Дисертації: "Experiential learning"

1

Yeganeh, Bauback. "Mindful Experiential Learning." Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.

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2

Hicks, W. Bruce. "Experiential learning in ministry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54504.pdf.

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3

Snyman, Andries. "Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.

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Published Article
In 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.

4

Pankratz, Karissa Rachelle. "Playscape affordances: encouraging experiential learning." Kansas State University, 2014. http://hdl.handle.net/2097/17737.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
According to Barbara Hendricks, play environment designer and consultant, “If we want children to grow up with a zest for living we need to give them living spaces that express life as a grand experience.” Hendricks emphasizes playtime is important for children to process formal lessons (Hendricks 2011). This applied design research project seeks to facilitate child development through an experiential learning playscape while addressing stormwater management for Bluemont Elementary School. The central research question of this project is: How can school playgrounds be designed to afford children improved social interactions and experiential learning? An exploration of landscape affordances theory (Sanseter and Hansen 2009, Heft 1988) and experiential learning (Kolb 1984), combined with social interactions and cognitive child development (Addo-Atuah 2012), formed a theory base for the project. Playground observations, stakeholder surveys, stakeholder interviews, and site inventory and analysis informed the eventual design. Major factors influencing students’ play include age, playground rules, equipment available for use, and weather. Site conditions, including topography and site drainage, can also influence students’ play. In current conditions, stormwater is a schoolyard liability restricting play and safe site circulation. The researcher gathered insights from student surveys, playground observations, teacher interviews, and site inventory and analysis to complete a comprehensive master plan. The comprehensive master plan and detailed stormwater management plan address the schoolyard over the next twenty to fifty year outlook. The designs resolve practical issues while increasing the variety of site educational and play affordances available to students and teachers for play and learning. A primary goal of the detailed plan is to convert stormwater schoolyard liabilities into amenities and educational tools.

5

Hriso, Peter, and W. Andrew Clark. "Project Management Through Experiential Learning." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2499.

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Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual’s time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.

6

Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.

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7

Viteri, Victor R. (Victor Raul). "Experiential learning environments for structural behavior." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29284.

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Thesis (Ph. D .)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2003.
Includes bibliographical references (leaves 182-184).
Computers have dramatically changed the nature of structural engineering practice by shifting work from process-oriented tasks, such as performing hand calculations and drafting, to structural modeling and interpretation of computer results. To perform these new functions, engineers need to have a deep understanding of structural behavior. There exists, however, a strong sentiment that engineering education has not been able to effectively address these new needs. Through the Experiential Learning Cycle, this research identifies structural behavior as knowledge associated with conceptual understanding that is most effectively attained through reflective action. Within this context, an epistemological analysis reveals that the use of computer applications that integrate simulation and assessment capabilities would enhance the traditional framework of structural engineering education. The Tutorial Cycle provides the pedagogical foundation for the development of a methodology that leads to the creation of such environments. The principles proposed by this methodology were implemented in the building of an Experiential Learning Environment whose primary objective is to help develop a qualitative understanding for the structural behavior of beams. In order to address conceptual and developmental issues, a preliminary environment, PointLoad, with limited capabilities was first put together. Then, after conducting usability tests on this version, a more comprehensive learning environment was built. The end result, iBeam, combines a Finite Element based interactive simulator with an adaptive assessment and feedback component.
(cont.) A programming strategy that combines deterministic programming with rule-based reasoning agents was adopted in the development this environment. Feedback from student trials confirmed that the approach used in iBeam effectively fosters user engagement in reflective action.
by Victor Viteri.
Ph.D .

8

Jacobs, H. S. "Increased customer satisfaction during experiential learning." Interim : Interdisciplinary Journal, Vol 6, Issue 2: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/404.

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Published Article
A pilot programme was run (2004-2005) with Tourism Management students at the Central University of Technology, Free State to enhance the satisfaction levels of both the student and relevant employers during Experiential Learning. The goals were to try and better prepare students for their Experiential Learning experience by means of a formal orientation programme in addition to the normal briefing session held and to enable both students and employers to achieve higher satisfaction levels in terms of pre-determined aspects as a result of the programme. The pilot programme was based on and informed by theories of learning in cooperative education, best practice requirements as well as a study of possible benefits to all parties concerned.

9

Lloyd, Sam. "Experiential learning in professional Rugby Union." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14982.

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The aim of this thesis was to understand the role played by experiential learning in professional Rugby Union. Furthermore, to understand how performance information is utilised by coaches and athletes in every day practice. The thesis employed an ethnographic research method, utilising extensive participant observation, interviews, and document analysis. The thesis draws significantly on the theoretical tools of Scho??n, Bourdieu and Foucault. The key results and findings were that coaches used performance related information as a technology of self , and inculcated a hegemonic ideology. Furthermore, power relations were found and manifested inside the coach / athlete relation that reinforced the coaches spatial and temporal dominance. These dominant power relations were legitimised through the omnipresent ideology, and thus reproduced by the players and coaches. While evidence of experiential learning was documented, particularly with the academy players, the social location of practice marginalised the value of experiential learning in the coaching process. This was because performance information and the use of video based reflection were consistently used as tools of coaching authority, discipline and symbolic violence.

10

Welby-Solomon, Vanessa. "The continuous learning cycle. Investigating possibilities for experiential learning." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5357.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations.

11

Amanah, Siti. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.141402/index.html.

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Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996.
"A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.

12

Susag, Angie. "Expeditionary learning." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-07142009-111349.

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13

MacKenzie, Scott Alan. "Strategy, choice and the pathways to power sequence analysis of political careers /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356447.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 298-316).

14

Roberts, Frederic P. "Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.

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Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author’s opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of ‘fun’, ‘play’, and ‘games’, to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher’s diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school’s culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher’s teaching philosophy and methods incongruent to the research setting.

15

Pizarchik, Mary. "The effects of experiential learning: An examination of three styles of experiential education programs and their implications for conventional classrooms." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3305.

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Using methodologies of interviews and observation, this study focuses on three distinctive and successful kinds of experiential education: a summer arts program, an outdoor science program and a wilderness education program. The project applies insights from the programs to the central question of this thesis: How can experiential learning be utilized within the traditional classroom given the constraints of the No Child Left Behind Law and standardized teaching?

16

Mallia, Gorg. "Transfer of learning from literature lessons." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274972.

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17

Fowler, John Christopher. "The use of experiential learning within nurse education." Thesis, De Montfort University, 2006. http://hdl.handle.net/2086/6259.

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Within this thesis a number of Fowler's published practical examples of experiential learning are synthesisedw ith the underpinningt heory of experiential learning. A `perspective model' of experiential learning is developed and used to analyse the published works. Fowler's original contributions are categorised as: `the use of vicarious experience plus a reflective focus', `constructed experience plus guided reflection', `reflection on prior experience' and `a structured process for combining experience and reflection'. Fowler's published models of `clinical teaching' and `graduatedr eflection' are then synthesisedto form a framework for experiential learning within nurse education. The framework is used to identify the factors that facilitate learning and to make predictions regarding barriers to learning. The framework is then used to hypothesise the relationship between the facilitation of learning and coaching and the implications for nurse teachers. The limitations of taking a linear logic perspective are discussed and the insights to be gained from an appreciation of complexity theory are proposed

18

Moraes, Taciano. "Leadership Development of Technology Students through Experiential Learning." Carnegie Mellon University - Silicon Valley, 2015. http://deposita.ibict.br/handle/deposita/24.

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CAPES
Em um mundo onde a tecnologia modifica cada detalhe de nossa sociedade em uma velocidade cada vez maior, é preocupante que a forma como desenvolvemos nossos líderes esteja melhorando tão devagar. Apesar de inúmeros estudos mostrarem que a liderança é um dos fatores que mais influenciam o sucesso de projetos e de mais de U$ 14 bilhões serem gastos anualmente com desenvolvimento de liderança, mais da metade das organizações acredita que não o esteja fazendo de forma eficaz. Uma das metodologias mais eficientes para o desenvolvimento de liderança dentro das organizações é a Aprendizagem Experiencial, proposta por David Kolb, mas ainda se observa pouca padronização no modo como ela é utilizada, com diversas abordagens diferentes e resultados muito variados. Por esta razão, este estudo propõe um modelo padronizado para o uso de dinâmicas de grupo como um meio para ajudar alunos de tecnologia a praticar habilidades de liderança. Um primeiro piloto foi executado com resultados e feedback bastante positivos, que indicam o potencial de sua aplicação para outras habilidades e contextos.
In a world where technology is changing every single detail of our societies, schools, and organizations in a skyrocketing speed, it is worrying that the way we develop our leaders is improving so slowly. With numerous studies showing that leadership is one of the factors that impact the most on software projects’ success, it is worrying that more than $14B are spent yearly with leadership development and, still, most organizations believe they are not being effective. One of the most efficient methodologies for leadership development inside companies is the Experiential Learning from David Kolb, but it still has some problems in gaining traction inside universities due to their difficulty of simulating practical experiences. Many different approaches have been tried with various results and little standardization is perceived on the way they are used. For this reason, this study proposes a framework for using group activities as a means to help technology students practice leadership skills. A first pilot was executed with pleasant results and feedback from students, but more experiments are necessary to ensure its application for other skills and contexts.

19

Franzén, Ida. "Limitations with Using Role Play for Experiential Learning." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158625.

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Among researchers within the design area, role play is often spoken about in a positive manner. This study aims to discover the limitations with role play as a tool for experiential learning. This is done by evaluating a prototype of an early-stage concept of a role play-tool. The tool is aimed for Swedish SMEs to raise awareness and create curiosity of guanxi, which is a vital part of Chinese business culture. The tool is compared to another experiential-based tool, Experience Map, with the same purpose but based on real scenarios rather than simulated scenarios. Prototype testing with intended users identified the difficulty of giving instructions on cultural behaviour as one limitation. This limitation is especially difficult in settings where the participants have no previous knowledge within the area, which is the case for this study. Another limitation is the challenge of giving enough instructions for the players to act on, without interrupting the exploration aspect of the tool. Besides, the target group seem to prefer more hands-on tools that are more relevant for their specific business and less time-consuming. The main difference between the tools is that the experience map which is based on real scenarios, creates a greater interest among participants and a higher level of the participants’ willingness to use it.

20

Marzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.

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Recent research in educational practice has identified and emphasized the value of connecting school curriculum to the personal experiences of the students; but to be effective, learners must possess a collection of baseline experiences the teacher can connect new learnings to. If the baseline experiences are lacking, the instructor could choose to create a classroom experience upon which to build additional learnings.

21

Lawday, G. D. "Problems in practice : learning from experience in management consulting." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273481.

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One of the strengths of experiential learning in practice is the meaning that we give our actions and therefore our thinking. The inquiry is a reflective account involving participative research amongst 81 management consultants in which the author functions as a researcher and as a consultant. The research explores the subjective experiences of undertaking management consultancy and is concerned with the development of professional knowledge and practice. The researcher positions himself at the centre of the study as he examines the multiple ways in which management consultants reflect and learn as they undertake their practice. The principal aim is to assist the development of the researcher's own reflective practice, and to explore how learning from experience can enhance the way he undertakes management consulting. The researcher describes his own experiences within the research project and reflects upon the dynamics of management consultancy. He illustrates some of the mechanismst hat underlie client-consultantd ynamics and highlights some of the emotionally-chargedr elationshipst hat occur in client systems. The research involves the use of participatory approaches. During the inquiry the researcher reflects upon his own experience, attending to his feelings and values, and re-evaluates the experience in the light of interactions with a core group of the participants. His relationship to the research field and setting is that of immersion or "being fully there". An analysis is undertaken of the participants' psychological type and Learning Style preferences using data from self-report inventories. Comparisons are made with previous studies about consultants and change agents. A qualitative approach is considered for the study. This encourages interpretative human skills and is concerned with description and interpretation rather than with measurement and prediction. Two extended case studies using an Action Science methodology assist the reflective accounts amongst consultants, sponsors and clients, whose experiencesd rawd eeplyo n their personasl elvesi n rolep erformance. The researcher develops his own framework of learning from experience, by linking learning style with specific processes of reflection and reflexivity, and points the way towards a more reflexive approach in informing consultants' practice.

22

Meers, Eileen G. "An investigation of an experiential education program /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148732966214416.

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23

Choi, Joongmin. "Experience-based learning in deductive reasoning systems." Buffalo, N.Y. : Dept. of Computer Science, State University of New York at Buffalo, 1993. http://www.cse.buffalo.edu/tech%2Dreports/93%2D20.ps.Z.

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24

Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.

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25

Giacomassi, Rafael. "Leadership development: an experiential learning approach for engineering students." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/18/18156/tde-04022019-150003/.

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Lots of companies recognize the need for leadership development. However, there is still not a consensus about what practices or bundle of practices can be used for the effective development of leadership competencies. Many existing methods are focused on emulation of characteristics of successful leaders or the development of personal competencies based, for example, on psychological traits tests. Therefore, a better understanding of the application of more holistic methods for leadership development is necessary. Such methods consider personality traits as well as the organizational context where leaders are inserted. Some recent theories that have contributed to this area include Authentic Leadership Development (ALD) and Positive Organizational Scholarship (POS). Furthermore, emotional and social intelligence continue to be highly relevant subjects for leadership development because of the correlation between these attributes and leaders\' performance. This study proposes a leadership development program that encompasses fundamental concepts related to the implementation of practices that are considered suitable for organizations and individuals. The focus on the development of positive behaviors instead of the identification and resolution of imperfections is a characteristic of the proposed program. The research includes four steps: research motivation and goals definition, literature review, action research, and final considerations and conclusion. The action research step included two iterations in which the program was tested and optimized according to the learning process of the researcher. The program was offered to engineering students due to the necessity for leadership development for these future professionals and due to the lack of disciplines focused on leadership development in the engineering curriculum. Thus, the study aims to achieve a better understanding of leadership development and the implementation of practices for leadership development in engineering. Finally, a detailed syllabus of the proposed leadership development course and a method for evaluating the program is presented along with the insights acquired in the action research and recommendations for future research.
Muitas empresas reconhecem a necessidade do desenvolvimento dos seus líderes, porém ainda não há um consenso sobre quais práticas ou conjunto de práticas podem ser usadas para o desenvolvimento efetivo de competências relacionadas à liderança. Muitos dos métodos usados focam em emular características de líderes que obtiveram sucesso e em desenvolver habilidades pessoais com base, por exemplo, em testes de traço psicológicos de personalidade. Portanto, é necessário um maior entendimento do potencial de aplicação de métodos mais holísticos para o desenvolvimento de líderes, que considerem características pessoais dos indivíduos assim como habilidades adotadas no contexto organizacional onde estão inseridos. Algumas teorias recentes que contribuíram nessa área incluem desenvolvimento de liderança autêntica e o estudo de organizações positivas. Além disso, inteligência emocional e inteligência social continuam sendo tópicos altamente relevantes para o desenvolvimento de líderes por influenciarem significativamente no desempenho dos mesmos. Este projeto propôs a elaboração de um programa para desenvolvimento de liderança positiva que engloba conceitos fundamentais relacionados a implementação de práticas consideras apropriadas para a organização e indivíduos. O foco no desenvolvimento experiencial de comportamentos positivos ao invés da identificação e resolução de defeitos é uma característica fundamental do programa proposto. A pesquisa inclui quatro fases: definição da motivação e objetivos de pesquisa, revisão bibliográfica, pesquisa ação, e conclusão e considerações finais. A fase de pesquisa ação contou com duas interações nas quais o programa para desenvolvimento de liderança positiva foi testado e otimizado de acordo com a aprendizagem do pesquisador. Tal programa foi oferecido a alunos de engenharia devido a necessidade de competências de liderança para esses futuros profissionais e a falta de disciplinas focadas no desenvolvimento de liderança nos currículos de engenharia. Assim, espera-se alcançar uma melhor compreensão sobre os métodos para desenvolvimento de liderança e a aplicação de tais métodos para o desenvolvimento de liderança em engenharia. Por fim a programação detalhada do curso de desenvolvimento de líderes e os métodos para avaliação do mesmo são apresentados assim como a aprendizagem adquirida durante a pesquisa e recomendações para pesquisas futuras.

26

Steyn, Natasha. "Exploring experiential learning in the context of organisational competitiveness." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64822.

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Organisational competitiveness is a challenge to achieve and sustain in a complex business environment that is changing rapidly, constantly and unpredictably. The best leaders are agile enough to anticipate and respond to change, and are able to actively create competitive advantage which changes the business environment. Human capital development has been identified as one of the least replicable and most sustainable competitive advantages at the disposal of firms. This aim of this research was to seek insights into experiential learning and the potential implications that investment into experiential learning could have on organisational competitiveness. Purposive and snowball sampling methodology was used in this study. Seven semi-structured interviews were held with participants from the field of learning and development, and data gathered was analysed using thematic analysis. The research found that (i) a robust process of developing learning frameworks is required for deliberate human capital development (ii) outputs from learning interventions can be maximized through customisation, and finally (iii) experiential learning is required to generate competitive advantage because it transforms information into the critical thinking skills required for problem solving rather than knowledge transfer. A combination of these findings would empower management to actively shape organisational competitiveness.
Mini Dissertation (MBA)--University of Pretoria, 2017.
pa2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Loury, Sharon D., and Joe Florence. "Integrating Cultural Competency and Experiential Learning into Interdisciplinary Education." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8192.

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Dice, Tammi F., Kristy Carlisle, and Rebekah Byrd. "Students’ Perspectives of Experiential Learning in an Addictions Course." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5815.

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Substance use disorder practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and application of theory is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use disorder practitioner trainees not in recovery from addiction as a means to increase their ability to empathize with clients’ experiences. This article explored the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students’ written reflections revealed four primary themes. Authors offer suggestions for substance use disorder educators and recommendations for future research.

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Allrich, Raymond Philip. "The investigation of learning within a nursing preceptorship clinical experience a naturalistic inquiry /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035931.

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Kemp, Cary F. "Mentors' impact on the development of adaptability skills via experiential learning." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2920.

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Thesis (Ph. D.)--George Mason University, 2007.
Title from PDF t.p. (viewed Jan. 18, 2008). Thesis director: Stephen J. Zaccaro. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 95. Includes bibliographical references (p. 88-94). Also available in print.

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Malmliden, David. "Experiential Learning - ett metodiskt arbetssätt för den svenska skolan!?? : En komparativ studie av den 'nya' svenska skolan och det alternativmetodologiska arbetssättet Experiential Learning." Thesis, Umeå University, Education, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-665.

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Syftet med detta arbete var att utreda ”om” och ”i vilken utsträckning” som Experiential Learning (EL) går i linje med dagens svenska skola. Med avgränsning till gymnasieskolan var syftet därför att relatera Experiential Learning gentemot de dokument som ligger till grund för dagens svenska gymnasieskola, nämligen: ’Skollagen’, ’Läroplanen för de frivilliga skolformerna’ (Lpf 94) och Läroplanskommitténs betänkande ’Skola för bildning’ (SOU 1992:94). Utgångspunkten för denna hermeneutiska jämförelse var ett kritiskt förhållningssätt (läs. ’granskande’) utifrån de för modern svensk pedagogisk forskning centrala teoretiska perspektiven eller ”synerna”; kunskap, lärande, elev och lärare. Förutom denna textanalys innefattar arbetet även en enkätundersökning som med delat kvantitativa och kvalitativa frågor undersökt vilken kännedom om och syn på Experiential Learning som finns hos ett antal läraraspiranter vid Lärarhögskolan i Stockholm. Undersökningen insinuerade att få överhuvudtaget hört talas om konceptet, men att de tycker att det verkar vara aktuellt för såväl sin framtida undervisning som den svenska skolan i allmänhet. Arbetets slutgiltiga analys visade på stor samstämmighet mellan EL och den svenska skolan i både undervisnings- och människosyn – även om det läggs olika stor emfas vid olika saker. Utmärkande var här synen på ett aktivt lärande, tillsammans med tanken om individen i centrum. Förutom de dokument som ligger till grund för den svenska skolan, var ett fåtal källor kring EL tongivande. Urvalet styrdes i hög utsträckning av rådande utbud, varvid en rad Internetreferenser också blev aktuella. Tankarna bakom EL uppkom på 20-talet i det forna Tjeckoslovakien och har utvecklats till en form av alternativ pedagogik med ett aktivt inlärningssätt och en holistisk lärosyn. Konceptet kan sägas vara en syntes mellan utomhusaktiviteter och drama. Det situationella lärandet står därvid i centrum för undervisningen, som söker inkludera såväl teoretisk och praktisk, som emotionell och social utveckling. Synen på kunskap kan utifrån detta definieras som progressiv och alla former av personliga kompetenser bejakas och eftersträvas i undervisningen. Undervisningen bedrivs huvudsakligen i gruppform, men utgår från individen i det att denne ges möjlighet att själv välja det sätt som denne vill närma sig det aktuella undervisningsmaterialet. Metodiken relaterar således i hög grad till begreppet lärstil och dess strävan är att inkludera så många sinnen som möjligt i undervisningen. Konceptets utbildningsteoretiska grund är i mångt och mycket gemensam med den ideologi som styr dagens svenska skola – där återfinns teorier och tankar från bland annat; John Dewey, Jean Piaget och L.S. Vygotskij.

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Horton, Angela Mary. "Cultural enquiry : Gambian wisdom." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388596.

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33

Hesketh, Janet. "A management studies curriculum for free thought in a changing South African context : learning from a unique experience." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/843767/.

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This work is located in the unique context of the newly democratised South Africa of 1997 and comprises two phases reflecting its beginning as a Masters project and Its development into a doctoral study. It seeks to answer the research question: Can we improve the learning opportunities for South African Management Studies students from African cultures and restrictive economic and schooling backgrounds, by providing them with a curriculum that promoted free thought? The purpose of the first phase of this work was to evaluate an experience-based curriculum that was learner-centred. It aimed to meet the needs of the 'whole student' and to give the students opportunity to think freely and to achieve their potential. The evaluation, incorporating qualitative and quantitative data, formed the basis of a single case study: it explored the course's effectiveness in providing learning conditions that could promote students' personal, academic and intellectual growth from their first year of study. The purpose of the second phase was to problematise the case study, reflecting on it in the light of subsequent experience and research. This involved an exploration of the value of experience-based learning; the likelihood of the conclusions' replication, particularly within the faculty; the prospects for wider application of the case studied. The thesis argues that experiential learning helped this group of students perform better academically than their compatriots whose learning experience was limited to a traditional university approach, suggesting that the conditions under which teaching and learning occur affect the outcome. The concept of problem-based learning was found to provide an inadequate theoretical framework since its Western cultural underpinnings are foreign to the African culture and did not provide opportunities for 'whole student' independent thought. Since this thesis is based on a unique case study the conclusions cannot be generalisable although they are considerably strengthened in the light of students continuing to perform better over the next five years. Unless universities themselves change their approach to teaching and learning, however, it is suggested that it would be difficult to replicate these findings more broadly.

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Lueth, Marit Lee. "The natural circumstances of place design to awaken sensibilities /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2008/lueth/LuethM1208.pdf.

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35

Griggs, Dawn Emelie. "Spirit of learning : an exploration into the role of personal/spiritual development in the learning, teaching process /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031021.171426/index.html.

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Amanah, Siti. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia." Thesis, View thesis View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction and contributions to learning by the outside community. Participants included students, the Director, the Associate Director for Academic and Head of School. Information was also collected from outsiders. The outcomes from the project were: students were responsible for their own learning; staff were able to act as professional facilitators; and curriculum development. There are still some unresolved issues, and it was recommended that further research of effectiveness of learning approaches in formal tertiary education needs to be carried out.

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De, Beer Sarina. "Refleksies van 'n ervaringsleermodel vir gemeenskapsintervensies." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05282008-114743.

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38

Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.

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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.

39

Grinnell, Lynn D. "A qualitative exploration of reflective thinking in experiential learning debriefings." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.

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40

Maul-Smith, Christopher Roland. "Engaging Community and Developing Leadership Through Adventure and Experiential Learning." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-07202009-164838/.

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During this project seventh grade students and I collaborated to accomplish the goal of building a relationship between the seventh and fifth grades so the younger students could feel safe and welcome at our school. I used a teaching approach based on the elements of adventure and the experiential cycle of learning to help seventh grade students develop leadership skills. Team building activities and a community adventure brought the seventh and fifth graders together. The leadership role of the seventh graders during these events served as the catalyst for building a positive caring relationship between the two grades.

41

Alrehaili, Enas Abdulrahman. "A Virtual Reality Role-Playing Serious Game for Experiential Learning." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37901.

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Educational systems can benefit from Virtual Reality’s (VR) ability to support experiential learning. In particular, VR based games, especially role-playing serious games (RPGs), can promote learning through the simulation of various educational scenarios. This thesis proposes an immersive VR-RPG to educate players about the behavior of honeybees. The player adopts the role of a honeybee and experiences a virtual world mimicking the real one from the honeybee’s perspective. Unlike most studies in educational VR, we assess the impact of immersion on knowledge gain by testing the players’ knowledge on the subject before, immediately after, and one week following the use of the system. We also compare the proposed system with both a conventional and a desktop VR-RPG approach. The results indicate that students significantly gained knowledge in all methods compared to the pre-test. We found that the immersion level for both tested VR-RPGs did not have a significant effect on learning. However, the study showed an improvement in knowledge retention for the desktop VR-RPG users compared to those of the conventional method. Moreover, the results revealed that users of the immersive and desktop VR-RPGs were more motivated and engaged compared to those of the conventional method.

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Kruuse, Helen. "Substantive second-level reasoning and experiential learning in legal ethics." Juta Law Publishing, 2012. http://hdl.handle.net/10962/68983.

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Publisher version
This article takes a critical look at law teaching in South Africa and seeks to consider how the application of experiential learning theory may assist law students in gaining a deeper understanding of the law in general, and the complexities of real life practice in particular. While clinical legal education is often seen as the locus of experiential learning in law, the author proposes that well-structured simulations in class can achieve similar goals. The article comprises a description of the nature of experiential learning and a further description of the application of the principles of experiential learning in a particular simulation exercise in a Legal Ethics course (using the US case of Wash St Phys Ins Exch v Fisons Corp 858 P2d 1054 (Wash 1993) as a basis). The author posits that the so-called experiential learning "cycle" or "process" enables a process of learning which draws out the students' beliefs and ideas about a topic so that it can be examined, tested and integrated with new, more refined ideas. This notion is then in keeping with the expectation that students who emerge from higher education institutions have developed meta-cognitive skills. Essentially then, it is hoped that, by using the methods proposed in this article, students can then manage their own development and learning throughout life.

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Tussing, Jessica Lynn. "The Critical Need for Experiential Learning Programs in Animal Agriculture." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/49017.

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Though experiential learning is a popular topic in higher education, a great deal of research in the field neglects to make ties between program outcomes and educational theory, creating a gap in knowledge regarding how participant students truly experience educational programs. Consequently, this study proposes an updated perspective of experiential education that considers the experiential and social aspects of these learning environments. While it is important to determine programmatic impacts, it is equally important to assess how learning has occurred, so programs can be modified accordingly. The Equine Studies Program at the Middleburg Agricultural Research and Extension Center began in 2010, with seven cohorts having completed the program since its inception. At this time, however, no study has been conducted to gain a thorough understanding of the program's purpose, nor assess if programmatic impacts align with its objectives. This study utilized qualitative interview methods to determine the program's objectives and impacts on participants. The findings provide insight on how experiential learning programs can be enhanced to better prepare students for the challenges of modern industry. Recommendations are made for continued research in this area to determine how the implementation of experiential learning programs may impact overall undergraduate curricula. Additional research should also be conducted to compare the impacts of varying types of experiential programs.
Master of Science in Life Sciences

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Shelley, Elanca. "The role that courage plays in an experiential learning process." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12995.

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Includes bibliographical references.
Experiential learning is a well-known learning theory that underpins management development. This study presents a causal theory that is based on experiential learning and explains why some students experience a transformational learning experience that increases their management effectiveness and others do not. This theory was developed within a critical realist ontology and it used a constructivist grounded theory methodology to emerge the key variables that formed the theory. Prior to the grounded theory study, a pilot study was conducted to develop the conceptual framework for the research. This pilot study included approximately 240 research participants from within the classrooms in my work context. The conceptual framework facilitated the development of the key research question: How do engaged, learning ready students, who can manage their own learning process, undergo transformational learning experiences that increase management effectiveness?

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Zhang, Cheng. "The Moon Experience: Designing Participatory Immersive Environments for Experiential Learning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366363049.

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Sharp, Mary Anne Rainey. "Career development in academic family medicine: An experiential learning approach." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1055438296.

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Gendron, Tracey. "The Professional Identity Development of Gerontologists: An Experiential Learning Approach." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2518.

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Professional identity is a complex construct that describes how an individual develops a sense of self-concept within a chosen profession. Professional identity refers to a self definition within a professional role based on attributes, beliefs, values, motives, and experiences (Ibarra, 1999). This study explored the relationships between the professional identity of gerontology graduates and age, career stage, student typology, occupation, and value of experiential learning both quantitatively and qualitatively. Survey results indicate that experiential learning opportunities provide a framework for all gerontology students to gain and apply the skills and knowledge necessary for professional identity development in the field of aging. Findings indicate that experiential learning and mentorship represent important, but different outcomes for students who are new to the field of gerontology vs. students who are already employed in an aging-related profession prior to enrollment in a graduate gerontology program.

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Singh, Raj Kanwar. "Approaches to learning in a classroom environment: observational & experiential." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Singh_09007dcc80681dba.pdf.

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Thesis (M.S.)--Missouri University of Science and Technology, 2008.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

49

Kleinman, Matt. "Prior Beliefs and Experiential Learning in a Simple Economic Game." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192504.

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50

Foster, Patricia A. "Professional doctorate students' stories of experiential learning : a discourse analysis." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/4992/.

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This report provides an account of a project, the aim of which was to conceptualise, design and complete a work based inquiry of professional doctorate students' stories of experiential learning. The expected outcomes included: the development and construction of a discourse of experiential learning, based on the experiences of those who 'story' them; the development and evaluation of an epistemology of work based inquiry, both providing new insights into hitherto comparatively neglected areas of interest to researchers. The project, based on an initial exploration of the literature, including key conceptual and theoretical perspectives, used a generalised qualitative approach. Reflexivity was integral to all elements of the inquiry. In-depth, unstructured interviews were conducted on seven individuals, studying on a Doctorate in Professional Studies. Data from these interviews, together with evidence gathered from a further continuing and extensive review of the literature, was analysed using methods of data analysis, informed in part by the writings and ideas of Michel Foucault. Three major discourses, constructed from the participants' messages, emerged from the analysis. They were not only on experiential learning, but also on professional doctorate people and professional doctorate awards. Key learning from the project related to the extra-ordinary people who were the professional doctorate students, as well the magical and emotional experience of experiential learning. Additional lessons to come from the project related to discourse analysis and work based inquiry. Suggestions regarding the provision of professional doctorate awards, staff development, the support of professional doctorate students and experiential learning were made to significant stakeholders. These included faculties and higher education institutions providing professional doctorate programmes, as well as educationalists involved in the delivery of experiential learning, all of whom should find this report of interest.

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