Student Evaluation of the Experiential Learning Technique of Journaling for Marketing Education

2014 ◽  
pp. 268-273
Author(s):  
Nancy T. Frontczak
Keyword(s):  
Experiential Learning ◽  
Student Evaluation ◽  
Marketing Education ◽  
Learning Technique

Knowledge Acquisition and Readiness Assurance Testing

2016 ◽  
Vol 38 (3) ◽  
pp. 145-156 ◽  
Author(s):  
Mark R. Young
Keyword(s):  
Experiential Learning ◽  
Knowledge Acquisition ◽  
Flipped Classroom ◽  
Student Evaluation ◽  
Learning Outcome ◽  
Knowledge Application ◽  
Student Evaluation Of Teaching ◽  
Consumer Experiences ◽  
Negative Effect ◽  
Evaluation Of Teaching

The responsibility for knowledge acquisition is increasingly being shifted to students though the utilization of experiential learning, teamwork, online, and flipped classroom pedagogies. Students are expected to enter the classroom prepared to engage in thoughtful knowledge application activities; however, many students have not adequately prepared, leading to minimal team contribution and learning. Readiness Assurance Testing is often implemented to help enforce student preclass preparation. These individual and group quizzing techniques can help motivate some students to keep current in the readings, but they do not assist students in learning comprehension. In order to improve learning comprehension and document preclass preparedness, an innovative note-taking method, Connected Notes, is offered as a way to assist students in recording, organizing, and connecting content in personally relevant ways. To improve comprehension and stimulate deeper levels of learning cognitive science supports the effectiveness of creating connections through multiple pathways. Students generate connections between chapter concepts and their consumer experiences, their careers, and company examples in preparation for team-based activities. Results from this study suggest the Connected Notes intervention improved the direct learning outcome (exams) while producing no negative effect on student evaluation of teaching.

Using Analogies as an Experiential Learning Technique in Multicultural Education

2013 ◽  
Vol 15 (2) ◽  
pp. 92-97 ◽  
Author(s):  
V. Suthakaran ◽  
Keri Filsinger ◽  
Brittany White
Keyword(s):  
Experiential Learning ◽  
Multicultural Education ◽  
Learning Technique

Developing Cultural Competence

2021 ◽  
pp. 214-233
Author(s):  
Erika Cornelius Smith
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Business Students ◽  
Cross Cultural ◽  
Future Research ◽  
Short Term ◽  
Term Study ◽  
Marketing Education ◽  
Short Term Study

The growing popularity of short-term study abroad and faculty-led immersion offer scholars and educators a new opportunity to study the impact of cross-cultural experiential learning practices on fostering cross-cultural competency among business students. Rising foreign direct investment, international trade, the growing significance of emerging markets, and other socio-political elements of globalization are reshaping 21st century business practices. Pedagogies of business education, including sales and marketing education, must adapt to these changes and provide an emphasis on cross-cultural understanding and its impact on business decision making, along with fostering skills for cultural sensitivity. This article will review two relevant theoretical frameworks, transformative learning theory, and experiential learning theory, which describe the processes by which students develop intercultural competence, particularly with respect to faculty-led, short-term study immersion programs. It will outline a series of best practices for designing, measuring, and implementing such programs in higher education and conclude with brief recommendations for future research.

Global Economic Issues and Policies Impacting Rural Sociology (Module ELT Approach)

2019 ◽  
pp. 338-347
Author(s):  
Marites Maria Theresa Barit Galing-Argonza
Keyword(s):  
Experiential Learning ◽  
Social Science ◽  
Undergraduate Students ◽  
Teaching Strategy ◽  
Rural Sociology ◽  
Economic Issues ◽  
Trade Law ◽  
International Trade Law ◽  
Learning Technique ◽  
The Subject

This chapter provides an experiential learning technique (ELT) teaching strategy for instructors and their undergraduate students in international trade law. It is hoped that the chapter's overall topic shall be elucidated further with the application of the Bloom's taxonomy of learning methodology. The significance and impact of experiential learning technique (ELT) can be best achieved when there is actual immersion on the subject matter through the direct participation of both teacher and learner. The classroom, whether or not specifically designed for either a natural or pure science laboratory or the broad discipline of social science lectures, can become a reservoir of experiential learning technique through the application of doable classroom exercises (DCE) and actionable learning outcomes (ALO) as will be discussed in this chapter.

Mock Trial: Transforming Curriculum Through Coopetition

2020 ◽  
pp. 1-3
Author(s):  
Leeann M. Lower-Hoppe ◽  
James O. Evans ◽  
Richard L. Bailey ◽  
Shea M. Brgoch
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Competition And Cooperation ◽  
Theory To Practice ◽  
Mock Trial ◽  
Apply Theory ◽  
Learning Technique ◽  
Working Together ◽  
Course Format ◽  
Additional Value

Coopetition is a strategic concept that integrates elements of competition and cooperation. This strategy focuses on creating an environment where working together develops additional value for all entities involved, but there is still competition for this newly established value. Mock trial is an experiential learning technique that can serve as a platform to implement coopetitive strategies, providing students the opportunity to cooperatively apply theory to practice in a competitive courtroom simulation. This extended abstract details implementation of coopetition through mock trial for the sport management classroom. Implications for enhancing the coopetitive environment through course format, mentorship, and facilitation are also discussed.

scholarly journals PEMBELAJARAN DENGAN PENGALAMAN LANGSUNG DAN EFIKASI DIRI MAHASISWA DALAM MENULIS KARYA ILMIAH (STUDENTS’ ACADEMIC WRITING SKILLS AND SELF EFFICACY THROUGH EXPERIENTIAL LEARNING)

2019 ◽  
Vol 16 (2) ◽  
pp. 201
Author(s):  
Hery Yanto The ◽  
NFN Latifah
Keyword(s):  
Experiential Learning ◽  
Academic Writing ◽  
Mixed Method ◽  
Personal Development ◽  
Writing Skills ◽  
Mixed Method Study ◽  
Writing Practices ◽  
Hands On ◽  
Learning Technique ◽  
Bahasa Indonesia

Experiential learning is a powerful way to address the learning of academic writing skills. By relecting upon the experience of hands-on writing practices, students acquire new skills and make these skills become the part of their personal development. This mixed-method study describes the STAB Kertarajasa’s students learning of academic writing using experiential learning technique in the Indonesian Language Course. This study also tests the prediction that students’ self-eficacy in writing academic papers changed after they completed the course. Kolb’s theory of experiential learning and Bandura’s theory of self-eficacy are used to provide model for analyzing the indings. This result found that the prediction turns out to be correct, students’ self-eficacy in writing academic papers changed after they completed the course. Students were becoming more conident as they got more experiences and hands-on practices in writing academic papers.AbstrakKeterampilan menulis karya ilmiah dapat dikuasai oleh mahasiswa dengan pembelajaran melalui pengalaman langsung. Dengan melakukan releksi terhadap pengalaman praktik menulis, mahasiswa memperoleh keterampilan baru dan menjadikan keterampilan tersebut sebagai bagian dari perkembangan pribadi mereka. Penelitian dengan pendekatan metode gabungan ini bertujuan untuk (1) mendeskripsikan pendapat mahasiswa STAB Kertarajasa mengenai kegiatan belajar menulis karya ilmiah dengan pengalaman langsung pada mata kuliah bahasa Indonesia dan (2) membuktikan hipotesis adanya perubahan eikasi diri dalam menulis karya ilmiah setelah menempuh kuliah. Konsep Kolb mengenai pembelajaran melalui pengalaman langsung dan konsep Bandura mengenai eikasi diri dijadikan sebagai landasan teori utama untuk menganalisis temuan penelitian. Hasil penelitian menunjukkan bahwa mahasiswa mengalami perubahan eikasi diri setelah menempuh kuliah. Mahasiswa merasa lebih yakin akan kemampuannya dalam menulis karya ilmiah setelah menjalani latihan-latihan melalui pengalaman langsung selama perkuliahan.

Sign in / Sign up

Export Citation Format

Share Document