellence-driven). Eight 1-week courses of enrichment experiences are embedded within the first 2 years of the curriculum. Methods: After each of 8 medical content blocks, students are required to participate in a 1-week, nongraded enrichment experience according to their own learning needs and interests. Students choose the type of enrichment activities including clinical experiences, professional development, leadership development, research and scholarly activity, and community engagement. Students select their top enrichment choices and a computer lottery makes the assignments from their designations. Students engaged in research and scholarly activity are guided to appropriate research mentors. Results: A total of 196 enrichment activities at 3 campuses were developed for 211 students during the first 2 years of medical school. Most students selected clinical experiences with enrichments available in most medical specialties and subspecialties. Students also use enrichment weeks to conduct research/scholarly activity, particularly those students pursuing the Honors Track. A total of 2071 enrichment experiences were completed in the first 2 years. Conclusions: Most enrichments involved clinical experiences, although research/scholarly activity and professional development enrichments also were popular. Evaluations from students and antidotal data suggested enrichments are popular among students and a good change of pace from the usual rigorous activities of the curriculum. Because of the large number of experiences required to conduct the enrichment weeks, a continuous process of evaluation is required to maintain the program. Therefore, flexibility is required to administer the program.

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41

Rokhman and Onik Farida Ni'matullah. "Metode Problem Solving, Minat Belajar, dan Pengalaman Belajar terhadap Kemampuan Berpikir Kritis." Jurnal Penelitian dan Pendidikan IPS 14, no. 2 (September 22, 2020): 83–89. http://dx.doi.org/10.21067/jppi.v14i2.4864.

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Problem solving learning model is a learning approach that presents problems as an initial foundation to build students' critical thinking skills by skillfully solving problems. The problem presented is a problem that has a context with the real world, so it is able to encourage students to think actively in accordance with the experiences they have experienced. Researchers chose Cluster II SDN Lumbang Subdistrict Pasuruan Regency as a place of research, because with the consideration that the school had never done research, especially social studies subjects. The purpose of this study is to find out: (1) The effect of problem solving learning methods on critical thinking skills, (2) The influence of learning interest on critical thinking skills, (3) The effect of learning experiences on critical thinking skills, and (4) The influence of problem solving learning methods, interest in learning, learning experiences on critical thinking skills. This type of research is quantitative research. Variables determining learning problem solving, learning interest, learning experiences, and critical thinking skills. The study population consisted of 158 students, while the sample was 113 students. Data collection techniques using questionnaires. The analysis technique used is multiple linear regression. The results showed that simultaneously and partially Problem Solving Learning Method, Learning Interest, Learning Experience affect Critical Thinking Ability

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42

Schofield, Anne. "An Investigation into the Practices of a Class of Field-Based Student Educators Working in Linguistically Diverse Early Childhood Centres." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 23–27. http://dx.doi.org/10.1177/183693910703200205.

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TWENTY EARLY CHILDHOOD STUDENT educators were surveyed on their teaching practices when working with children learning English as a second language in early childhood centres in New Zealand. The bilingual and trilingual participants stated that their practices were based on their own language learning experiences, theories learned in class and practices modelled by experienced educators. Monolingual participants, with no second language learning experiences, stated that their practices were based on theories and observations of other teachers. This seems to highlight the importance of experiences in the field for all student educators, but especially for those with no personal experience of second-language learning. The field-based mode of study is identified as a successful way of providing this experience, as it requires students to work at a centre during their training. This provides them with ongoing opportunities to apply and consolidate knowledge gained in the classroom, and to observe and critically analyse their own practice and that of others.

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Van den Berg, Lisette. "On learning and unlearning 'objective' anthropology." Teaching Anthropology 10, no. 4 (December 1, 2021): 68–72. http://dx.doi.org/10.22582/ta.v10i4.628.

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In this reflective piece I contemplate the confusion I experienced as an Afroeuropean student aspiring to be an anthropologist. I borrow from a phenomenological approach to explore my feelings and experiences as I process my thoughts on my compatibility, as a racialized woman, with the discipline of anthropology. During my training in anthropology, I developed an uneasy sense of having an embodied bias, I doubted my capacity and felt fragmented. This experience led me to a process of questioning, both myself, and the discipline and the space where we come into contact with one another.

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Waller, Lee, Megan Reitz, Eve Poole, Patricia M. Riddell, and Angela Muir. "Experiential learning as preparation for leadership." Leadership & Organization Development Journal 38, no. 4 (June 5, 2017): 513–29. http://dx.doi.org/10.1108/lodj-03-2015-0057.

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Purpose The purpose of this paper is to explore whether challenging experiences on development programmes would simulate leadership challenges and therefore stimulate the body’s autonomic nervous system response. The authors also aimed to determine whether increase in autonomic arousal would be related to learning, and/or moderated by personality variables. Design/methodology/approach The research used heart rate (HR) monitors to measure HR continuously over a two-day simulated learning experience. This was used to calculate autonomic arousal which was taken to be the difference between resting HR measured during sleep and HR during critical incidents (CIs) (HR). The authors correlated this with self-reports of learning immediately after, and one month after, the programme to assess the impact of autonomic arousal on perceived learning, as well as with variety of psychometric measures. Findings The research found significant correlations between (HR) during CIs and perceived learning which were not related to personality type. The research also found a significant correlation between (HR) and learning during a control event for individuals with “approach” personalities. Research limitations/implications Whilst a significant result was found, the sample size of 28 was small. The research also did not empirically assess the valence or intensity of the emotions experienced, and used only a self-report measure of learning. Future research should replicate the findings with a larger sample size, attempt to measure these emotional dimensions, as well as obtain perceptions of learning from direct reports and line managers. Practical implications The findings from the research help clarify the mechanisms involved in the effectiveness of experiential learning, and contribute to the understanding of the influence of personality type on perceived learning from experiential methodologies. Such understanding has implications for business schools and learning and development professionals, suggesting that development experiences that challenge leaders are likely to result in learning that is longer lasting. Originality/value The research extends the literature regarding the value of learning through experience, the role of autonomic arousal on learning, and the impact of negative emotions on cognition. The research makes a unique contribution by exploring the impact of experience on arousal and learning in a simulated learning experience and over time, by demonstrating that simulated experiences induce emotional and physiological responses, and that these experiences are associated with increased learning.

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Elliott, Craig M., Robert J. Toomey, Brooke A. Goodman, and Peter Barbosa. "Transformative Learning." Journal of the American Podiatric Medical Association 102, no. 1 (January 1, 2012): 39–46. http://dx.doi.org/10.7547/1020039.

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Background: Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students’ transformative learning, in particular as it relates to empathy and multicultural awareness. Methods: Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Results: Six students (75%) “strongly agreed” that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students’ views of health care and increased empathy toward their patients. Conclusions: Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine. (J Am Podiatr Med Assoc 102(1): 39–46, 2012)

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Asih, Ria Arista, and Lazuardy Alief. "Students’ experiences and learning objectives: Implications for future online learning." Journal of Education and Learning (EduLearn) 16, no. 2 (May 1, 2022): 226–34. http://dx.doi.org/10.11591/edulearn.v16i2.20422.

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Positive online learning experiences during the COVID-19pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.

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Atan, Mislina, and Faaizah Shahbodin. "Significance of mobile learning in learning Mathematics." MATEC Web of Conferences 150 (2018): 05049. http://dx.doi.org/10.1051/matecconf/201815005049.

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Mobile learning has been expanding due to the significance growth and demand for wireless and mobile computing technologies in recent years. It offers a new paradigme shift in learning dimension that conventional classrooms may fail to offer in the teaching and learning approach. This study explores the integration of mobile learning in mathematics at the higher learning institution as research on the use of mobile learning for the teaching and learning of Mathematics appears to be limited. The study focused to examine student’s perceptions and experience of mobile learning in Mathematics classroom and also to examine the significant of mobile learning on attitude towards Mathematics. The study involved a total of 70 students at one of the technical university in Malaysia. The students reported their perceptions and the pre and post experiences through a survey questionnaire. The findings reported that the increase level of students’ learning excitement, engaging and positively able to be an independent learner after they experienced mobile learning in formal classroom setting. Hence, mobile learning does significantly increase students’ attitude toward significance of Mathematics and reduce Mathematics anxiety.

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KUPETZ, RITA, and BIRGIT ZIEGENMEYER. "Blended learning in a teacher training course: Integrated interactive e-learning and contact learning." ReCALL 17, no. 2 (November 2005): 179–96. http://dx.doi.org/10.1017/s0958344005000327.

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The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin with multimedia-based case stories. The learning concept is based on theories of situated learning in multimedia-enhanced learning environments. The activities discussed include classroom recordings and multimedia-based case stories, an electronic interview with an expert who is an experienced grammar school teacher, and mini-practices, which implement micro teaching in a classroom setting. Case stories used as a didactic tool in teacher education are supposed to contribute to a closer and more reflective relationship between theory-driven and practically-oriented aspects of teacher education. The multimedia-based case stories are hypertexts designed as essential components of computer-based learning modules that support various ways and styles of learning. Students worked with the case story material either in guided or in self-regulated scenarios several times during the course. Three types of learners could be distinguished: students who mainly create and apply experiences, students who mainly study the theoretical resources, and students who create with focused selection of resources. The e-interview promotes an exchange between theory and practical teaching and experience with this format of e-learning at the same time. The mini-practice offers guided insights into analyzing teaching materials, hands-on experiences with lesson planning and the experience of acting as a teacher in an authentic teaching context. Furthermore, the mini-practice is meant to help the students broaden their perspectives on “English lessons at school” and change their perspective, that is, from a pupil’s to a prospective teacher’s. These activities combine contact learning and interactive e-learning. This combination is highly appreciated by our learners and represents our concept of integrated interactive e-learning and contact learning.

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Choi, Yoonjung, Jae Hoon Lim, and Sohyun An. "Marginalized Students’ Uneasy Learning: Korean Immigrant Students’ Experiences of Learning Social Studies." Social Studies Research and Practice 6, no. 3 (November 1, 2011): 1–17. http://dx.doi.org/10.1108/ssrp-03-2011-b0001.

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This study explores how recent Korean immigrant students experience learning social studies and how their unique social, cultural, and educational backgrounds as new immigrants shape their experiences in American schools. Based on survey and in-depth interviews with 43 Korean immigrant students in two urban and three suburban/rural areas, this mixed methods study examines Korean immigrant youths’ perceptions about the nature of history and social studies as well as their experiences of learning social studies in their everyday classroom contexts. Our data analysis demonstrates that Korean immigrant students face varying difficulties in constructing meaning in US history and engaging themselves in social studies learning, which results in a negative learning experience and subsequent disinterest in social studies. Researchers identified three major challenges that Korean immigrant youths experience in their social studies classrooms: (1) Lack of English proficiency, background knowledge, and American patriotism, (2) White, American-centered perspectives and marginalization of their country of origin, and (3) Teachers’ lack of care and disengaging pedagogies. The findings of this study provide implications for creating more meaningful and culturally relevant social studies learning for immigrant students.

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Schachner, Adena. "If horses entrain, don’t entirely reject vocal learning: An experience-based vocal learning hypothesis." Empirical Musicology Review 7, no. 3-4 (July 1, 2013): 157. http://dx.doi.org/10.18061/emr.v7i3-4.3748.

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Bregman and colleagues describe methods for testing whether horses entrain their actions to an auditory beat. If horses can entrain, does this necessarily imply that there is no causal relationship between vocal learning and entrainment? I propose an alternative way in which vocal learning may relate to entrainment – one that is consistent with entrainment in some vocal non-learning species. Due to engaging in the developmental process of vocal learning, there may be early experiences common to vocal learners, but rare in vocal non-learning species. It is possible that it is these experiences that are critical for entrainment – not vocal learning itself, nor related genes. These experiences may result in critical changes in neural development, leading to the development of cognitive mechanisms necessary for both vocal learning and entrainment. This hypothesis changes the causal story from one of genetic change to one of changes in experience, and from a focus on evolution to a focus on individual ontogeny. Thus, if horses can entrain, we should not immediately reject the idea of a relationship between vocal learning and entrainment: First, we should consider whether some unusual aspect of the horses’ experience effectively replicates the unusual experiences of vocal learning animals.

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