Exploring business doctoral students attitudes, training, and use of classroom experiential learning activities

2021 ◽  
Vol 19 (2) ◽  
pp. 100493
Author(s):  
Andrew A. Bennett ◽  
Kevin D. Lo ◽  
Adam Pervez ◽  
Terry A. Nelson ◽  
Kenneth Mullane ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Doctoral Students ◽  
Learning Activities ◽  
Students Attitudes

scholarly journals Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering

2021 ◽  
Vol 11 (1) ◽  
pp. 254-268
Author(s):  
Stephanus Fajar Pamungkas ◽  
Indah Widiastuti ◽  
Suharno
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Mechanical Engineering ◽  
Case Study Research ◽  
Real Life ◽  
Sampling Technique ◽  
Theory And Practice ◽  
Learning Activities ◽  
Concrete Experience ◽  
Students Attitudes

Abstract This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.

scholarly journals Students’ Attitude Towards the Sustainable Use of Mobile Technologies in Higher Education

2021 ◽  
Vol 13 (11) ◽  
pp. 5923
Author(s):  
Liliana Mâță ◽  
Otilia Clipa ◽  
Venera-Mihaela Cojocariu ◽  
Viorel Robu ◽  
Tatiana Dobrescu ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Sustainable Use ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Academic Status ◽  
Place Of Residence ◽  
Study Program ◽  
Confirmatory Factor Analyses ◽  
Students Attitudes

Our study aims to identify students’ attitudes towards the use of mobile technologies (MT) during learning activities in higher education. Data were collected using the Mobile Technologies Questionnaire/MTQ, a ten-item brief questionnaire that was designed to determine attitudes towards the use of mobile technologies in the learning process among university students and academic staff. The MTQ was completed by 575 students from a state university in the northeastern region of Romania. Exploratory and confirmatory factor analyses revealed two latent factors: MT facilities for study resources and communication and MT facilities for learning. Along with general analysis of the statistical indicators regarding the attitude towards the use of MT, the relationships between the use of MT and five socio-demographic variables (gender, age, place of residence, year of study, academic status and study program) were analyzed. Comparative data showed some statistically significant differences but with small or modest effect sizes, depending on age, year of study, place of residence, academic status and the study program in which the students were enrolled. This study provides additional support for the construct validity of a brief tool that was designed to measure students’ attitudes towards the use of MT during learning activities carried out in higher education.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p>0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Ingrid Mary Provident ◽  
Joyce Salls ◽  
Cathy Dolhi ◽  
Jodi , Schreiber ◽  
Amy Mattila ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Doctoral Program ◽  
Learning Activities ◽  
Cohort Model ◽  
Online Program ◽  
Learning Context ◽  
Online Curriculum ◽  
Work Settings ◽  
Curricular Design

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students’ work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

scholarly journals Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Sheri Anderson ◽  
Yu-Chang Hsu ◽  
Judy Kinney
Keyword(s):  
Instructional Design ◽  
Performance Analysis ◽  
Experiential Learning ◽  
Empirical Data ◽  
Exploratory Study ◽  
Online Courses ◽  
Learning Activities

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.

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