Littérature scientifique sur le sujet « Experiential learning »
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Articles de revues sur le sujet "Experiential learning"
Lovemore, Nyatanga. « Experiential taxonomy and experiential learning ». Nursing Management 9, no 8 (1 septembre 1989) : 24–27. http://dx.doi.org/10.7748/nm.9.8.24.s13.
Texte intégralGreen, Barbara. « Experiential learning ». Bible and Critical Theory 3, no 2 (juin 2007) : 19.1–19.13. http://dx.doi.org/10.2104/bc070019.
Texte intégralDunn, Doris, et Mark Chaput Saintonge. « Experiential learning ». Medical Education 31 (décembre 1997) : 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.
Texte intégralJaison, Bala. « Experiential Learning ». Journal of Couples Therapy 2, no 1-2 (14 mai 1991) : 155–63. http://dx.doi.org/10.1300/j036v02n01_11.
Texte intégralGlaze, William H. « Experiential learning ». Environmental Science & ; Technology 33, no 21 (novembre 1999) : 442A. http://dx.doi.org/10.1021/es9930622.
Texte intégralWatt, Molly. « Experiential learning ». ACM SIGCUE Outlook 20, no 1 (septembre 1988) : 25–31. http://dx.doi.org/10.1145/382236.382855.
Texte intégralWelch, Janet L., Pamela R. Jeffries, Brenda L. Lyon, Donna L. Boland et Jane H. Backer. « Experiential Learning ». Nurse Educator 26, no 5 (septembre 2001) : 240–43. http://dx.doi.org/10.1097/00006223-200109000-00014.
Texte intégralWilliams-Perez, Kendra, et Larry Keig. « Experiential Learning ». Nurse Educator 27, no 4 (juillet 2002) : 165–67. http://dx.doi.org/10.1097/00006223-200207000-00007.
Texte intégralSalimon, Francina. « Experiential Learning ». International Journal of Research Publication and Reviews 03, no 12 (2022) : 2363–66. http://dx.doi.org/10.55248/gengpi.2022.31276.
Texte intégralRego, Michelle. « The Global Learning Distinction : an Experiential Learning Research Project ». JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no 3 (2018) : 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.
Texte intégralThèses sur le sujet "Experiential learning"
Yeganeh, Bauback. « Mindful Experiential Learning ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.
Texte intégralHicks, W. Bruce. « Experiential learning in ministry ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54504.pdf.
Texte intégralSnyman, Andries. « Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities ». Journal for New Generation Sciences, Vol 3, Issue 1 : Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.
Texte intégralIn 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.
Pankratz, Karissa Rachelle. « Playscape affordances : encouraging experiential learning ». Kansas State University, 2014. http://hdl.handle.net/2097/17737.
Texte intégralDepartment of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
According to Barbara Hendricks, play environment designer and consultant, “If we want children to grow up with a zest for living we need to give them living spaces that express life as a grand experience.” Hendricks emphasizes playtime is important for children to process formal lessons (Hendricks 2011). This applied design research project seeks to facilitate child development through an experiential learning playscape while addressing stormwater management for Bluemont Elementary School. The central research question of this project is: How can school playgrounds be designed to afford children improved social interactions and experiential learning? An exploration of landscape affordances theory (Sanseter and Hansen 2009, Heft 1988) and experiential learning (Kolb 1984), combined with social interactions and cognitive child development (Addo-Atuah 2012), formed a theory base for the project. Playground observations, stakeholder surveys, stakeholder interviews, and site inventory and analysis informed the eventual design. Major factors influencing students’ play include age, playground rules, equipment available for use, and weather. Site conditions, including topography and site drainage, can also influence students’ play. In current conditions, stormwater is a schoolyard liability restricting play and safe site circulation. The researcher gathered insights from student surveys, playground observations, teacher interviews, and site inventory and analysis to complete a comprehensive master plan. The comprehensive master plan and detailed stormwater management plan address the schoolyard over the next twenty to fifty year outlook. The designs resolve practical issues while increasing the variety of site educational and play affordances available to students and teachers for play and learning. A primary goal of the detailed plan is to convert stormwater schoolyard liabilities into amenities and educational tools.
Hriso, Peter, et W. Andrew Clark. « Project Management Through Experiential Learning ». Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2499.
Texte intégralGraff, Jens. « Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context ». Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.
Texte intégralViteri, Victor R. (Victor Raul). « Experiential learning environments for structural behavior ». Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29284.
Texte intégralIncludes bibliographical references (leaves 182-184).
Computers have dramatically changed the nature of structural engineering practice by shifting work from process-oriented tasks, such as performing hand calculations and drafting, to structural modeling and interpretation of computer results. To perform these new functions, engineers need to have a deep understanding of structural behavior. There exists, however, a strong sentiment that engineering education has not been able to effectively address these new needs. Through the Experiential Learning Cycle, this research identifies structural behavior as knowledge associated with conceptual understanding that is most effectively attained through reflective action. Within this context, an epistemological analysis reveals that the use of computer applications that integrate simulation and assessment capabilities would enhance the traditional framework of structural engineering education. The Tutorial Cycle provides the pedagogical foundation for the development of a methodology that leads to the creation of such environments. The principles proposed by this methodology were implemented in the building of an Experiential Learning Environment whose primary objective is to help develop a qualitative understanding for the structural behavior of beams. In order to address conceptual and developmental issues, a preliminary environment, PointLoad, with limited capabilities was first put together. Then, after conducting usability tests on this version, a more comprehensive learning environment was built. The end result, iBeam, combines a Finite Element based interactive simulator with an adaptive assessment and feedback component.
(cont.) A programming strategy that combines deterministic programming with rule-based reasoning agents was adopted in the development this environment. Feedback from student trials confirmed that the approach used in iBeam effectively fosters user engagement in reflective action.
by Victor Viteri.
Ph.D .
Jacobs, H. S. « Increased customer satisfaction during experiential learning ». Interim : Interdisciplinary Journal, Vol 6, Issue 2 : Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/404.
Texte intégralA pilot programme was run (2004-2005) with Tourism Management students at the Central University of Technology, Free State to enhance the satisfaction levels of both the student and relevant employers during Experiential Learning. The goals were to try and better prepare students for their Experiential Learning experience by means of a formal orientation programme in addition to the normal briefing session held and to enable both students and employers to achieve higher satisfaction levels in terms of pre-determined aspects as a result of the programme. The pilot programme was based on and informed by theories of learning in cooperative education, best practice requirements as well as a study of possible benefits to all parties concerned.
Lloyd, Sam. « Experiential learning in professional Rugby Union ». Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14982.
Texte intégralWelby-Solomon, Vanessa. « The continuous learning cycle. Investigating possibilities for experiential learning ». Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5357.
Texte intégralScholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations.
Livres sur le sujet "Experiential learning"
Centre for the Study ofComprehensive Schools., dir. Experiential learning. York : Centre for the Study of Comprehensive Schools, 1990.
Trouver le texte intégralWessell, Jonathan E., dir. Experiential Learning in Geography. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9.
Texte intégralHyams-Ssekasi, Denis, et Elizabeth F. Caldwell, dir. Experiential Learning for Entrepreneurship. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90005-6.
Texte intégralTowne, Douglas M., Ton de Jong et Hans Spada, dir. Simulation-Based Experiential Learning. Berlin, Heidelberg : Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78539-9.
Texte intégralShiralkar, Shreekant W. IT Through Experiential Learning. Berkeley, CA : Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2421-2.
Texte intégralEvans, Norman. Experiential learning for all. London : Cassell, 1994.
Trouver le texte intégralTowne, Douglas M. Simulation-Based Experiential Learning. Berlin, Heidelberg : Springer Berlin Heidelberg, 1993.
Trouver le texte intégralBurnard, Philip. Experiential learning in action. Aldershot, Hants, England : Avebury, 1991.
Trouver le texte intégralzhong, Huang tian. Career Management : Experiential learning. [Place of publication not identified] : Higher Education Press, 2011.
Trouver le texte intégralAlan, Staley, et Mackenzie Niall, dir. Computer supported experiential learning. Birmingham : Learning Methods Unit, the University of Central England in Birmingham, 2001.
Trouver le texte intégralChapitres de livres sur le sujet "Experiential learning"
Burnard, Philip. « Experiential Learning ». Dans Teaching Interpersonal Skills, 1–15. Boston, MA : Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-7104-3_1.
Texte intégralvan Dalen, Jan. « Experiential Learning ». Dans Clinical Communication in Medicine, 193–99. Chichester, UK : John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118728130.ch30.
Texte intégralMcComas, William F. « Experiential Learning ». Dans The Language of Science Education, 40. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_37.
Texte intégralCardon, Lauren S., et Anne-Marie Womack. « Experiential Learning ». Dans Inclusive College Classrooms, 162–91. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-7.
Texte intégralBennett, Richard, et Joseph E. Oliver. « Experiential learning ». Dans Acceptance and Commitment Therapy, 89–90. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9781351056144-37.
Texte intégralMcCabe, Catherine, et Fiona Timmins. « Experiential Learning ». Dans Communication Skills for Nursing Practice, 223–36. London : Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_11.
Texte intégralVespia, Kristin M., Georjeanna Wilson-Doenges, Ryan C. Martin et Deirdre M. Radosevich. « Experiential learning. » Dans Evidence-based teaching for higher education., 77–97. Washington : American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-005.
Texte intégralBeard, Colin. « Experiential learning ». Dans Routledge International Handbook of Outdoor Studies, 425–34. New York : Routledge, 2016. : Routledge, 2015. http://dx.doi.org/10.4324/9781315768465-48.
Texte intégralEvans, Norman. « Restructuring, reorganising, redeploying ». Dans Experiential Learning, 197–204. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-16.
Texte intégralEvans, Norman. « Introduction ». Dans Experiential Learning, 59–65. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-7.
Texte intégralActes de conférences sur le sujet "Experiential learning"
Chikkamath, Satish, Nagaraj Vannal, R. M. Shet, P. C. Nissimgoudar et Nalini C. Iyer. « Experiential Learning : Learning through Projects ». Dans 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.057.
Texte intégralTrongtorsak, S., K. Saraubon et P. Nilsook. « THE EFFECT OF A COLLABORATIVE EXPERIENTIAL LEARNING MODEL USING THE DIGITAL MARKETPLACE TO ENHANCE THE DIGITAL ENTREPRENEURSHIP OF UNDERGRADUATE STUDENTS ». Dans The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7122.
Texte intégralNguyen, Ho Thi Thao, Tran Vi Anh et Nguyen Thi My Linh. « Experiential Learning in Workplace ». Dans ICDEL 2020 : 2020 the 5th International Conference on Distance Education and Learning. New York, NY, USA : ACM, 2020. http://dx.doi.org/10.1145/3402569.3402570.
Texte intégralPeiro-Signes, Angel, María del Val Segarra-Oña et Oscar Trull-Domínguez. « ENRICHMENT OF EXPERIENTIAL LEARNING ACTIVITIES ». Dans International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0017.
Texte intégralTrček, Zarja. « Interaction and Experiential Learning in Afterschool Classes ». Dans Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.56.
Texte intégralSiddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha et Farrokh Mistree. « Fostering Innovation Through Experiential Learning ». Dans ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.
Texte intégralGonsalvez, Christabel, et Martin Atchison. « Implementing studios for experiential learning ». Dans the Australasian conference. New York, New York, USA : ACM Press, 2000. http://dx.doi.org/10.1145/359369.359386.
Texte intégralGouveia, David, Duarte Lopes et Carlos Vaz de Carvalho. « Serious gaming for experiential learning ». Dans 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142778.
Texte intégralZiek, Paul, Kate Fink et Louis Guarneri. « EXPERIENTIAL LEARNING : REFLECTION VS REFLECTIONS ». Dans 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0435.
Texte intégralVescan, Andreea, et Camelia Serban. « Facilitating model checking learning through experiential learning ». Dans ESEC/FSE '20 : 28th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. New York, NY, USA : ACM, 2020. http://dx.doi.org/10.1145/3412453.3423196.
Texte intégralRapports d'organisations sur le sujet "Experiential learning"
Rougeaux-Burnes, Ashley. Mock Interview Strategy : Maximizing Experiential Learning. Ames : Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1844.
Texte intégralParker, Robert. Linking Experiential Learning to Community Transportation Planning. Portland State University Library, mai 2008. http://dx.doi.org/10.15760/trec.90.
Texte intégralWillis, Matt, Eilish Marie Tucker, Elaine Marie Raybourn, Matthew R. Glickman et Nathan Fabian. Real-time individualized training vectors for experiential learning. Office of Scientific and Technical Information (OSTI), janvier 2011. http://dx.doi.org/10.2172/1010417.
Texte intégralMcKinney, Ellen. Using Kolb's Experiential Learning Cycle to lead students in learning about sewable circuits. Ames : Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-422.
Texte intégralEllington, Tameka Nicole. The Simulated Fit Session : Experiential Learning for Future Technical Designers. Ames : Iowa State University, Digital Repository, novembre 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1340.
Texte intégralYoungs, Curtis R., M. Douglas Kenealy, Philip L. Spike, Bridget Driscoll, Michael S. Retallick et Michael C. Gaul. Experiential Learning Opportunities for Career Preparation of Animal Science Students. Ames (Iowa) : Iowa State University, janvier 2012. http://dx.doi.org/10.31274/ans_air-180814-663.
Texte intégralRee, Ashli. Promoting Experiential Learning and Community Engagement through a Student Pop-up Shop. Ames : Iowa State University, Digital Repository, novembre 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-88.
Texte intégralKim, Soohyun, et Brandon Mikaitis. A Team-based Experiential Learning in Supply Chain Sourcing : Purchasing and Negotiation Exercises. Ames : Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1877.
Texte intégralPal Singh, Virendra, Rakesh Bhushan Sinha, Devashree Nayak, Henry Neufeldt, Meine van Noordwijk et Javed Rizvi. The national agroforestry policy of India : experiential learning in development and delivery phases. World Agroforestry Centre (ICRAF), 2016. http://dx.doi.org/10.5716/wp16143.pdf.
Texte intégralMorris, Kristen Deanne, Li Zhao et Kerri McBee-Black. Breaking the Barriers of Disability With Cotton Performance Technologies : An Experiential Learning Opportunity for Technical Design and Omnichannel Retailing Students. Ames (Iowa) : Iowa State University. Library, janvier 2019. http://dx.doi.org/10.31274/itaa.9548.
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