Статті в журналах з теми "Cooperative Assessment of Experiential Learning"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Cooperative Assessment of Experiential Learning.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Cooperative Assessment of Experiential Learning".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Mitakidou, Soula, and Konstantia Tamoutseli. "Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 5–18. http://dx.doi.org/10.2478/v10099-011-0001-5.
Повний текст джерелаАнотація:
Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities There is a definite intersection of targets and intentions between education for sustainable development (ESD) and cross-cultural education (CCE), since both ESD and CCE aspire to pursue and develop values such as equity, democracy and quality of life in a multicultural setting. Apart from their common philosophical basis, ESD and CCE endorse similar teaching methods, i.e. experiential and cooperative learning, and pursue the development of abilities such as research interest, critical thought and political awareness, with the intention to develop a learning community intrinsically connected with the wider community and society. This study aspires to explore the possibilities of cooperative learning to effectively promote the aims of both ESD and CCE. The children of a public school in Thessaloniki, Greece, were involved in this action research related to their local environment. The methodological tools used included walk mapping and landscape analysis charts combined with environmental assessment sheets. The ensuing discussion facilitates reflection on the prospects of cooperation in a class with a mixed ability population.
2
Patil, Y. M., and P. D. Kumbhar. "Effectiveness of Jigsaw Strategy on Students Achievement in Engineering Education." Journal of Engineering Education Transformations 36, S2 (January 1, 2023): 34–37. http://dx.doi.org/10.16920/jeet/2023/v36is2/23005.
Повний текст джерелаАнотація:
Outcome-Based Education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). OBE is playing a great role in engineering education, the world over and in traditional educational settings as well as in continuing education. It is a student-centric teaching and learning process in which it deals with the planning, course delivery, and students’ assessment to achieve stated outcomes. A number of classroom assessment techniques (CAT) or active learning tools like think-pair-share, flipped classroom, problem based learning (PBL), and cooperative learning techniques such as jigsaw are used for achieving effective learning of the students. The jigsaw technique is one of the active learning techniques which has proved to be an effective method for classroom teaching and hence it is widely used for teaching engineering courses. The present paper focuses on the use of ‘jigsaw technique’ for teaching the course ‘Biology for Engineers’, a core course of B. Tech. program, to study students’ performance in the End Semester Examination. The course content is difficult to get understood by the engineering students. Therefore, some difficult concept from this course is taught by using jigsaw technique. The students were divided into 8 groups with 8 students in each group. All the groups were assigned a topic with eight different subtopics for study and the jigsaw technique was implemented. The results of study indicated that the use of jigsaw technique improves students’ performance by 15% and helps them in developing their lifelong learning skills. Keywords— Cooperative Learning; Experiential Learning; Graduate Attribute; Jigsaw; Outcome Base Education; Student Performance.
3
Buchori, Achmad, Muhdi ., Ririn Ambarini, Suwarno Widodo, and Nur Fadhila. "The Development of Experiental Learning Model To increase the Capacity of Teaching of Universiti Teknologi Malaysia in Semarang Indonesian Schools." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 523. http://dx.doi.org/10.14419/ijet.v7i3.30.18423.
Повний текст джерелаАнотація:
In education there is nothing more impressive than direct experience, experiental learning is now getting a place in the process of learning in the classroom, experiental learning is the process of making meaning from the direct experience. Based on the experiential learning model, the prospective teachers ofUniversiti Teknologi Malaysia in cooperation with the Universitas PGRI Semarang help each other to improve their teaching skills by learning from teaching experience in other countries, based on this need, the MOU will be conducted between the two universities.In this research development is done by plomp model with the step that started from the initial assessment, planning, realization / construction, and implementation. With the aim of increasing the capacity of teaching of Universiti Teknologi Malaysia students in vocational high schools in semarang city, eight students taught at SMKN 2 Semarang and SMKN 4 Semarang for 2 months. The sampling technique was taken with random sampling, while data were obtained from questionnaire and interview with students of Universiti Teknologi Malaysia.Based on the questionnaire, it is found that 92% of Universiti Teknologi Malaysia students are very pleased to be able to participate in the international PPL program in Indonesia. This is because their facilities and culture are similar to those in Indonesia, thus facilitating the adaptation process in the schools in Indonesia, while the questionnaire validation of the instructional design experts and learning materials obtained an average of 86% and 90% . It means that modification of experiential learning model is worthy of use in the process of learning in the classroom. The interviews with students shows: 1) 80% of students found difficulties in language terms in Indonesia as they are some terms different from Malaysia so they finally use English when explaining the word that is not understood by students, 2) 90% of UTM students are very happy to teach in schools in Semarang, 3) 90% of students feel the difference of curriculum taught in Indonesia and that in Malaysia so they need adaptation first.
4
Dignam, Christopher. "Paints of the Artist’s Palette in STEAM Teaching." International Journal of Academic Studies in Science and Education 2, no. 1 (May 28, 2024): 20–41. http://dx.doi.org/10.55549/ijasse.11.
Повний текст джерелаАнотація:
This qualitative study was an emergent phenomenological study based in the tradition of portraiture, which shares many of its features with ethnography, case study, and narrative inquiry. The purpose of this study was to identify the most engaging cooperative learning methodologies for students to actively participate in home-school learning with parents during scientific inquiry investigations and supportive strategies for teachers to employ for Science, Technology, Engineering, Art, and Mathematics (STEAM) education. The conditions identified motivated students and their parents to take ownership of the learning in which they became self-managed, self-responsible, and self-directed. Data indicated the increased success of students were the result of students participating in teacher-designed experiential, constructivist learning activities that utilized a facet of involvement strategies and provided students with authentic and socially constructive learning. Providing a guided inquiry-based learning environment also promoted student achievement and empowered students to assess their learning for developing self-responsibility, acquiring self-management skills, and raising student efficacy. As a result, students were empowered to develop scientific inquiry and literacy skills and were enabled to take control of the learning through cooperative learning that included interactive homework, collaborative inquiry-based activities, metacognitive questioning, self-assessments, and dialogue journaling.
5
Lamoneda Prieto, Javier, Sixto González-Víllora, and Javier Fernández-Río. "Hibridando el Aprendizaje Cooperativo, la Educación Aventura y la Gamificación a través de la carrera de orientación (Hybridizing Cooperative Learning, Adventure Education, and Gamification through orienteering races)." Retos, no. 38 (March 21, 2020): 754–60. http://dx.doi.org/10.47197/retos.v38i38.77276.
Повний текст джерелаАнотація:
La práctica de actividad física en el medio natural no garantiza la formación de los estudiantes, ya que puede reducirse a aprendizajes técnicos o a la facilitación de sensaciones placenteras. El presente artículo aporta una propuesta de innovación educativa, cuyo objetivo es adaptar la normativa de la carrera de orientación al ámbito escolar; se promueve el desarrollo de habilidades sociales e inter-personales, así como el conocimiento, la preservación y la valoración de la riqueza del medio natural. Para ello, se ha hibridado la Educación de Aventura, por tratarse de un aprendizaje experiencial, con el Aprendizaje Cooperativo, al promover las conexiones interpersonales y la Gamificación, al aportar de forma lúdica una distribución de roles de trabajo y el empleo de nuevas tecnologías en la autoevaluación. Se muestran orientaciones prácticas para la intervención educativa tanto en la normativa (objetivos, participantes y el protocolo de inicio de prueba), en el uso de materiales y espacios (incorporando materiales autoconstruidos: educación al consumo; apps móviles: educación adecuada de las nuevas tecnologías), como en el sistema de evaluación formativo y compartido.Abstract. Physical activity practice in the outdoors does not guarantee students’ learning, since it can be reduced to technical skills or pleasant sensations. This article presents an educative innovation proposal, which aims to adapt the rules of orienteering races to the school environment; it promotes the development of social and interpersonal skills, as well as the understanding, preservation, and appreciation of the richness of the outdoors. To achieve it, Adventure Education, experiential learning, has been hybridized with Cooperative Learning, promoting interpersonal connections, and Gamification, providing a playful distribution of roles and the use of new technologies for self-assessment. Practical guidelines are presented to guide an educational intervention both in the regulations (objectives, participants, and beginning protocol), in the use of materials and spaces (incorporating self-constructed materials: consumer education; mobile apps: appropriate instruction in new technologies), and in formative and shared assessment.
6
Cabral, Helen S. "Implementation of the Experiential Learning Courses of the College of Teacher Education and Arts and Sciences: An Assessment." American Journal of Multidisciplinary Research and Innovation 1, no. 3 (July 4, 2022): 37–42. http://dx.doi.org/10.54536/ajmri.v1i3.286.
Повний текст джерелаАнотація:
The Experiential Learning Courses (ELC) are indispensable components of the New Teacher Education Curriculum per CHED Memorandum Order No. 30 s., 2004. This is pursuant to the National Competency-Based Teacher Standards (NCBTS), core of the Teacher Education and Development (TEDP) of the government. The researcher utilized descriptive research in here with the aid of an instrument on Practice Teaching used by the CTEAS Practice Teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the Experiential Learning Courses (ELC). The instrument used were the accomplished evaluation rating sheets of the Practice Teachers for the first and second shifts during their deployment in the second semester from SY 2010 – 2011 to 2013 – 2014. These were accomplished by the cooperating teachers where the Practice Teachers were assigned. The instrument was composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. There were three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. It was found out that the student teachers both for BEED and BSED are within the age expected of them to be completing for the tertiary level of education. Mostly were female and have a very satisfactory academic performance. Also, the performance of BEED and BSED student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. And the BEED and BSED student teachers displayed difference in terms of professional and personal characteristics. Therefore, these results could be a baseline for future improvement of experiential learning courses.
7
Culajara, Carla Jobelle. "Competency Level of MAPEH Teachers in Teaching Performing Arts Based on K to 12 Curriculum in Secondary Public Schools." Instabright International Journal of Multidisciplinary Research 3, no. 2 (October 15, 2021): 23–36. http://dx.doi.org/10.52877/instabright.003.02.0036.
Повний текст джерелаАнотація:
The quality of education depends on the teacher as well as to the curriculum. As the prime movers to attain the addressed goals in the curriculum, teachers must have the desire to grow and improve through professional development and constant learning towards students ‘academic achievement. The descriptive method of research was utilized in this study to assess the competency level of the MAPEH teachers in teaching performing arts based on the K to 12 Curriculum. Results of the study revealed that majority of the respondents were females, married and 40 years old and below. They earned units/finished their master’s degree, held a teacher position, and had 10 years and below teaching experience. With regard to artistic inclinations particularly in terms of dancing, majority of them have potential in folk dance and modern dance. In terms of music, some teachers could play musical instruments skillfully such as guitar and piano/organ. They were highly competent in using assessment data, monitoring students’ data and achievement, using ICT resources for the teaching-learning process, giving feedbacks, making good use of allotted time and employing design. Individual or group experiential learning, cooperative learning, project method and collaborative activities were most commonly used strategies in teaching performing arts. Meanwhile, lack of facilities and equipment and limited seminars, workshops, and trainings attended were the common problems encountered.
8
Asha Bavarava. "Collaborative Writing and Self Confidence among Vocational Education Learners." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 2, no. 2 (December 10, 2020): 33–61. http://dx.doi.org/10.58213/ell.v2i2.24.
Повний текст джерелаАнотація:
Almost universally, professional development courses combine classroom and real-world training. Students in vocational education have trouble combining the formal explicit information they learn in school with the informal tacit knowledge they learn on the job. There will be an investigation into the role of writing and peer cooperation in articulating conceptual and experiential knowledge during this design research project. At a school for social and health care assistants, 40 first- and second-year students wrote about real-world experiences, shared them with their peers, and participated in written and spoken conversations with their classmates and the teacher. It was made possible for participants to collaborate and write on the web using a wiki, a web-based platform for collaborative writing. Study results indicate that first-year students developed a lot of self-assurance, but sophomores performed less well on a competency assessment. Its collaborative character was also a big hit with students. The discussion focuses on the creation of writing and peer feedback-based learning activities for students to explain their intellectual and experiential knowledge.
9
Ahmad, Alfandi, and Retno Aliyatul Fikroh. "Practicum design for making bioplastics from uli banana peel (Musa paradisiaca S.) to grow the character of the pancasila student profile in polymer chapter." Jurnal Pendidikan Kimia 15, no. 3 (December 8, 2023): 198–207. http://dx.doi.org/10.24114/jpkim.v15i3.48864.
Повний текст джерелаАнотація:
The change from the 2013 curriculum to the Merdeka curriculum emphasizes the importance of experiential learning and the Pancasila student profile. However, polymers, a crucial macromolecular sub-material, often lack experimental support in education. This study focuses on selecting polymer materials through practical activities, specifically the creation of bioplastics from uli banana peels (Musa paradisiaca S), to foster the development of Pancasila Student Profile characteristics: collaborative teamwork, critical thinking, and innovation. Using a qualitative descriptive method, the study involves curriculum analysis, practical design, and feasibility assessment. The research revealed that the practical design aligns with the characteristics of high school experiments and produces high-quality bioplastics in terms of absorbency, tensile strength, elongation percentage, and biodegradability. Teacher and student interviews further confirmed the alignment with the Pancasila phase F student profile (class XII), emphasizing cooperation, objective-oriented learning, critical thinking, and innovation. This study establishes a strong connection between curriculum, learning outcomes, and experimental design in uli banana peel starch bioplastics production. Not only does it promote the development of Pancasila student profiles, but it also yields high-quality bioplastics.
10
Bowes, David, and Jay Johnson. "Experiential Learning Through Classroom Experiments." College Teaching Methods & Styles Journal (CTMS) 4, no. 4 (April 1, 2008): 7–16. http://dx.doi.org/10.19030/ctms.v4i4.5540.
Повний текст джерелаАнотація:
This paper describes classroom experiments in cooperative behavior as examples of experiential learning in economics classes. Several games are briefly discussed and a new game in cartel behavior is presented. In this game, Students make production decisions as a cartel and earn revenues based on their own output decision and the output decision of the rest of the cartel. Cooperative behavior generates maximum profit for the group, but individuals have incentive to break from the group. The demonstration can be used to illustrate profit maximizing decisions for a cooperative oligopoly and for individual firms, to introduce strategic behavior and game theory, and to demonstrate the instability of cartels. The paper includes review of other papers and experiments in cooperative behavior, a description of and instructions for the cartel experiment, analysis of results of the experiment, and suggested questions and topics for classroom discussion.
11
Tollison, Andrew C., and Jacob S. Turner. "Cooperating Across Classrooms: Cooperative–Experiential Learning Through Design and Implementation of Health Campaign Messages." Pedagogy in Health Promotion 4, no. 1 (March 14, 2017): 52–57. http://dx.doi.org/10.1177/2373379917697993.
Повний текст джерелаАнотація:
The objective of this article is twofold: (a) demonstrate the utility of cooperative–experiential learning within the health sciences curriculum and (b) diversify student classroom experiences through a health campaigns project that challenged students to creatively and strategically develop health messages. Cooperative–experiential learning is a hybrid pedagogy that exposes students to many of the complexities they can expect to face within their career, thus bridging the gap between the classroom and workplace. The health campaigns project used to appraise the value of cooperative–experiential learning in this article tasked upper-level undergraduate student groups from two unique college courses (Health Promotion and Visual Communication) to design, launch, and analyze health-relevant campaigns on the authors’ college campus. At two points throughout the semester, students independently completed reviews (cooperation reports) of their group dynamics and progress—these reports became the data set for our analysis of cooperative–experiential learning. Using a grounded theory approach (open, axial, and selective coding), the results that emerged from our analysis point to four significant themes of cooperative–experiential learning: development of communication skills, problem solving and critical thinking through cooperation, workplace preparedness, and student satisfaction. Student quotes are used to help extrapolate these four outcomes. Suggestions are offered for how to effectively incorporate cooperative–experiential learning into curriculum.
12
Văn Hạnh, Nguyễn. "Assessment in Experiential Learning." Journal of Science, Educational Science 60, no. 8D (2015): 93–98. http://dx.doi.org/10.18173/2354-1075.2015-0259.
Повний текст джерела
13
Lin, Yi-Ti. "Cooperative Experiential Learning in a Flipped Translation Classroom." International Journal of English Linguistics 9, no. 5 (July 18, 2019): 29. http://dx.doi.org/10.5539/ijel.v9n5p29.
Повний текст джерелаАнотація:
This research aims to investigate the perception of English as a Foreign Language (EFL) learners on cooperative experiential learning in a flipped translation classroom. Translation competence is seen as one of the essential language skills to acquire for English. In order to facilitate learners in developing translation skills, a learner-centered instruction integrating cooperative learning with experiential learning was implemented. A total of 13 English majors taking a required translation course at a university in Taiwan participated in the research. Data were collected from semi-structured interviews and analyzed systematically using a qualitative conductive approach. Results showed that the participants encountered different obstacles when translating from English to Chinese and vice versa. The findings indicated that this flipped translation classroom enables learners to actively engage in the translation process and elevate the learning process from lower order thinking to higher order thinking. Pedagogical implications are suggested and research implications are also provided for future studies.
14
Morellato, Massimo. "Digital Competence in Tourism Education: Cooperative-experiential Learning." Journal of Teaching in Travel & Tourism 14, no. 2 (April 3, 2014): 184–209. http://dx.doi.org/10.1080/15313220.2014.907959.
Повний текст джерела
15
Thorne, Pauline. "Assessment of prior experiential learning." Nursing Standard 6, no. 10 (November 27, 1991): 32–34. http://dx.doi.org/10.7748/ns.6.10.32.s44.
Повний текст джерела
16
Tully, Greg. "Experiential practice learning: Providing a theoretical knowledge foundation." Groupwork 26, no. 3 (July 3, 2017): 55–63. http://dx.doi.org/10.1921/gpwk.v26i3.1041.
Повний текст джерелаАнотація:
Abstract: Using experiential activities is one way to provide alternative content that moves groupwork practice away from the structured curriculum-driven or facilitator-driven approach, and moves groupwork practice more toward the direction of group activity that promotes cooperative group member learning and growth. However, we should recognize the importance of providing a theoretical knowledge foundation prior to learning about experiential practice; it is vital to learn the foundational knowledge pertinent to the successful use of experiential activities in groups.Keywords: activities; group planning; group stages; group types; theoretical knowledge; support; group work; groupwork
17
Heinrich, William F., and Patrick M. Green. "Remixing Approaches to Experiential Learning, Design, and Assessment." Journal of Experiential Education 43, no. 2 (April 22, 2020): 205–23. http://dx.doi.org/10.1177/1053825920915608.
Повний текст джерелаАнотація:
Background: Experiential learning approaches applied in classrooms are often disconnected from theory and loosely connected in classroom practice. Given critiques of experiential learning, there is a significant need for process learning theory with a practice-driven model. Scholars have only begun to explore the enhanced learning that often emerges from educative experiences designed with the fullness of experiential learning theory—designing with context, meaning-making, and assessment equal to the learning. Purpose: Through the lens of scholar-practitioner reflective inquiry, we propose a remixed approach to designing experiential learning. By shifting approaches to experiential education (EE), experiential educators benefit from planning with intentional design, instruction, learning, and assessment. Methodology/Approach: We chose to interrogate our practice and conduct a methodological investigation to explore our questions through a blend of qualitative approaches, including collaborative and narrative inquiry, scholarly personal narrative, and transpersonal research. We explore approaches to process theory of learning and other influences on experiential learning. Findings/Conclusions: A shift in approaches in experiential education will benefit educators and students, specifically by attending to holistic design, instruction, assessment, and learning with context in mind. We remix familiar components of known theories to highlight a unique experiential teaching and learning mind-set. Implications: We commence with a discussion of the remixed framework of the Design–Instruction–Assessment–Learning (DIAL) model that promotes high-quality experiences for learners and instructors.
18
McCormick, Donald W. "College-Level Learning and Prior Experiential Learning Assessment." Adult Learning 4, no. 3 (January 1993): 20–22. http://dx.doi.org/10.1177/104515959300400309.
Повний текст джерела
19
Mehta, Dr Mita, and Nishant Mehta. "Impact of Experiential Learning on Learning Outcomes Among Engineering Students Based on Kolb's Model: A Netnography Study." Journal of Engineering Education Transformations 37, no. 2 (October 1, 2023): 51–59. http://dx.doi.org/10.16920/jeet/2023/v37i2/23149.
Повний текст джерелаАнотація:
Abstract : This article aims to explore the impact of experiential learning on learning outcomes and clarify how and what makes experiential learning more impactful, keeping Kolb's learning model at the center. This study was conducted for engineering students through netnography methodology. By analyzing comments, we have gathered insights about the learning outcomes and type of experiential learning from engineering students through online forums and community pages. The study has a netnography tool, a most advanced and extended version of ethnography. For this study, we have referred to Kolb's experiential learning model to interpret the results gathered through netnography. The authors developed five dominating themes based on comments received and analyzed. The findings are five significant themes 1, Cooperative learning, 2. Consistency, 3. Relevance, 4. Simulation and 5 Transparency. Our study has important practical and theoretical implications considering how Engineering students' EL tasks should be framed, keeping Kolb's learning model in the center. Keywords : Experiential learning, Engineering,Learning outcomes, Netnography, Engineering Students
20
Koderi, Koderi Koderi. "PRODUCT IMPLEMENTATION OF MOBILE LEARNING MEDIA TO IMPROVE STUDENTS’ ARABIC ACHIEVEMENT AT MADRASAH ALIYAH IN LAMPUNG INDONESIA." Science Proceedings Series 1, no. 2 (April 24, 2019): 76–78. http://dx.doi.org/10.31580/sps.v1i2.654.
Повний текст джерелаАнотація:
Koderi*
Tarbiyah and Teacher Training Faculty
Raden Intan State Islamic University of Lampung
Indonesia
Achmad Maulana
Tarbiyah and Teacher Training Faculty
Raden Intan State Islamic University of Lampung
Indonesia
Dwi Prasetyo
Science & Engineering Faculty
Nusa Cenada University of Kupang
Indonesia
*Corresponding author’s Email: koderi@radenintan.ac.id
Author’s Biography (optional)
Name : Dr. Koderi, S.Ag,. M.Pd
For elementary school, he went to Sekolah Dasar Negeri 3 Poncokresno Indonesia and finished in 1985, while for secondary school he took it at Madrasah Tsanawiyah Negeri Pringsewu Indonesia and Madrasah Aliyah Negeri 2 Tanjung Karang Indonesia accomplished in 1988 and 1993 respectively. He got his Bachelor’s degree from IAIN Raden Intan Bandar Lampung in 1998 concentrating in Arabic education, his Master’s degree from Lampung University in 2008 majoring in Instructional Technology, and his Doctorate degree from Universitas Negeri Jakarta Indonesia in 2018 with similar concentration.
He has been a lecturer since 2003 as well as an assessor of teacher sertification (PLPG) program since 2010 both at Tarbiyah and Teacher Training Faculty of Raden Intan State Islamic University of Lampung.
Peer-review under responsibility of 3rd Asia International Multidisciplanry Conference 2019 editorial board
(http://www.utm.my/asia/our-team/)
© 2019 Published by Readers Insight Publisher,
lat 306 Savoy Residencia, Block 3 F11/1,44000 Islamabad. Pakistan,
info@readersinsight.net
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
_________________________________________________________
Research Highlights
The study is dealing with the product implementation of mobile learning media for Arabic lesson by utilizing android communication tool with offline operational system. This is to explore the effectiveness of mobile learning media towards students’ Arabic lesson achievement. Data collection was carried out using pre-test and post-test with multiple choice test instrument. To analyze the data, the paired samples t-test was employed and it was obtained that the value of tcritical= 14.342 while the value of ttable = 2.086 at a significant level of α = 0.05. This means that tcritical = 14.342 > ttable = 2.086. Thus, H0 is rejected and H1 is accepted. As such, it can be concluded that the implementation of mobile learning media for Arabic lesson is highly effective to improve students’ achievement at Madrasah Aliyah (Islamic senior high school) in Lampung, Indonesia.
Research Objectives
This study is aimed at finding out the effectiveness of mobile learning media towards students’ achievement of Arabic lesson at Madrasah Aliyah in Lampung, Indonesia. The findings are expected to theoretically and practically bring benefits to researchers, teachers, students and readers in terms of 1) contributing mobile learning media for a more effective Arabic lesson, 2) providing an independent learning source for students in line with technology advancement, 3) assisting teachers to create effective, efficient and innovative instruction, 4) being researchers’ valuable experience to contribute to education by optimizing the instructional media for Arabic lesson in the era of industry revolution 4.0. Instructional media is a communication tool to make the learning process more effective (Yetri, Koderi, Amirudin, S Latifah, 2019).
The benefits of using mobile learning in general are: 1) more affordable than buying PCs and laptops, 2) more diverse and varied in delivering the learning material, 3) encouraging the teachers to carry out continuous learning because students always have their smartphones on them, 4) lowering the cost of the learning process because it does not have to be conducted in class, 5) having a better potential in providing experiential learning, 6) increasing literacy, 7) increasing the number of participants in education, and 8) having more communication features because they are able to send text, audio, and audio-visuals between mobile phones (Mehdipour, 2013).
Materials and Methods
The study belongs to implementation research (Experimental Research). The independent variable is mobile learning media, while the dependent one is students’ achievement of Arabic lesson at Madrasah Aliyah in Lampung, Indonesia. The sample, a group of 35 students in class IX IPA as the experimental class, was taken using purposive random sampling technique. The study was conducted at Madrasah Aliyah Negeri 2 Bandar Lampung for 5 sessions in the odd semester of 2018/2019 academic year. Data were collected using test, observation, documentation and interview. Before implemented, the instruments had been validated by the experts of content and language to assure the content and construct validity.
Data analysis was executed by comparing the scores of pre-test and post-test using the paired samples t-test. Prior to the use of t-test analysis, the normality test and homogeneity test were carried out as a prerequisite for conducting the t-test analysis. The normality test is a prerequisite test to find out whether the data used in the study is normally distributed or not so that it can be used to test the hypothesis. The normality testing technique of this study was the Liliefors test. The homogeneity test used in this study was the F-test. The results of the normality and homogeneity tests calculation showed that the data of pre-test and post-test was normally distributed and homogeneous.
Results
The implementation of mobile learning media for Arabic lesson at Madrasah Aliyah in Lampung, Indonesia shows high effectiveness to improve students’ achievement. It is in agreement with a previous study conducted by Halawani (2008) entitled “Arabic Sign Language Translation System (ArSL-TS) on Mobile Devicesâ€, and its result is: “we proposed the ArSL-TS for the text translating into sign language animations on mobile devices. Since ArSL-TS is intended for mobile deaf users (Arab people), we based it on a standard Arabic sign language and provide animation and instant feedback about the meaning of the arabic textâ€. Another study entitled “E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students†which found out that the overall achievement of university level students improved with the implementation of a cost-free cooperative e-learning approach (Hassan and Fook, 2012).
The relevant previous studies indicate that mobile learning instructional model affected positively upon the Arabic lesson achievement. In fact, with proper design mobile learning media may facilitate effective learning as students may find it easy to 1) attain expected competency, 2) explore knowledge and skills, 3) have longer retention of the learning materials, and 4) apply the lesson into practice (Koderi, 2014).
Findings
This research findings include 1) mobile learning media for Arabic lesson is characterized by the interesting and practical auditory visualization as well as variative questions for assessment; 2) mobile learning everywhere which means that students and teacher may use it anywhere and any time; 3) mobile learning friendly meaning that close relationship between teacher and students appear as they use the media together; 4) students can be concentrated to study by focusing on their personal small smartphonr screen; and 5) process of instruction will run more comfortably as with the use of mobile phone learning may take place more rapidly, and time of learning is adjustable to the activities and times of day.
Acknowledgement
The study was a collaboration of lecturer and student of Tarbiyah and Teacher Training Faculty at Raden Intan State Islamic University of Lampung Indonesia, and the lecturer of Science & Engineering Faculty at Nusa Cenada University of Kupang Indonesia with a shared fund scheme.
References
Halawani, S., 2008. Arabic Sign Language Translation System On Mobile Devices. IJCSNS Int. J. Comput. Sci. Netw. Secur. 8, 251–256.
Hassan, M.A., Fook, F.S., 2012. E-learning modules supported by cooperative learning : Impact on Arabic language achievement among Qatar University students 1–16.
Koderi, 2014. Pembelajaran Bahasa Arab Berbasis Media iPAD. Al-Bayan 6, 1–18.
Yetri, Koderi, Amirudin, S Latifah, M.D.A., 2019. The Effectiveness of Physics Demonstration Kit : The Effect on The Science Process Skills Through Students ’ Critical Thinking The Effectiveness of Physics Demonstration Kit : The Effect on The Science Process Skills Through Students ’ Critical Thinking. IOP Conf. Ser. J. Phys. Conf. 1155, 1–5. https://doi.org/10.1088/1742-6596/1155/1/012061
Yousef Mehdipour, 2, H.Z., 2013. Mobile Learning for Education: Benefits and Challenges. Int. J. Comput. Eng. Res. 3, 93–101. https://doi.org/10.1080/87567555.2011.604802
21
Novitasari, Cindy, and Hasan Subekti. "Developing a Mutually Cooperative Attitude and Science Process Skills Through Experiential Learning." Jurnal Pijar Mipa 19, no. 1 (January 15, 2024): 1–5. http://dx.doi.org/10.29303/jpm.v19i1.6167.
Повний текст джерелаАнотація:
Experiential learning is learning that applies learning through action, learning through activities, learning through experience, and learning through discovery and exploration. Science process skills are skills that students need to have because they are closely related to intellectual skills. Gotong royong is an activity that is done together. A group does it to complete a task or work considered useful for the common interest or welfare. This study aimed to determine the effect of the experiential learning model on science process skills and students' cooperation attitudes. The research design used was one group pretest-posttest, applied in one of the junior high schools in the Sumberrejo sub-district. Data collection techniques include tests and response questionnaires. Based on the average n-gain score of all indicators, the study results obtained a score of 0.72 with a high category. The highest increase in the indicator of making conclusions was an increase in the n-gain score of 0.75. The mutual cooperation questionnaire obtained an average percentage of all indicators of 88%. The helping indicator obtained the highest percentage, with a percentage of 90%. The analysis results of the gotong royong questionnaire show an increase in all indicators, with a high average value. Empathy and human values play an important role in improving helping attitudes. Based on the analysis of this research, it can be concluded that using an experiential learning model in learning can improve students' science process skills. The experiential learning model also effectively fosters an attitude of gotong royong in students.
22
Zainuri, Ahmad, and Miftachul Huda. "Empowering Cooperative Teamwork for Community Service Sustainability: Insights from Service Learning." Sustainability 15, no. 5 (March 3, 2023): 4551. http://dx.doi.org/10.3390/su15054551.
Повний текст джерелаАнотація:
In the past decades, the demand for providing soft skills among higher learners has been met through cooperative teamwork commitment. The need to continue empowering such initiatives should entail finding a balance between accountabilities and capabilities to play a significant role in academic achievement and social community engagement. This paper aims to examine the strategies to empower cooperative teamwork to provide insights into community service sustainability, where this would entail designing its key roles to engage with higher learners’ practices. The literature from recent reviews was developed to construct a critical examination of the role of service learning in strengthening cooperative teamwork to contribute to community service sustainability. This approach used the keywords cooperative teamwork, community service, and service learning. The findings reveal that there are three main points representing the core attempts to help empower cooperative teamwork to support community service sustainability: expanding strategic management of cooperative-based experiential learning, community service with commitment to civic responsibility, and incorporating service learning into higher education (HE) contexts. The value of this paper aims to contribute to the knowledge development of service learning, specifically addressed with the experiential skills obtained through planning, implementing, and evaluating the service learning process. The ultimate aim was also to enhance cooperative teamwork with critical, creative, and innovative thinking as key performance skills.
23
Thote, Prashant, and Gowri S. "EVIDENCE BASED LEARNING: A STUDY OF IMPACT ON EXPERIENTIAL LEARNING ACTIVITIES ON ATTAINMENT OF SPECIFIC LEARNING OUTCOMES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (February 18, 2021): 22–31. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3225.
Повний текст джерелаАнотація:
The unit “Solution and its Colligative Properties” is found to be difficult for most of the Grade 12 students. To make the learning experience joyful- three experiential learning activities are designed. It plays a positive role in strengthening and enhancing the academic performance in Chemistry. The objective of the present paper is to inspect the impact of the designed three experiential learning activities on attainment of intended specific learning outcomes. Totally 40 students participate in the study. The purposive sample technique is used to draw the sample of the present study. Sample learners are divided into two groups: study group and control group. Each group consists of 20 students. Both groups are taught the unit “Solution” through online mode due to COVID pandemic. The pretest – “formative assessment” is conducted. The result of the formative assessment divulges that the learners face challenges in the conceptual understanding of the unit. The researcher designs three activities for experiential learning to enhance the deep conceptual understanding. Students of the study group are exposed to the experiential learning activities for the period of one week. The present paper is experiential in nature. Formative assessment is conducted before and after the treatment. Data is collected by using two formative assessments and one summative assessment. Statistical tool used are mean, mean difference and standard deviation. The result of the paper reveals that experiential learning has positive impact on attainment of specific learning outcomes. Low score learners are much benefitted than the average learner and the high score learners. Based on the conclusion of the study few recommendations are made.
24
Méndez García, María del Carmen, and María Luisa Pérez Cañado. "Multicultural Teamwork as a Source of Experiential Learning and Intercultural Development." Journal of English Studies 9 (May 29, 2011): 143. http://dx.doi.org/10.18172/jes.169.
Повний текст джерелаАнотація:
This paper delves into multicultural teamwork as a source of experiential learning. It starts with a theoretical consideration of work in global teams, with a particular stress on the possibilities they offer for experiential learning on a cooperative and collaborative basis. From a practical sphere, the paper presents part of the results yielded by a study on multicultural teamwork dynamics in which the opportunities these types of groups provide for learning on the spot are explored in the light of the team members’ development of key components of intercultural competence. The paper concludes with a reflection on the relevance of experiential learning for multicultural team workers’ life-long learning.
25
Johnson, Katryna. "Facilitating Cooperative Learning In Online and Blended Courses: An Example from an Integrated Marketing Communications Course." American Journal of Business Education (AJBE) 6, no. 1 (December 21, 2012): 33–40. http://dx.doi.org/10.19030/ajbe.v6i1.7481.
Повний текст джерелаАнотація:
Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning for students. Strategies to enhance collaboration in the online environment are discussed. The use of online discussions, blogs and experiential learning through an undergraduate integrated marketing communications plan are provided as examples of cooperative learning in online and blended environments.
26
Amnah, Sri, Mellisa, and Laili Rahmi. "Pelatihan Model Active Learning dan Cooperative Learning di SMPN 34 Pekanbaru." Community Education Engagement Journal 4, no. 1 (October 27, 2022): 70–76. http://dx.doi.org/10.25299/ceej.v4i1.10648.
Повний текст джерелаАнотація:
Tujuan pengabdian masyarakat yang dilakukan adalah memberikan pengetahuan, pemahaman, dan melatih keterampilan pada guru-guru tentang model-model pembelajaran aktif yang sesuai Kurikulum 2013. Pelatihan ini berkaitan tentang bagaimana cara penerapkan model-model pembelajaran aktif seperti pembelajaran kooperatif yang disimulsikan dalam proses pembelajaran di kelas Kegiatan ini di laksanakan di SMP Negeri 34 Pekanbaru Provinsi Riau. Melalui strategi pembelajaran aktif di dalam pembelajaran merupakan teknik atau cara alternatif untuk mentrasformasikan konsep materi pembelajaran kepada peserta didik. Metode pelatihan ini dilakukan dengan metode pembelajaran pengalaman (experiential learning). Melalui kegiatan pembelajaran yang terencana dengan tepat nantinya akan berdampak kepada minat dan motivasi siswa serta mampu meningkatkan kualitas hasil belajar seperti yang diharapkan.
27
Rahmi, Laili. "Pelatihan Model Active Learning dan Cooperative Learning di SMPN 34 Pekanbaru." Community Education Engagement Journal 3, no. 2 (April 22, 2022): 81–87. http://dx.doi.org/10.25299/ceej.v3i02.9129.
Повний текст джерелаАнотація:
Tujuan pengabdian masyarakat yang dilakukan adalah memberikan pengetahuan, pemahaman, dan melatih keterampilan pada guru-guru tentang model-model pembelajaran aktif yang sesuai Kurikulum 2013. Pelatihan ini berkaitan tentang bagaimana cara penerapkan model-model pembelajaran aktif seperti pembelajaran kooperatif yang disimulsikan dalam proses pembelajaran di kelas Kegiatan ini di laksanakan di SMP Negeri 34 Pekanbaru Provinsi Riau. Melalui strategi pembelajaran aktif di dalam pembelajaran merupakan teknik atau cara alternatif untuk mentrasformasikan konsep materi pembelajaran kepada peserta didik. Metode pelatihan ini dilakukan dengan metode pembelajaran pengalaman (experiential learning). Melalui kegiatan pembelajaran yang terencana dengan tepat nantinya akan berdampak kepada minat dan motivasi siswa serta mampu meningkatkan kualitas hasil belajar seperti yang diharapkan.
28
Johnson, Katryna. "Creating Experiential Learning In The Graduate Classroom Through Community Engagement." American Journal of Business Education (AJBE) 6, no. 1 (December 21, 2012): 149–54. http://dx.doi.org/10.19030/ajbe.v6i1.7493.
Повний текст джерелаАнотація:
Educators can provide opportunities for active learning for the students by engaging them in client-based projects with the community, which enhances application of theory and provides students with the relevance demanded from the business community. Experiential learning opportunities through client-based projects provide for such an experience. Students in a graduate research methods class worked in teams to conduct a SWOT analysis for a local non-profit organization. This paper discusses the use of cooperative learning teams to engage in experiential learning with a non-profit.
29
Trongtorsak, Suvanna, Kobkiat Saraubon, and Prachyanun Nilsook. "Collaborative Experiential Learning Process for Enhancing Digital Entrepreneurship." Higher Education Studies 11, no. 1 (January 27, 2021): 137. http://dx.doi.org/10.5539/hes.v11n1p137.
Повний текст джерелаАнотація:
The objectives of this research were as follows: 1) to develop the collaborative experiential learning process for enhancing digital entrepreneurship, and 2) to carry out a suitability assessment of this process. In this study, the researcher performed analysis and synthesis involving the process of experiential learning, collaborative learning, and digital entrepreneurship learning, and 21 experts with three years’ experience in a related field perform a suitability assessment of the collaborative experiential learning process. The findings were as follows:
1. The collaborative experiential learning process for enhancing digital entrepreneurship is composed of five steps, 15 processes as follows; 1) inspiration, 2) exploration, 3) engagement, 4) presentation and 5) utilization.
2. The suitability assessment results of the collaborative experiential learning process for enhancing digital entrepreneurship assessed by experts; the overall result is at the highest level.
30
Montrose, Lynne. "International Study and Experiential Learning: The Academic Context." Frontiers: The Interdisciplinary Journal of Study Abroad 8, no. 1 (December 15, 2002): 1–15. http://dx.doi.org/10.36366/frontiers.v8i1.91.
Повний текст джерелаАнотація:
Experiential learning is a pedagogy that actively engages the student in the phenomena that they are studying, such as in cooperative education, internships, clinical experience, service learning, outdoor leadership, organizational development, and activity-based learning. When students develop their own research agenda, engage in critical thinking and test their interpersonal skills, they come face to face with an alternative worldview, learning through both action and reflection, including the consequences of the larger social and ethical implications of this knowledge.
This article will explore experiential learning as a framework for enhancing the educational value of an international experience. After a brief review of theorists of experiential learning, the accepted principles of good practice in the field will be discussed, followed by discussions of the design of learning objectives and learning contracts, and the importance of this type of learning as it relates to international programs.
31
De Zan, Giovanni, Alberto Felice De Toni, Andrea Fornasier, and Cinzia Battistella. "A methodology for the assessment of experiential learning lean." European Journal of Training and Development 39, no. 4 (May 5, 2015): 332–54. http://dx.doi.org/10.1108/ejtd-05-2014-0040.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to present a methodology to assess the experiential learning processes of learning lean in an innovative learning environment: the lean model factories. Design/methodology/approach – A literature review on learning and lean management literatures was carried out to design the methodology. Then, a case study methodology was used to test the framework. Findings – The methodology permitted to asses learning processes and course contents of educational dynamics carried out in model factories and to theoretically ground such learning processes. The test showed that learning lean management is supported through a complete coverage of the eight phases of the learning path. Research limitations/implications – The methodology contributes to the literatures of lean management and experiential learning, proposing a methodology of assessment. Part of the framework could also be applied to other disciplines. Practical implications – The methodology could be used for two purposes: to design training courses or to assess existing experiential learning courses. Originality/value – Due to its intrinsic complexity, learning literature presents few practical framework or tools. Among them, none have provided practical and theoretical-based advice on how to use experiential learning precepts to teach lean management.
32
Dressier, Sheri, Kettil Cedercreutz, and Amanda Pacheco. "Strengthening Curriculum through Student Learning Outcome Assessment in Experiential Learning." Journal of Hospitality & Tourism Education 23, no. 2 (April 2011): 41–47. http://dx.doi.org/10.1080/10963758.2011.10697005.
Повний текст джерела
33
Skleres, Michealia, and Sara Police. "Learning by Design: Development of Nutrition Education Infographics with an Experiential Twist." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1372. http://dx.doi.org/10.1093/cdn/nzaa060_010.
Повний текст джерелаАнотація:
Abstract Objectives The purpose of this course project was the development and ultimate dissemination of original, evidence-based nutrition information in collaboration with nutrition educators within the University of Kentucky Cooperative Extension Service using an experiential learning model. Methods An experiential learning course was designed to tailor student-learning outcomes with a goal of creating novel nutrition infographics to address topics of student interest and consumer inquiry. Faculty within Family and Consumer Sciences Extension were consulted to obtain guidelines, information and needs to facilitate the design of infographics that would best identify with Kentuckians across the commonwealth. Infographic topics were chosen based on their need for clarity among the Extension audience as well as popularity on social media channels. Each infographic went through rounds of revisions by the faculty supervisor and Extension faculty, with the final copy to be disseminated through University of Kentucky Cooperative Extension Offices. Results Eight original infographics were developed through the completion of this experiential learning course. Five infographics focused on clarifying popular, yet controversial nutrition topics such as “Keto 101: Basics of the Keto Diet” and “Intermittent Fasting: What's the Fast About?”. The remaining three infographics described health impacts of micronutrients, antioxidants and culinary guidelines for popular cooking oils. Infographics are available to agents for distribution through scheduled workshops, the Internet, social media channels, etc. Conclusions An experiential learning course is an effective model for students to pursue their interests while creating evidence-based, usable nutrition information and resources for a larger audience. The infographics generated will reach rural families through the University of Kentucky Cooperative Extension Service to educate and clarify popular, controversial topics in nutrition. As consumers’ sources of news and information is varied, it will be important that nutrition education evolve in order for credible nutrition information to be “shared”. Funding Sources This course was created through a collaboration between the Department of Pharmacology and Nutritional Sciences and the James W. Stuckert Career Center at the University of Kentucky.
34
Strom, Paris S., and Robert D. Strom. "Teamwork skills assessment for cooperative learning." Educational Research and Evaluation 17, no. 4 (August 2011): 233–51. http://dx.doi.org/10.1080/13803611.2011.620345.
Повний текст джерела
35
McCormick, Donald W. "The Painful Emotions of Prior Experiential Learning Assessment." Adult Learning 2, no. 2 (October 1990): 26–28. http://dx.doi.org/10.1177/104515959000200211.
Повний текст джерела
36
Perker, Henriette, and Christine Ward. "Assessment of Experiential Learning in England and France." Research in Post-Compulsory Education 1, no. 2 (January 1996): 133–49. http://dx.doi.org/10.1080/1359674960010202.
Повний текст джерела
37
Thote, Prashant, and Gowri S. "EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF EXPERIENTIAL LEARNING ON ATTAINMENT OF INTENDED SPECIFIC LEARNING OUTCOME." International Journal of Research -GRANTHAALAYAH 9, no. 1 (January 25, 2021): 66–74. http://dx.doi.org/10.29121/granthaalayah.v9.i1.2021.2971.
Повний текст джерелаАнотація:
The intension of the present study is to enhance the conceptual understanding amongst Grade 12 School students. As a teacher, it is very challenging to make the learners to be strong and have deep understanding in the theoretical concept for its application in day- to-day life. The experiential learning activities enhance the deep learning. The purpose of the study is to investigate the effect of experiential learning activities designed for the concept “corrosion” on the academic performance amongst Senior Secondary School students in Chemistry. Totally 40 students participate in the study. The samples are drawn using Purposive sampling technique. The samples are divided in to two groups: study and the control group based of their performance of formative assessment before the treatment. Students of the study group are taught by using experiential learning activities. The present study is experimental in nature. Data is collected using formative assessment before and after the treatment. Mean, mean difference and standard deviation are the statistical tools applied to analyze the data. Results of the study reveal that experiential learning activities have a positive impact on the deep conceptual understanding to achieve the intended specific learning outcome. Based on the results few recommendations are made.
38
Ganeshan, Kathiravelu, Marianne Cherrington, and Nemanja Vukikjevikj. "Experiential Student-Centred Learning and Teaching." Rere Āwhio - The Journal of Applied Research and Practice, no. 1 (2021): 22–33. http://dx.doi.org/10.34074/rere.00103.
Повний текст джерелаАнотація:
Student-centred learning and teaching (SCLT) is gaining interest internationally in tertiary education institutions. SCLT is an indicator of quality assessment in higher education, and scholars and educators are seeking ways to implement SCLT to boost engagement, participation, agency, and confidence in students. This paper considers some of the practical benefits of SCLT and discusses a unique inter-departmental experiential project, used to augment assessment in an international tertiary campus. Working through stops and starts with conversations and agile pivots presented many perspectives on experiential SCLT approaches. Evidence is mounting that active student learning practices facilitate more meaningful or deeper learning, that is retained longer. The novel contribution of this paper is the experiential link with SCLT paradigms used with diverse, agile student-led teams. With planning and perseverance, exceptional real-life learning can be achieved. Moreover, the underlying capabilities that are developed, support students to be highly employable graduates.
39
Whitehead, Tarrah. "Training and Development: Investing in Employees Through Assessment." Scholar Chatter 3, no. 1 (March 18, 2022): 1–6. http://dx.doi.org/10.47036/sc.3.1.1-6.2022.
Повний текст джерелаАнотація:
Training and development programs are essential to organizational sustainability. This white paper explores human capital perspectives of training and development as supported by experiential learning. Recommendations are offered to support training and development in organizations using training needs assessment and understanding employee desires for development. Keywords: Training & Development, Human Capital, Training Needs Assessment, Experiential learning
40
Nurunnabi, Abu Sadat Mohammad, Riffat Rahim, Dilara Alo, Abdullah Al Mamun, Amir Mohammad Kaiser, Taneem Mohammad, and Farhana Sultana. "Experiential Learning in Clinical Education Guided by the Kolb’s Experiential Learning Theory." International Journal of Human and Health Sciences (IJHHS) 6, no. 2 (March 31, 2022): 155. http://dx.doi.org/10.31344/ijhhs.v6i2.438.
Повний текст джерелаАнотація:
In clinical education, experiential learning can be an important component of the instructional process. We know that in medical college hospitals, learning that takes place at patient’s bed side or in wards is totally different from learning that takes place in the classroom. Each patient encounter is a new learning experience where new information is internalized and applied in the context of previous knowledge and experience. This emphasizes the importance of experiential learning where medical students should have the opportunity to effectively and efficiently internalize, process, and apply new information. However, a major global challenge for the clinical education is the workload placed on the clinical teachers, who struggle to divide time between clinical, teaching, administrative, and other duties. Experiential learning helps to form an integrated approach to clinical teaching that simplifies the relationship between a physician’s clinical and educational duties and erase the distinction between teaching and patient care duties; the students are also benefited. Kolb proposed experiential learning theory, a four-stage cyclical model of knowledge development that combined individuals’ conscious recognition and transformation of experience, which was first published in 1984.Experiential learning can be applied throughout the medical educational environment by institutional development programmes, including longitudinal outcome assessment, curriculum development, student development, and faculty development. The use of experiential learning, where students are purposefully engaged in direct experience with an emphasis on reflection, increases the ability of students to develop clinical skills and competences during their clinical phase of medical education. This review paper aims to discuss how experiential learning can be integrated in clinical education.International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 Page: 155-160
41
Lurie, Elinore E., and Beverly Ovrebo. "Using a Cooperative Classroom Climate and Experiential Learning in Teaching Evaluation Research." Teaching Sociology 23, no. 3 (July 1995): 252. http://dx.doi.org/10.2307/1319217.
Повний текст джерела
42
Dwyer, Karen Kangas. "Group Mini-Speeches: Experiential and Cooperative Learning in the Public Speaking Course." Speech Communication Teacher 8, no. 4 (August 31, 1994): 15. http://dx.doi.org/10.1080/29945054.1994.12289475.
Повний текст джерела
43
Clements, Michael David, and Bonnie Amelia Cord. "Assessment guiding learning: developing graduate qualities in an experiential learning programme." Assessment & Evaluation in Higher Education 38, no. 1 (February 2013): 114–24. http://dx.doi.org/10.1080/02602938.2011.609314.
Повний текст джерела
44
Etchberger, Richard C. "Assessment of Cooperative Learning in Natural Resources Education." Journal of Forestry 109, no. 7 (October 1, 2011): 397–401. http://dx.doi.org/10.1093/jof/109.7.397.
Повний текст джерелаАнотація:
Abstract I compared the academic achievement of students in a biodiversity class before and after I used cooperative learning techniques. Student achievement by nonscience majors before using cooperative learning averaged 66.1% or a class grade of D+. For nonscience students in the classes after I began using cooperative learning techniques, the class average was 77.2% or a class grade of C+. Students who took the class after I began using cooperative learning expressed satisfaction with working in a group but found it challenging to schedule time to work in a group outside of class. Cooperative learning is a well-researched technique that helped improve student achievement in the class.
45
Ssemakula, Mukasa E., Gene Y. Liao, and Shlomo Sawilowsky. "Development Of Psychometrically Validated Standardized Test Instruments For Outcomes Assessment In Experiential Engineering Education." American Journal of Engineering Education (AJEE) 9, no. 1 (July 3, 2018): 1–10. http://dx.doi.org/10.19030/ajee.v9i1.10184.
Повний текст джерелаАнотація:
There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes. Outcomes Assessment; Standardized Test; Psychometrically Validated; Experiential Learning
46
Suyitno, Imam, Kusubakti Andayani, Peni Dyah Anggari, Taufiq Kurniawan, and Heni Dwi Arista. "FOREIGN LEARNERS’ PERCEPTION, SATISFACTION, AND LEARNING OUTCOME IN LEARNING INDONESIAN LANGUAGE." Jurnal Cakrawala Pendidikan 40, no. 1 (February 15, 2021): 133–46. http://dx.doi.org/10.21831/cp.v40i1.32311.
Повний текст джерелаАнотація:
Indonesian language learning institute for foreign learners emphasizes on increasing the experiences and skills of foreigners to speak Indonesian in the real context. One of the models used to achieve this is by optimizing the learning process. Therefore, this research studied the learning model and its impact on the perceptions, satisfaction, and outcomes using qualitative and quantitative approaches. The sample study consists of 21 foreign learners and 10 tutors. Data were obtained from the experiential-tutorial learning, scores of perception, satisfaction, and outcomes through interviews, questionnaires, and tutor assessment on the speaking abilities recorded on document sheets. The study found that the experiential-tutorial learning was developed based on the learners’ daily communication needs. The statistical analysis results showed that the average scores of their perception, satisfaction, and learning outcomes were in the high category. Therefore, foreign learners have a good perception and high learning satisfaction in conducting experiential-tutorial learning to increase their outcomes. These findings indicate that experiential-tutorial learning is an effective model for foreign language learners.
47
Bourgault du Coudray, Chantal. "Theory and Praxis in Experiential Education: Some Insights From Gestalt Therapy." Journal of Experiential Education 43, no. 2 (February 8, 2020): 156–70. http://dx.doi.org/10.1177/1053825920904387.
Повний текст джерелаАнотація:
Background: Higher education policy increasingly conceptualizes industry-linked, service, and place-based forms of education in terms of experiential education. Although potentially promising, this turn toward experience risks instrumentalizing and marketizing experience, which is exacerbated by individualized theories of experiential learning. Purpose: Some scholars have therefore called for more sociological accounts of experiential learning, inviting deeper consideration of how individual experience is connected to social, cultural, or environmental factors. Methodology/Approach: This article responds to that call by explicating the praxis of Gestalt therapy, often associated with the individualistic human potential movement, but which nevertheless offers a framework for reconceptualizing theory and pedagogy of experiential education in more sociological terms. A brief history of Gestalt therapy foregrounding its sociological and experiential basis is followed by explanation of the three pillars of Gestalt therapy (commitment to dialogue, phenomenology, and field theory). Findings/Conclusions: This framework is shown to support a more sociologically oriented theory and praxis of experiential education that also integrates divergent understandings of experience. Implications: Given the turn toward experience in higher education and contemporary flourishing of cooperative social processes in general, defining experiential education more explicitly in terms of Gestalt praxis promises a timely enhancement of both, in the service of socially responsible objectives.
48
Casal, Sonia. "Cooperative Assessment for Learning in CLIL Contexts." Estudios sobre Educación 31 (October 18, 2016): 139–57. http://dx.doi.org/10.15581/004.31.139-157.
Повний текст джерела
49
Graul, Ben, Matthew L. Rollins, Nathan Powers, and Dennis Della Corte. "Student-Created Video Content for Assessment and Experiential Learning." Physics Teacher 60, no. 6 (September 2022): 491–95. http://dx.doi.org/10.1119/5.0029343.
Повний текст джерелаАнотація:
This paper outlines the feasibility of replacing a midterm assessment with a student-created digital media project. We examine the benefits of a peer review process for student-created pedagogy, the effectiveness of the student-generated digital media, and self-evaluations as a replacement for traditional forms of assessment. We conclude that this innovative teaching and assessment model is both effective and timely as more college courses are being taught digitally and/or asynchronously.
50
Kashyap, Amit K. "Assessment of An Experiential Learning Activity in Corporate Law." GYANODAYA - The Journal of Progressive Education 9, no. 2 (2016): 35. http://dx.doi.org/10.5958/2229-4422.2016.00016.5.
Повний текст джерела