Статті в журналах: "Experiential learning"

1

Lovemore, Nyatanga. "Experiential taxonomy and experiential learning." Nursing Management 9, no. 8 (September 1, 1989): 24–27. http://dx.doi.org/10.7748/nm.9.8.24.s13.

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Green, Barbara. "Experiential learning." Bible and Critical Theory 3, no. 2 (June 2007): 19.1–19.13. http://dx.doi.org/10.2104/bc070019.

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Dunn, Doris, and Mark Chaput Saintonge. "Experiential learning." Medical Education 31 (December 1997): 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.

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Jaison, Bala. "Experiential Learning." Journal of Couples Therapy 2, no. 1-2 (May 14, 1991): 155–63. http://dx.doi.org/10.1300/j036v02n01_11.

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Glaze, William H. "Experiential learning." Environmental Science & Technology 33, no. 21 (November 1999): 442A. http://dx.doi.org/10.1021/es9930622.

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Watt, Molly. "Experiential learning." ACM SIGCUE Outlook 20, no. 1 (September 1988): 25–31. http://dx.doi.org/10.1145/382236.382855.

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Welch, Janet L., Pamela R. Jeffries, Brenda L. Lyon, Donna L. Boland, and Jane H. Backer. "Experiential Learning." Nurse Educator 26, no. 5 (September 2001): 240–43. http://dx.doi.org/10.1097/00006223-200109000-00014.

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Williams-Perez, Kendra, and Larry Keig. "Experiential Learning." Nurse Educator 27, no. 4 (July 2002): 165–67. http://dx.doi.org/10.1097/00006223-200207000-00007.

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9

Salimon, Francina. "Experiential Learning." International Journal of Research Publication and Reviews 03, no. 12 (2022): 2363–66. http://dx.doi.org/10.55248/gengpi.2022.31276.

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Анотація:

Some of the most well-known theories include the Experiential Learning theory as per the Kolb's learning cycle. It plays a major role in the development of the modernisation of current education system is transitioning from a traditional to a individual-centered educational process. The goal of this paper is to demonstrate the implications of these principles. The application of the advantages, problems, and procedures of Kolb's cycle are examined.

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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.

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Rodriguez Carreon, Vivianna, and Penny Vozniak. "Embodied Experiential Learning." Journal of Awareness-Based Systems Change 1, no. 2 (November 30, 2021): 31–50. http://dx.doi.org/10.47061/jabsc.v1i2.1179.

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This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.

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Dopplick, Renee. "Experiential cybersecurity learning." ACM Inroads 6, no. 2 (May 29, 2015): 84. http://dx.doi.org/10.1145/2743024.

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McCormick, Joel G., Stephen Holland, and Lauren R. Szydlo. "Experiential Learning 2.0." SCHOLE: A Journal of Leisure Studies and Recreation Education 25, no. 1 (April 2010): 74–78. http://dx.doi.org/10.1080/1937156x.2010.11949651.

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Radford, Scott K., David M. Hunt, and Deborah Andrus. "Experiential Learning Projects." Journal of Macromarketing 35, no. 4 (March 30, 2015): 466–72. http://dx.doi.org/10.1177/0276146715573834.

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Simosko, Susan. "Assessing experiential learning." New Directions for Teaching and Learning 1988, no. 34 (1988): 61–70. http://dx.doi.org/10.1002/tl.37219883407.

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Regan-Smith, Martha G. "Teachers' Experiential Learning about Learning." International Journal of Psychiatry in Medicine 28, no. 1 (March 1998): 11–20. http://dx.doi.org/10.2190/a1ck-jy52-bk1g-442y.

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Objective: An experiential model of learning suggests that changing a learner's understanding will lead to the learner choosing to change behavior. A workshop was designed for medical educators to examine their understanding of learning in order to change their behavior as teachers. This article describes that workshop which was presented as part of a conference on successful techniques for education of primary care practitioners. Method: Eighteen medical educators participated in the workshop. The educators were instructed to reflect on a recent personal learning experience. Group discussion led to production of a list of components of effective learning. These learning components were then applied in small groups to three hypothetical tasks related to mental health education. Results: Essential characteristics of three generic features of learning were identified: characteristics of the teacher, learner, and learning experience. When these characteristics were then applied to the hypothetical tasks, a major theme that emerged was a focus on the importance of learner motivation. Conclusions: The essential components of learning and their application demonstrate the importance of adult learning theory in which it is more important for the learner than for the teacher to determine what, when, and how to learn. This is in contrast to traditional medical education in which the teacher decides what to learn and if it has been learned. To improve education for practicing primary care providers, a shift from a teaching paradigm to a learning paradigm is indicated.

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Cowan, John. "Learning to facilitate experiential learning." Studies in Continuing Education 10, no. 1 (January 1988): 19–29. http://dx.doi.org/10.1080/0158037880100103.

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Laili, Risqi Nur, and Zeni Hafidotun Nisak. "Peningkatan Self-Leadership Siswa Madrasah Ibtidaiyah Melalui Experiential Learning." Journal of Integrated Elementary Education 2, no. 1 (March 31, 2022): 63–71. http://dx.doi.org/10.21580/jieed.v2i1.10725.

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Penelitian ini membahas bagaimana penerapan experiential learning dalam meningkatkan karakter self leadership siswa Madrasah Ibtidaiyah. Penelitian tindakan kelas model Kemmis dan Mc. Taggart digunakan dengan 3 siklus untuk menerapkan empat tahap experiential learning dalam setiap siklusnya. Pengumpulan data penelitian menggunakan observasi, wawancara, kuesioner, dan tes karakter self leadership. Hasil uji independent simple t-tes siklus I adalah 0,001 dan 0,001, dan siklus II dan siklus III adalah 0,000 dan 0,000 dengan kesimpulan terdapat perbedaan yang signifikan antara hasil tes awal dan tes akhir. Hasil rata-rata uji efektifitas N Gain pada siklus I adalah 24,45%, siklus II adalah 66,83%, dan siklus III adalah 77,93%. Artinya efektifitas penerapan experiental learning mengalami peningkatan dari tidak efektif menjadi cukup efektif dan efektif dalam meningkatkan self leadership. Kunci keberhasilan penerapan experiental learning adalah pada kesiapan guru dalam memberikan pengalaman nyata kepada siswa dan melakukan pengawasan terhadap aktivitas siswa.In English: This study discusses how the application of experiential learning in improving the self-leadership character of Madrasah Ibtidaiyah students. Kemmis and Mc's model of classroom action research. Taggart is used with three cycles to implement four stages of experiential learning in each cycle. This research uses observation, interviews, questionnaires, and self-leadership character tests. The independent sample t-test in the first cycle were 0.001 and 0.001, and the second and third cycles were 0.000 and 0.000, with the conclusion that there was a significant difference between the initial test results and the final test. The average results of the N Gain effectiveness test in the first cycle were 24.45%, the second cycle was 66.83%, and the third cycle was 77.93%. This means that the application of experiential learning has increased from ineffective to quite effective and effective in increasing self-leadership. The key to the success of implementing experiential learning is the readiness of teachers to provide real experiences to students and supervise student activities.

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Wong, Koon Lin, Eric King-Man Chong, Wing Tat Leung, and Yan Wing Leung. "Experiential learning for civic education: Typologies and learning outcomes." Citizenship Teaching & Learning 17, no. 2 (June 1, 2022): 183–202. http://dx.doi.org/10.1386/ctl_00090_1.

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Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies.

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Mamatha, S. M. "Experiential Learning in Higher Education." International Journal of Advance Research and Innovation 9, no. 3 (2021): 1–9. http://dx.doi.org/10.51976/ijari.932101.

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India's higher education system is the world's third largest in terms of students, next to China and the United States. In future, India will be one of the largest education hubs. India's Higher Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions and Colleges since independence. The role of colleges and universities in the higher education system in the new millennium has become more complex and challenging due to the emerging scientific research on understanding how people learn is utmost important to justify the quality of higher education. As India need well skilled and highly educated people who can drive our economy forward and also to transfer our country from a developing nation to a developed nation. For attaining this goal, higher education system should make student competencies go beyond the content knowledge, prepare them to direct their own learning, solve problems of academic significance and to move beyond controlled information containment. Ideas must be explored, developed, integrated, and resolved within the context of a particular assignment as knowledge construction at advanced levels take on new meaning. Higher education rather than being the source of content expertise, should be facilitators of knowledge and motivation of action learning preceded by a driving question. Unlike assignments of passive learning, experiential approach recognizes and values unpredictable outcomes. Experiential learning is an approach in which students decide themselves to be personally involved in the learning experience, students are actively participating in their own learning and have a personal role in the direction of learning. Experiential learning is popular with students as it is considered more enjoyable and leads to deeper learning when compared to didactic approaches. Employers prefer hiring students who have learned experientially and yet emerging research indicates that the use of experiential learning in higher education institutions remains limited. The present paper aims to highlight the concept of experiential learning, its importance and advantages, challenges and to point out the opportunities to implement experiential learning in Indian higher education system based on the review of available literature in the field of study.

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Pujaningtyas, Sri Wahyu, Berliana Kartakusumah, and Zahra Khusnul Lathifah. "PENERAPAN MODEL EXPERIENTIAL LEARNING PADA SEKOLAH ALAM UNTUK MENCIPTAKAN PEMBELAJARAN YANG MENYENANGKAN." TADBIR MUWAHHID 3, no. 1 (May 29, 2019): 40. http://dx.doi.org/10.30997/jtm.v3i1.1653.

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Peran pendidik dalam proses belajar mengajar yang dapat membangkitkan motivasi belajar peserta didik yakni dengan menjalankan salah satu tugas yang utama yakni pengelolaan pembelajaran. Kegiatan pengelolaan dan pengaturan pembelajaran yang sangat perlu dijalankan, diantaranya ialah perencanaan, pelaksanaan dan evaluasi hasil pembelajaran. Penerapan peembelajaran model experiental di Sekolah Alam mengoptimalkan alam dan potensi lokal sebagai sumber belajar. Model pembelajaran Experiential merupakan model pembelajaran yang menjdi salah satu model yang diterapkan pada sekolah alam. Penelitian ini bertujuan untuk mengetahui pengelolaan pembelajaran model experiential pada sekolah alam, yang meliputi perencanaan, pelaksanaan, dan evaluasi hasil pembelajaran di SD Alam Cikeas. Penelitian ini menggunakan pendekatan kualitatif, dngan metode Studi Kasus. Pendekatan kualitatif dengan menggunakan metode studi kasus ini digunakan untuk mengkaji dan menjawab permasalahan serta untuk memperoleh makna yang mendalam mengenai pengelolaan pembelajaran model experiential. Penyusunan perencanaan pembelajaran yang menerapkan model pembelajaran experiental di SD Alam Cikeas menjadi tugas dan tanggungjawab setiap guru kelas, dibuat dengan berpedoman pada kuriikulum Pendidikan Nasional dan kurikulum sekolah alam. Model experiential dilaksanakan dengan mengoptimalkan alam dan potensi lokal yang tersedia di lingkungan SD Alam Cikeas sebagai sarana dan sumber dalam kegiatan belajar. Kegiatan pembelajaran tersebut diantaranya berkebun, outbond, mengolah sampah. Evaluasi hasil belajar dilaksanakan setelah kegiatan berakhir dengan memberikan worksheet, melalui hasil karya, wawancara, selain itu melalui penilaian aktivitas gerak peserta didik.

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Thote, Prashant, and Gowri S. "EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING." International Journal of Research -GRANTHAALAYAH 8, no. 5 (May 28, 2020): 100–107. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.88.

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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.

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James, Nikki. "Learning Analytics to Support Experiential Learning." Experiential Learning and Teaching in Higher Education 3, no. 3 (September 1, 2022): 8. http://dx.doi.org/10.46787/elthe.v3i3.3420.

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Roland, Karen. "Experiential Learning: Learning through Reflective Practice." International Journal for Cross-Disciplinary Subjects in Education 8, no. 1 (March 30, 2017): 2982–89. http://dx.doi.org/10.20533/ijcdse.2042.6364.2017.0405.

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Kommers, P. "Experiential Learning Through Constructivist Learning Tools." International Journal of Computers and Applications 25, no. 1 (January 2003): 72–83. http://dx.doi.org/10.1080/1206212x.2003.11441687.

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Spencer, Roger W., and Donald F. van Eynde. "Experiential Learning in Economics." Journal of Economic Education 17, no. 4 (1986): 289. http://dx.doi.org/10.2307/1182151.

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Garcia, Beth, and Betty Coneway. "Experiential Learning and Teaching." Experiential Learning and Teaching in Higher Education 3, no. 2 (September 1, 2022): 5. http://dx.doi.org/10.46787/elthe.v3i2.3405.

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Gokcora, Deniz, and Raymond Oenbring. "Experiential Learning Across Borders." Experiential Learning and Teaching in Higher Education 4, no. 2 (September 1, 2022): 6. http://dx.doi.org/10.46787/elthe.v4i2.3442.

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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.

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Dastidar, Megha Ghosh, and Megha Pandey. "PBL and Experiential Learning." International Journal of English Learning & Teaching Skills 4, no. 1 (October 4, 2021): 2766–69. http://dx.doi.org/10.15864/ijelts.4109.

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Knobloch, Neil A. "Is Experiential Learning Authentic?" Journal of Agricultural Education 44, no. 4 (December 2003): 22–34. http://dx.doi.org/10.5032/jae.2003.04022.

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Maynard, Marianne. "An Experiential Learning Approach." Physical & Occupational Therapy In Geriatrics 5, no. 2 (February 24, 1987): 51–69. http://dx.doi.org/10.1300/j148v05n02_06.

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Maynard, Marianne. "An Experiential Learning Approach." Physical & Occupational Therapy In Geriatrics 5, no. 2 (January 1987): 51–69. http://dx.doi.org/10.1080/j148v05n02_06.

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Spencer, Roger W., and Donald F. Van Eynde. "Experiential Learning in Economics." Journal of Economic Education 17, no. 4 (September 1986): 289–94. http://dx.doi.org/10.1080/00220485.1986.10845175.

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Kayes, Anna B., D. Christopher Kayes, and David A. Kolb. "Experiential learning in teams." Simulation & Gaming 36, no. 3 (September 2005): 330–54. http://dx.doi.org/10.1177/1046878105279012.

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Gray, Harry. "Experiential Learning with Adults." Self & Society 14, no. 6 (November 1986): 282–86. http://dx.doi.org/10.1080/03060497.1986.11084812.

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Fumerton, Patricia. "Introduction: Experiential Scholarship/Learning." Huntington Library Quarterly 79, no. 2 (2016): 163–71. http://dx.doi.org/10.1353/hlq.2016.0012.

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de Groot, Mary, Kisha Alexander, Brian Culp, and NiCole Keith. "Experiential Learning in Kinesiology." Pedagogy in Health Promotion 1, no. 3 (July 10, 2015): 123–33. http://dx.doi.org/10.1177/2373379915594391.

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Wood, Monika Deppen. "Experiential Learning for Undergraduates." Gerontology & Geriatrics Education 23, no. 2 (December 2003): 37–48. http://dx.doi.org/10.1300/j021v23n02_03.

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Schreiber, Joseph, Victoria A. Moerchen, Mary Jane Rapport, Kathy Martin, Jennifer Furze, Heather Lundeen, and Eric Pelletier. "Experiential Learning With Children." Pediatric Physical Therapy 27, no. 4 (2015): 356–67. http://dx.doi.org/10.1097/pep.0000000000000195.

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Egbert, Henrik, and Vanessa Mertins. "Experiential Learning with Experiments." International Review of Economics Education 9, no. 2 (2010): 59–66. http://dx.doi.org/10.1016/s1477-3880(15)30050-5.

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Slattery, David. "Process-led experiential learning." Self & Society 35, no. 6 (May 2008): 43–45. http://dx.doi.org/10.1080/03060497.2008.11084028.

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Cherrington, Ruth, and Morry Van Ments. "Pinning Down Experiential Learning." Studies in the Education of Adults 26, no. 1 (April 1994): 15–30. http://dx.doi.org/10.1080/02660830.1994.11730595.

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Hawtrey, Kim. "Using Experiential Learning Techniques." Journal of Economic Education 38, no. 2 (April 2007): 143–52. http://dx.doi.org/10.3200/jece.38.2.143-152.

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Dixon, Charles. "Exploitation or experiential learning?" Psychiatric Bulletin 30, no. 6 (June 2006): 234. http://dx.doi.org/10.1192/pb.30.6.234-c.

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Wilber, Kathleen H., and Cheryl Shoecraft. "Experiential Learning in Gerontology:." Gerontology & Geriatrics Education 9, no. 4 (August 1989): 47–58. http://dx.doi.org/10.1300/j021v09n04_06.

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Baker, Ann C., Patricia J. Jensen, and David A. Kolb. "Conversation as Experiential Learning." Management Learning 36, no. 4 (December 2005): 411–27. http://dx.doi.org/10.1177/1350507605058130.

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Morris, Libby V. "Experiential Learning for All." Innovative Higher Education 41, no. 2 (February 2, 2016): 103–4. http://dx.doi.org/10.1007/s10755-016-9361-z.

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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.

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Анотація:

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

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Fulmer, Connie L. "Redefining Teaching and Learning in Educational Administration." Journal of School Leadership 4, no. 4 (July 1994): 451–60. http://dx.doi.org/10.1177/105268469400400407.

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Recent attention to alternatives for traditional educational leadership program delivery models is part of an evolutionary process that serves to redefine teaching and learning. The conventional linear relationship between content, teaching, and learning is being transformed by these alternative models. The assumptions and components of an experiential learning model are presented to bring focus to this process and to offer one way to redefine teaching and learning in educational leadership preparation programs. This redefinition describes teaching and learning as a transactional process of creating personal knowledge through experiential alternative learning environments. The model has design implications for individual lessons, courses, projects, or an entire program. Two examples of experientially-based course projects are presented.

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