scholarly journals Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education

TechTrends ◽  
2020 ◽  
Vol 64 (4) ◽  
pp. 636-645 ◽  
Author(s):  
Nikki James ◽  
Andrea Humez ◽  
Philipp Laufenberg
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Learning Analytics ◽  
First Century ◽  
Innovative Technology ◽  
Learning Design ◽  
Team Projects ◽  
Technology And Learning ◽  
Learning Projects ◽  
Virtual Business

Abstract Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This article argues that Virtual Business Projects (VBP), a model of team-based experiential learning where teams of students complete a virtual business project for an industry sponsor, can mitigate these problems by leveraging instructional technology and learning analytics. The VBP model is deployed in multiple universities, which have provided more than 2500 Virtual Business Projects since 2015. We will discuss how innovative technology, embedded in thoughtful learning design, supports experiential learning by taking advantage of features such as customizable scaffolding, automated reflection and feedback loops, and learning analytics.

scholarly journals Perceptions of Integrated Experiential Learning of Graduate Marketing Students

2018 ◽  
Vol 18 (2) ◽  
pp. 74-89
Author(s):  
Raghava R Gundala ◽  
Mandeep Singh ◽  
T. Kathleen Cochran
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Real World ◽  
Teaching Method ◽  
Extended Period ◽  
Integrative Approach ◽  
Business Courses ◽  
Individual Client ◽  
The Impact ◽  
Learning Projects

Experiential learning projects have become a mainstay of a multitude of undergraduate business courses as they allow students to apply theoretical knowledge to real-world issues. At the graduate level, the use of case studies is a primary teaching method, but one cannot fail to notice an increase in the interest and use of experiential learning projects and assignments. However, as more emphasis is placed on the practical application of theory across the marketing curricula, buttressed by accrediting agencies, the need for incorporating these experiential learning projects has become an integral part of many university curricula at both the graduate and undergraduate levels. While the inclusion of these projects has been in practice for some time, the ideal addition to these experiential elements is restricted to a single course. This study examines the impact of including an experiential learning project that was framed across two graduate courses for an individual client. This study adds to the existing knowledge by using a unique integrative approach, across two separate graduate marketing courses, providing students with a progressive real world experience over an extended period of consulting interaction and time. Student perceptions associated with the efficacy of this extended experiential learning exercise are also furnished.

Student optimism – Grading of an experiential learning project

2020 ◽  
Vol 7 (1) ◽  
pp. 157
Author(s):  
Nawaz Ahmad ◽  
Sarwat Nauman
Keyword(s):  
Experiential Learning ◽  
Confidence Interval ◽  
Sampling Technique ◽  
T Test ◽  
Hard Work ◽  
Purposive Sampling ◽  
Learning Projects

<p><em>In order to obtain good grades, students involve themselves in hard work according to the best of their ability, yet an experiential learning project makes it even harder to attain the grades that the students are aiming for. Researches have shown that students are generally optimistic about their grades, yet no research has been conducted in Pakistan to gauge student optimism in grades with regard to experiential learning projects. This study is an attempt to gauge an empirical attempt to gauge students’ optimism towards their grades in an experiential learning project. A sample of 106 students is obtained via purposive sampling technique enrolled in the same university and same course. After being involved in an experiential learning project, they were asked their expected marks which were compared later with their actually obtained marks. Pair sample t-test is applied to figure out whether the average of perceived marks is statistically different than the average of actually obtained marks. The average of expected marks exceeds by 2.14 which is statistically significant at 99.9% confidence interval.</em></p>

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

Using DAWs as modelling tools for learning design sound-based applications in education

2021 ◽  
Vol 13 (2-3) ◽  
pp. 305-322 ◽  
Author(s):  
Hussein Boon
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
Learning Approach ◽  
Learning Design ◽  
Educational Settings ◽  
Music Production ◽  
Learning Challenges ◽  
Interesting Solution

This article discusses a proposed design and sound tool teaching and learning approach, with interesting solution-based challenges not immediately associated with traditional DAW instruction. By stepping outside of the usual boundaries of DAW use, music production teaching is presented with a number of novel learning challenges. There is potential for DAWs, especially in educational settings, to be used to enhance the discipline, encourage experimentation and stimulate design-based ideas that promote DAW use beyond the mixing and engineering type contexts. By shifting DAWs into areas of sound-based music, as proposed by Landy, this innovative approach, facilitates deeper, experiential learning where sound is treated as the basic musical unit, therefore allowing for a potentially greater range of designed outputs.

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