Exploring Absolute Happiness Through Experiential Education

2020 ◽  
pp. 105382592097514
Author(s):  
Nai-Cheng Kuo ◽  
Tomohiro Kawaguchi ◽  
Yu-Fen Yang
Keyword(s):  
Higher Education ◽  
College Students ◽  
Experiential Learning ◽  
Course Design ◽  
Field Trips ◽  
Learning Activities ◽  
Healthy Life ◽  
Course Materials ◽  
Hands On ◽  
Involved Field

Background: Happiness is an important but less-explored topic in higher education. This calls for examining courses in higher education on happiness and how college students perceive happiness through experiential learning activities. Purpose: The purpose of the study is to analyze the development of a happiness course in higher education and understand students’ perspectives toward their experiential learning activities. Methodology/Approach: The course materials (e.g., the syllabus), teaching logs, students’ reflective observations, and final projects were collected. Content analysis was adopted to analyze the course design. Findings/Conclusions: The concrete experiences in this happiness course involved field trips, hands-on activities, dialogue, inquiries, and shared reading. These activities were associated with good relationships, art, and the human spirit, a healthy life, peaceful coexistence with nature, as well as harsh realities and optimism. Evidence from reflective observations demonstrates students’ personal unique perspectives toward the experiential learning activities on absolute happiness. The final projects as active experimentation deepened students’ understanding of absolute happiness. Implications: Converging evidence across intrapersonal, interpersonal, and intergroup domains, our study suggests the possibility of using Ikeda’s six life conditions for absolute happiness and Kolb’s experiential learning model to help college students develop knowledge and wisdom for creating absolute happiness.

scholarly journals Field trips as short-term experiential learning activities in legal education

2012 ◽  
Vol 46 (2) ◽  
pp. 165-178 ◽  
Author(s):  
Noelle Higgins ◽  
Elaine Dewhurst ◽  
Los Watkins
Keyword(s):  
Experiential Learning ◽  
Legal Education ◽  
Field Trips ◽  
Learning Activities ◽  
Short Term

Phases, Scaffolds, and Technology

2017 ◽  
pp. 450-473
Author(s):  
Julia Parra
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Qualitative Study ◽  
Learning Process ◽  
Course Design ◽  
Public Access ◽  
Online Course ◽  
Student Collaboration ◽  
Course Materials ◽  
Learning Plans

With ubiquitous Internet and the related tools, including computational devices and cloud-based technology, has come public access to a world of information literally at one's fingertips. This has led to the increased use of cloud-based student collaboration as a key strategy for engaging students as responsible, creative, and productive participants in the learning process. For the purpose of this qualitative study there are three objectives: 1) update and revise a course design model for cloud-based student collaboration that uses phases and scaffolds, and includes an optimal cloud-based collaboration toolkit identified by graduate students, 2) describe an online course wherein this model has been applied, and 3) share exemplar course materials including guides, learning plans and directions, and content scaffolds in the form of templates, that support this model and can be repurposed by anyone using cloud-based student collaboration in higher education.

scholarly journals The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program

2017 ◽  
Vol 6 (4) ◽  
pp. 28
Author(s):  
David Titus ◽  
Garth Harris ◽  
Rajesh Gulati ◽  
Dennis Bristow
Keyword(s):  
Experiential Learning ◽  
Course Design ◽  
Learning Activities ◽  
State University ◽  
Marketing Department ◽  
Professional Selling ◽  
University Level ◽  
Project Assignment ◽  
Required Courses

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and student deliverables, grading rubrics, student project/assignment guidelines, and a suggested course schedule are presented.

Employability of Business Administration Graduates in a University

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Mary Ann G. Salazar ◽  
Julieta A. Fabio ◽  
Teodorico A. Bastida, Jr. ◽  
Olga R. Gallardo ◽  
Charito Bonghanoy
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Business Administration ◽  
The Philippines ◽  
Learning Activities ◽  
Descriptive Research ◽  
The University ◽  
First Job ◽  
Reasons For Staying ◽  
Descriptive Method

Employability of graduates is one of the good barometers of successful academic curricula offered by the schools.  The employers of business administration graduates must give credence to the efficiency or performance of their prospective employees.  The study determined the employability of the graduates of Business Administration of a University in the Philippines. The findings served as the basis for proposed recommendations. The respondents of the study were the 215 graduates of the Business Administration of the biggest university in the Philippines.  The researchers utilized descriptive research design.  The research tool used in the study was the standard questionnaire adopted by the Commission on Higher Education and interpreted using simple percentage and rank.  The study revealed that most of the respondents were locally employed, and salaries and benefits are the majority of the respondents answered in reasons for staying the first job.  The study concluded that those who found employment landed on jobs in line with their course in the University. It was recommended that more training and experiential learning activities must be enhanced. Keywords-Business Administration, employability, descriptive method, Philippines

Designing Human Factors Courses with a Human Factors Mind

2005 ◽  
Vol 49 (7) ◽  
pp. 783-787 ◽  
Author(s):  
Dahai Liu ◽  
Angela Baskin ◽  
Frances Greene ◽  
Christina Frederick-Recascino
Keyword(s):  
Human Factors ◽  
Engineering Design ◽  
Course Design ◽  
Teaching Style ◽  
Field Trips ◽  
The Body ◽  
Survey Study ◽  
Human Capabilities ◽  
Hands On

Human Factors is a discipline that studies the body of information about human capabilities and limitations for engineering design. Human Factors combines different Engineering areas and integrates them with human information into the engineering design. This applied and multidisciplinary nature of Human Factors in turn requires that education in Human Factors should also focus on the application of knowledge to design, and encourage hands-on exercise into the learning process. A new course “Design With a Human Factors Mind” was designed to demonstrate this concept. This course abandoned the traditional classroom lecture format, using labs, field trips and guest lectures instead to expose students with various Human Factors subjects. A survey study was conducted to assess the efficiency of this teaching style. Results showed that different teaching techniques have different effects on students' performance. This case study provides some preliminary results for different teaching styles and can help other educators to design effective teaching methods in Human Factors education.

scholarly journals Integrating Soft Skills Through Active Learning In The Management Classroom

2005 ◽  
Vol 2 (4) ◽  
Author(s):  
Chynette Nealy
Keyword(s):  
Higher Education ◽  
College Students ◽  
Active Learning ◽  
First Generation ◽  
Soft Skills ◽  
First Generation College Students ◽  
Institutions Of Higher Education ◽  
Course Materials ◽  
First Generation College

This article discusses how active learning can be used to develop soft skills required by managers of contemporary organizations. Findings from course materials developed in response to business and industry demand for increased focus on soft skills are examined using an emerging population, first generation college students in institutions of higher education.     

Phases, Scaffolds, and Technology

2016 ◽  
pp. 193-216
Author(s):  
Julia Parra
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Qualitative Study ◽  
Learning Process ◽  
Course Design ◽  
Public Access ◽  
Online Course ◽  
Student Collaboration ◽  
Course Materials ◽  
Learning Plans

With ubiquitous Internet and the related tools, including computational devices and cloud-based technology, has come public access to a world of information literally at one's fingertips. This has led to the increased use of cloud-based student collaboration as a key strategy for engaging students as responsible, creative, and productive participants in the learning process. For the purpose of this qualitative study there are three objectives: 1) update and revise a course design model for cloud-based student collaboration that uses phases and scaffolds, and includes an optimal cloud-based collaboration toolkit identified by graduate students, 2) describe an online course wherein this model has been applied, and 3) share exemplar course materials including guides, learning plans and directions, and content scaffolds in the form of templates, that support this model and can be repurposed by anyone using cloud-based student collaboration in higher education.

scholarly journals New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment

2019 ◽  
Vol 14 (07) ◽  
pp. 179 ◽  
Author(s):  
Abhishek Bhati ◽  
Insu Song
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Formative Assessment ◽  
Digital Age ◽  
Learning System ◽  
Learning Activities ◽  
Learning Space ◽  
Diverse Learning ◽  
Experimental Learning

Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with state-of-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: (1) the use of learning space within the classroom, (2) wireless learning technology, and (3) mobile learning system (m-Learning). Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning.

The Abilities Related to Organizing Experiential Learning Activities for Vietnamese Undergraduate Teacher Training Students

2021 ◽  
Vol 20 (9) ◽  
pp. 222-235
Author(s):  
Huong Thanh Ngo ◽  
Thanh Dac Nguyen
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Best Practice ◽  
Learning Activities ◽  
Ho Chi Minh City ◽  
Experimental Learning ◽  
Hands On ◽  
Educational Programmes ◽  
Hands On Learning ◽  
Teacher Training Students

Experimental learning, often known as hands-on learning, is a kind of active learning that takes place in the classroom. Many institutions globally have utilized it to build educational programmes, and it is widely regarded as a best practice in the field. Specifically, the purpose of this research was to examine the feasibility and efficacy of improving students' capacity to design experiential learning events in order to better prepare them for the job. Participants in this research included a total of 470 participants, including 420 students, 50 lecturers and representatives from the Ho Chi Minh City University of Education's Youth Union and Students Association. They responded to seven questions regarding their ability to organize experiential learning activities for undergraduate students, as part of a broader questionnaire they completed. However, while both lecturers and students recognized the critical importance of abilities related to the organization of experiential learning activities, the findings of the study revealed that these abilities were not well designed or efficiently purposed for undergraduate students in the context of experiential learning. In order for students to improve their professional skills and gain more useful experience in the area of event planning, they should be encouraged and taught accordingly.

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