Exploring the physical health needs of people with learning disabilities: Facilitation student engagement in learning, using Kolb’s experiential learning cycle

2010 ◽  
Vol 10 (3) ◽  
pp. 115-118 ◽  
Author(s):  
Mike Gibbs ◽  
Helena Priest
Keyword(s):  
Learning Disabilities ◽  
Student Engagement ◽  
Experiential Learning ◽  
Physical Health ◽  
Health Needs ◽  
Learning Cycle

scholarly journals Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting

2020 ◽  
Vol 19 (10) ◽  
pp. 323-337
Author(s):  
Rohaila Yusof ◽  
Khoo Yin Yin ◽  
Norlia Mat Norwani ◽  
Zuriadah Ismail ◽  
Anis Suriati Ahmad ◽  
...  
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Strategy ◽  
Learning Model ◽  
Learning Cycle ◽  
Measurement Instruments ◽  
Learning Cycles ◽  
Post Test ◽  
Principles Of Accounting ◽  
Experimental Group

This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model. A quasi - experimental study is implemented to test the effectiveness of an experiential learning model in improving student engagement. Lessons on Business Accounting is structured into an experiential learning cycle and delivered to an experimental group to measure the improvement in students’ engagement. Burch Engagement Model which measures students’ cognitive, emotional, and physical engagement is applied in measuring their engagement level. A pre and post-test design are employed to measure the difference in their engagement level between the control and the experimental group. The respondents of this study are a total of 112 students in Principles of Accounting course. Questionnaires and test sets are the measurement instruments used for data collection. After an eight-week exposure to experiential learning strategy, the post -test score for students’ engagement show an increase in means of the four dimensions of student engagement, with the highest mean in the cognitive in-class engagement, followed by cognitive out-of class, physical and emotional engagement. Improvement in the cognitive score is concluded to be significant across the cognitive levels of Bloom Taxonomy mainly in understanding, application, and analysis. The implications of this study involve improvement of the support system to materialize the experiential learning strategy.

scholarly journals Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

2016 ◽  
Vol 12 ◽  
Author(s):  
Kristin Holte HAUG
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Creative Process ◽  
Personal Narratives ◽  
Learning Processes ◽  
Kindergarten Teacher ◽  
Learning Cycle ◽  
Research Focus ◽  
Teacher Students ◽  
Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

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