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Artykuły w czasopismach na temat „Experiential education”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 5 marca 2023

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1

Haase, Krystal K., Maureen A. Smythe, Patricia L. Orlando, Beth H. Resman-Targoff, Lisa S. Smith, Sheryl J. Herner, S. Dee Melnyk i in. "Quality Experiential Education". Pharmacotherapy 28, nr 12 (grudzień 2008): 1547. http://dx.doi.org/10.1592/phco.28.12.1547.

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Welch, Marshall. "Reframing Experiential Education". Experiential Learning and Teaching in Higher Education 1, nr 1 (1.09.2022): 22. http://dx.doi.org/10.46787/elthe.v1i1.3364.

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This article invites the reader to reframe the traditional perspective of experiential education to a broader conceptualization of community engagement in which various stakeholders, in addition to students, are the beneficiaries of the learning experience. In addition to acknowledging and celebrating the pedagogical approach, this narrative also provides a friendly critique of our traditional and perhaps somewhat limited perspective ofexperiential education. Challenges and potential detrimental impact are considered, coupled with approaches on how to minimize those issues.

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Glantz, Edward J., Mahdi Nasereddin, David J. Fusco i Devin Kachmar. "Experiential Cyber Education". International Journal of Interdisciplinary Telecommunications and Networking 13, nr 4 (październik 2021): 85–96. http://dx.doi.org/10.4018/ijitn.2021100107.

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There is a gap between available cyber professionals with necessary skills and experience to meet industry requirements. Institutions of higher education (IHE)—as well as other programs—have begun increasing course and degree offerings to help educate, train, and even retrain working professionals to close this gap. Of growing importance are tools and techniques to supplement theoretical development with accelerated experiential cyber training. Fortunately, there has been an increase in providers offering these services, although they vary substantially in features, costs, and opportunities. The purpose of this research is to identify a current spectrum of vendors and opportunities providing hands-on cyber training. The authors of this paper include cyber faculty at a university offering undergraduate and master's cybersecurity degrees. Both degrees are offered to resident as well as online students.

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Phipps, Maurice. "Experiential Leadership Education". Journal of Experiential Education 11, nr 1 (maj 1988): 22–28. http://dx.doi.org/10.1177/105382598801100104.

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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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Haase, Krystal K., Maureen A. Smythe, Patricia L. Orlando, Beth H. Resman-Targoff i Lisa S. Smith. "Ensuring Quality Experiential Education". Pharmacotherapy 28, nr 12 (grudzień 2008): 1548–51. http://dx.doi.org/10.1592/phco.28.12.1548.

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Grice, Gloria R., Angela R. Thomason, Lisa M. Meny, Nicole R. Pinelli, Jay L. Martello i Joseph A. Zorek. "Intentional Interprofessional Experiential Education". American Journal of Pharmaceutical Education 82, nr 3 (kwiecień 2018): 6502. http://dx.doi.org/10.5688/ajpe6502.

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Shellman, Amy. "Empowerment and Experiential Education". Journal of Experiential Education 37, nr 1 (28.01.2014): 18–30. http://dx.doi.org/10.1177/1053825913518896.

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Cray-Andrews, Martha. "Experiential Education — One Reality". Journal of Experiential Education 8, nr 3 (listopad 1985): 13–17. http://dx.doi.org/10.1177/105382598500800304.

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Owen, Steve. "Commercialism in Experiential Education". Journal of Experiential Education 10, nr 1 (maj 1987): 42–45. http://dx.doi.org/10.1177/105382598701000110.

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Leonard, Lana S. "Storytelling as Experiential Education". Journal of Experiential Education 13, nr 2 (sierpień 1990): 12–17. http://dx.doi.org/10.1177/105382599001300202.

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Chapman, Steve, Pam McPhee i Bill Proudman. "What is Experiential Education?" Journal of Experiential Education 15, nr 2 (sierpień 1992): 16–23. http://dx.doi.org/10.1177/105382599201500203.

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Henderson, Karla A. "Ecofeminism and Experiential Education". Journal of Experiential Education 20, nr 3 (grudzień 1997): 130–33. http://dx.doi.org/10.1177/105382599702000304.

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Many experiential activities take place in the outdoors. Just because the outdoors is an educational tool does not mean that educators have any less responsibility for environmental issues. The intersection between social and environmental concerns provides an important philosophical underpinning for the work that experiential educators do. In this essay, I will demonstrate how a philosophy such as ecofeminism might influence the actions of individuals toward one another and toward the environment.

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Beck, Diane E. "Outcomes and Experiential Education". Pharmacotherapy 20, nr 10 Part 2 (październik 2000): 297S—306S. http://dx.doi.org/10.1592/phco.20.16.297s.35020.

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de Bilde, Jerissa, Tinneke Boonen, Sara Speybroeck, Bieke De Fraine, Jan Van Damme i Mieke Goos. "Experiential Education in Kindergarten". Elementary School Journal 116, nr 2 (grudzień 2015): 173–97. http://dx.doi.org/10.1086/683802.

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Davis-Berman, Jenny. "Book Review: Women's Voices in Experiential Education: Women's Voices in Experiential Education". Journal of Experiential Education 20, nr 1 (maj 1997): 53–54. http://dx.doi.org/10.1177/105382599702000110.

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Wolsk, David. "Experiential Knowledge". New Directions for Teaching and Learning 2003, nr 94 (2003): 89–96. http://dx.doi.org/10.1002/tl.104.

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박기윤 i 김현식. "EEPERF(Experiential Education PERFormance): An Instrument for Measuring Service Quality in Experiential Education". Journal of Distribution Science 10, nr 2 (luty 2012): 43–52. http://dx.doi.org/10.15722/jds.10.2.201202.43.

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Black, Carolyn. "Finance Education". Industry and Higher Education 14, nr 5 (październik 2000): 305–16. http://dx.doi.org/10.5367/000000000101295219.

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The author proposes that finance educators should adopt an experiential approach to finance education in order to enhance finance graduates' interpersonal, problem-solving and critical thinking skills. The application of Kolb's experiential learning cycle to the finance discipline reveals the need for educators to consider different learning styles when designing papers. In order to incorporate multiple learning styles into the learning experience, a learning matrix is developed to match learning activities explicitly to a specified range of educational objectives for each major teaching concept. The experiential approach and the use of learning matrices are discussed in the context of a graduate-level open-learning finance paper at Massey University, New Zealand. The model is sufficiently generic to be used in a variety of disciplines, and offers educators a methodology for the design of experiential papers through which students can experience a wide range of learning skills and enhance their education.

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Borcherding, Rhoda, Linda Goff, Bill Nolting, Chip Peterson i Brian Whalen. "Experiential Education and Study Abroad". Frontiers: The Interdisciplinary Journal of Study Abroad 8, nr 1 (15.12.2002): vii—x. http://dx.doi.org/10.36366/frontiers.v8i1.90.

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This Special Issue of Frontiers is timely. Over the past ten to fifteen years, the field of education abroad has seen a dramatic increase in the number and variety of experiential approaches to learning. While it has long been recognized that the learning outcomes of study abroad are closely related to out-of-class experiences, until recently surprisingly little attention had been paid to this topic. This volume seeks to address this need by inviting some of the leaders in the theory and practice of experiential education abroad to address important considerations related to their work. Like other Special Issues of Frontiers, this volume is meant to bridge a gap between the administration of study abroad programs and the academic disciplines from which study abroad programs emanate. Frontiers has as one of its central purposes connecting study abroad to its academic underpinnings and to the faculty that teach and research within these disciplines. In addressing the topic of experiential education, we hope to engage our faculty in further study and dialogue about how best to create, manage, and evaluate experiential education programming in study abroad in order to enhance learning outcomes. The current volume also bridges another gap, this one between study abroad professionals and our colleagues involved in experiential education. Past Special Issues of Frontiers have looked at the intersection of key fields related to study abroad: science and engineering; foreign languages; and area studies. By addressing the theoretical, pedagogical and practical connections between international education and experiential education, it is our hope that this volume will spur discussion and collaboration in areas of mutual interest. The featured articles in this volume move from theory and history to praxis and the concrete issues that we encounter in our everyday work. The introductory essay by Lynn Montrose of Regis University provides a framework for understanding the theory and pedagogy of experiential education. After a brief review of some experiential education theorists, Montrose outlines the standards of good practice, and helps us to think about how to define experiential education goals and means of assessment. Rather than an historical overview of experiential education, this special issue of Frontiers offers case studies that relate individuals to their political and historical contexts. Ronald Cluett, a professor of Classics at Pomona College, shows how movement across borders is an often-repeated narrative that blends the personal and the political. His historical case studies, ranging in subject from Cicero to Mohammed Atta, remind us that experiential education is an old form that has influenced history in tangible ways, both positively and negatively. The next article, by Ann Lutterman-Aguilar and Orval Gingerich, examines the ways in which international experiential education contributes to educating for global citizenship. Drawing on their well-known program at Augsburg College, Lutterman-Aguilar and Gingerich argue that study abroad in and of itself does not contribute to the development of global citizenship, but that it can do so when study abroad programs are designed with that goal in mind. The authors provide suggestions for how to design such programs by drawing on the principles of experiential education and their own experience at Augsburg. Following this piece, John Annette provides readers with a broad view of the area of international service learning, based on his expertise. The next series of articles frame the “how to” of this Special Issue by offering best practices from practitioners on the front line of study abroad experiential programming. These articles cover internships, field-based learning, and collaborative learning using journal writing. The first article is by Gerald Honigsblum, Director of the Boston University Paris Internship Program. Honigsblum outlines the material, cultural, intellectual, legal, and professional issues associated with a professional internship model. His article analyzes the conditions and variables of experiential learning within internship programs, and recommends a number of guidelines and strategies to make the internship a seamless learning experience that is both substantial and substantive. Carol Brandt and Thomas Manley present the practice of using a fieldbook on study abroad programs as both a pedagogical and assessment tool. They provide specific examples of how the fieldbook is used to engage students in certain types of learning activities, as they elucidate both the successes and the problems with this approach. Experiential education requires rigorous reflective and analytical structures, and the fieldbook is an example of an effective model for achieving this goal. Leeann Chen of Embry-Riddle Aeronautical University provides an innovative model for incorporating host nationals as cross-cultural collaborators in overseas learning. Chen proposes to have students write for a native audience, creating opportunities for students to reflect more deeply on cultural differences from cross-cultural points of view. Her article examines the experiential links created within a creative dialogic relationship rather than the traditional appositive relationship that exists between students and hosts. She also addresses how to prepare both host nationals and students for using writing addressed to the former as a structure of cross-cultural collaborative learning. The next article of this Special Issue examines experiential education abroad models. Chip Peterson of the University of Minnesota argues that program design and pedagogical strategies are critical to transformative experiential education. He compares and contrasts three different approaches to program design, management, and evaluation. The many similarities among them reflect the common values, objectives, and principles of good practice on which they draw; the notable differences among them illustrate that there are many valid pedagogies. In his article, Michael Steinberg of the Institute for the International Education of Students (IES) addresses the question of maintaining academic quality in experiential study abroad programming. He demonstrates that experiential education is a laudable and creditworthy endeavor, and discusses some approaches designed to reinforce the academic nature of experiential learning, using IES as a case study. Steinberg reviews recent research on credit acceptance and on student learning, and then discusses assessment and the nature of academic programming for students in field placements, internships, and service learning. Finally, we include in this volume tributes to two giants in the field of experiential education abroad who passed away within the past year, Senator Paul Wellstone and Howard Berry. We are pleased also to be able to publish a bibliography of Howard Berry’s writings as well as a short article of his that appeared in Transitions Abroad. We thank Clay Hubbs of Transitions for granting permission to reprint the article and the tributes to Howard Berry. We thank also Amy Sunderland, Executive Director of the Higher Education Consortium for Urban Affairs (HECUA), for her moving tribute to Senator Wellstone. Both Wellstone and Berry were influential leaders in promoting and developing international experiential education, and we are pleased to be able to honor their memory in this Special Issue of Frontiers. Readers will notice a page dedicated to notes from the Forum on Education Abroad. Frontiers is pleased to be a strategic partner of the Forum by sharing the research goals of the organization. The Forum and Frontiers will work together on future projects to benefit the field of international education. Already being planned are special issues of Frontiers developed in collaboration with Forum members whose topics include outcomes assessment and curriculum development. In addition, the Frontiers Editorial Board is pleased to distribute complimentary copies of Frontiers to all Forum members. Study abroad professionals are challenged to design, manage, and assess all aspects of experiential education programs, often in a climate in which these programs themselves are not well understood. The guest editors and the editorial board of Frontiers hope that this Special Issue will contribute to the work of our colleagues by offering insight into critical topics, and by providing concrete ideas and tools for engaging in this work. It is a beginning, and we hope one that will assist study abroad professionals to think through the ways in which experiential learning influences study abroad learning. Rhoda Borcherding, Pomona College Linda Goff, Marymount University Bill Nolting, University of Michigan Chip Peterson, University of Minnesota Brian Whalen, Dickinson College

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DeGiacomo, John A. "Experiential learning in higher education". Forestry Chronicle 78, nr 2 (1.04.2002): 245–47. http://dx.doi.org/10.5558/tfc78245-2.

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Eckhaus, Eyal, Galit Klein i Jeffrey Kantor. "Experiential Learning in Management Education". Business, Management and Education 15, nr 1 (29.06.2017): 42–56. http://dx.doi.org/10.3846/bme.2017.345.

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Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

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Dolby, Nadine, i Jubin Rahatzad. "Experiential Learning in Teacher Education". Experiential Learning and Teaching in Higher Education 2, nr 1 (1.09.2022): 19. http://dx.doi.org/10.46787/elthe.v2i1.3434.

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Sixty-four years after the landmark Brown vs. Board of Educationdecision, schools, neighborhoods, and communities in the United States re-main largely segregated by race and class. As a result, many incoming studentsarrive on college and university campuses with limited exposure to people froma wide array of backgrounds and identities. In this article, we examine howstudents enrolled in an undergraduate teacher education course, Multicultur-alism and Education, learned from and reflected on an experiential learningassignment. The assignment, called “Immersion Experience,” required them tohave a brief experience in a cultural context that is different from their own.Through the assignment, students reflected on their own identities, values, andupbringing; learned about their stereotypes and beliefs about discrimination;and began to appreciate experience as a way of deepening their understandingof diversity. In an era in which undergraduates spend more of their time on-line, self-segregated and fractured by political beliefs and social identities andexperiences, assignments such as the “Immersion Experience” help to createthe physical, human encounters with difference that are vital for communityand democracy.

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Cerulli, Jennifer. "Experiential Education in Community Pharmacy". American Journal of Pharmaceutical Education 70, nr 1 (wrzesień 2006): 19. http://dx.doi.org/10.5688/aj700119.

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Cox, Craig D. "Sharing Ideas in Experiential Education". American Journal of Pharmaceutical Education 76, nr 3 (10.04.2012): 45. http://dx.doi.org/10.5688/ajpe76345.

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Loynes, Chris. "Two views of experiential education". Journal of Adventure Education and Outdoor Learning 15, nr 3 (13.04.2015): 261–63. http://dx.doi.org/10.1080/14729679.2015.1027101.

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Steel, John, Bill Carmichael, David Holmes, Marie Kinse i Karen Sanders. "Experiential learning and journalism education". Education + Training 49, nr 4 (5.06.2007): 325–34. http://dx.doi.org/10.1108/00400910710754462.

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Dhliwayo, Shepherd. "Experiential learning in entrepreneurship education". Education + Training 50, nr 4 (30.05.2008): 329–40. http://dx.doi.org/10.1108/00400910810880560.

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Houge Mackenzie, Susan, Julie S. Son i Steve Hollenhorst. "Unifying Psychology and Experiential Education". Journal of Experiential Education 37, nr 1 (17.01.2014): 75–88. http://dx.doi.org/10.1177/1053825913518894.

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Blenkinsop, Sean, Carrie Nolan, Jasper Hunt, Paul Stonehouse i John Telford. "The Lecture as Experiential Education". Journal of Experiential Education 39, nr 2 (18.04.2016): 101–14. http://dx.doi.org/10.1177/1053825916641434.

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James, Joan K., i Theresa Williams. "School-Based Experiential Outdoor Education". Journal of Experiential Education 40, nr 1 (3.02.2017): 58–71. http://dx.doi.org/10.1177/1053825916676190.

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In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity.

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Bell, Martha. "Critical Perspectives in Experiential Education". Journal of Experiential Education 16, nr 3 (grudzień 1993): 7–8. http://dx.doi.org/10.1177/105382599301600301.

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Russell, Constance L. "Ecotourism as Experiential Environmental Education?" Journal of Experiential Education 17, nr 1 (maj 1994): 16–22. http://dx.doi.org/10.1177/105382599401700105.

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BING, ANTHONY G. "Peace Studies as Experiential Education". ANNALS of the American Academy of Political and Social Science 504, nr 1 (lipiec 1989): 48–60. http://dx.doi.org/10.1177/0002716289504001005.

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Bevan, David, i Claudia Kipka. "Experiential learning and management education". Journal of Management Development 31, nr 3 (16.03.2012): 193–97. http://dx.doi.org/10.1108/02621711211208943.

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Weigert, Kathleen Maas. "EXPERIENTIAL LEARNING AND PEACE EDUCATION". Peace & Change 15, nr 3 (lipiec 1990): 312–30. http://dx.doi.org/10.1111/j.1468-0130.1990.tb00558.x.

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Tyson, B. Trevor, i Nicholas P. Low. "Experiential Learning in Planning Education". Journal of Planning Education and Research 7, nr 1 (październik 1987): 15–27. http://dx.doi.org/10.1177/0739456x8700700102.

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Vaid, Urvashi. "Experiential Learning in Medical Education". American Journal of the Medical Sciences 356, nr 2 (sierpień 2018): 187. http://dx.doi.org/10.1016/j.amjms.2018.04.017.

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Perry, C., i T. Euler. "Experiential Learning and Management Education". Higher Education Research & Development 4, nr 2 (styczeń 1985): 183–92. http://dx.doi.org/10.1080/0729436850040206.

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Rubin, Sharon. "Developing Community Through Experiential Education". New Directions for Higher Education 2000, nr 109 (2000): 43–50. http://dx.doi.org/10.1002/he.10905.

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Frankl, SN, ML Mann i AW Jong. "APEX: an experiential education program". Journal of Dental Education 57, nr 8 (sierpień 1993): 637–42. http://dx.doi.org/10.1002/j.0022-0337.1993.57.8.tb02784.x.

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Speelman, Elizabeth A., i Mark Wagstaff. "Adventure Leadership and Experiential Education". New Directions for Student Leadership 2015, nr 147 (18.08.2015): 89–98. http://dx.doi.org/10.1002/yd.20146.

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Sossin, Lorne. "Experience the Future of Legal Education". Alberta Law Review 51, nr 4 (18.08.2014): 849. http://dx.doi.org/10.29173/alr41.

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This article examines the shift towards experiential legal education and its implications. While others have focused on experiential education as a means of training better lawyers, the author advances the argument for experiential education because it is rooted in substantive problem-solving, access to justice, engagement with communities, and greater opportunities for reflective and critical thinking about law and justice. Drawing on examples from Osgoode Hall Law School, which adopted an experiential curricular requirement in 2012, the article explores the ways in which experiential education may change law school and law students. The article also canvasses the implications of the experiential shift for the future of legal education, and the blurring lines between law school and transitional professional education in law such as articling and Practical/Professional Legal Training Courses (PLTCs). Finally, a number of perspectives and research initiatives are presented to suggest that the benefits of an effectively designed experiential model are far reaching, from a learning environment that caters most effectively to the way in which students learn and access information, to increasing engagement with community needs, to the positive impacts on student wellness. Therefore, the article illustrates the significance of the experiential shift in legal education in the Canadian context as a critical driver in the evolution of the law school and professional legal education.

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Prisco, Jennifer L., Jennifer D. Goldman, Tewodros Eguale i Nicole Carace. "Important Factors in Remote Experiential Education". Pharmacy 10, nr 5 (24.09.2022): 122. http://dx.doi.org/10.3390/pharmacy10050122.

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

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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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Wong, Koon Lin, Eric King-Man Chong, Wing Tat Leung i Yan Wing Leung. "Experiential learning for civic education: Typologies and learning outcomes". Citizenship Teaching & Learning 17, nr 2 (1.06.2022): 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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Dunn, Doris, i Mark Chaput Saintonge. "Experiential learning". Medical Education 31 (grudzień 1997): 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.

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Nguyen Thuy, Chung. "DESIGNING EXPERIENTIAL ACTIVITIES IN TEACHING THE MATHEMATICS EDUCATION MODULE FOR PRIMARY EDUCATION STUDENTS". Journal of Science Educational Science 66, nr 5A (grudzień 2021): 122–33. http://dx.doi.org/10.18173/2354-1075.2021-0222.

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The objective of this article is to propose a way to design the learning activities for primary education students in teaching the module Mathematics Education. The article focuses on theoretical research on experiential education; research on competency-based teacher training; research on the organization of experiential activities in teaching and learning Mathematical Education modules for students and applying it to the designing of experiential activities in teaching the module “Building Mathematics lesson plan to develop the qualities and competences of learner for primary students while studying this module.

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Koustas, Sophia N., i Elham Shahidi Salehi. "Entrepreneurship Education and Experiential Learning in Higher Education". Experiential Learning and Teaching in Higher Education 4, nr 1 (1.09.2022): 15. http://dx.doi.org/10.46787/elthe.v4i1.3429.

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Tavanti, Marco, i Elizabeth A. Wilp. "Experiential by Design: Integrating Experiential Learning Strategies Into Nonprofit Management Education". Journal of Nonprofit Education and Leadership 8, nr 4 (2018): 375–402. http://dx.doi.org/10.18666/jnel-2018-v8-i4-9234.

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