A Reaction to and Mental Metaevaluation of the Experiential Learning Evaluation Project

Decreasing the motivation and learning outcome forwards entrepreneurship subject motivates the expertise and academician to create learning athmosphere of entrepreneurship condusively.This research is briefly stress to describe study activities of entrepreneurership learning in faculty of economic Widya Mandala Surabaya. The method implemented in this neglance are problem based method, experience and experiential learning. Also, identification of restriction in this method is conducted. Morover, students are subject and patner in this research. They are supported to participate actively in aims to increase learning outcome. Condusive learning athmosphere is a motivator of more variation of student activities. As a result, learning evaluation shows that student’s mark in odd semester 2003/4 is 3.310 in average standart deviation 0.3848, flowerer, student’s mark in odd semester 2004/5 is 3.359 in average with standart deviation 0.3189, respectively. Eventhough, studen’s mark in average after implementation of new method is better than before implementation, but the differences between mean marking is not significant.

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PENERAPAN METODE PROBLEM BASED, EXPERIENCE DAN EXPERIENTIAL LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATA KULIAH KEWIRAUSAHAAN

EKUITAS (Jurnal Ekonomi dan Keuangan) ◽

10.24034/j25485024.y2006.v10.i2.2193 ◽

2017 ◽

Vol 10 (2) ◽

pp. 246

Author(s):

Yulius Koesworo Yulius Koesworo ◽

Anna Triwijayati Anna Triwijayati

Keyword(s):

Experiential Learning ◽

Learning Outcome ◽

New Method ◽

Student Activities ◽

Learning Evaluation ◽

Motivation And Learning ◽

Better Than

Decreasing the motivation and learning outcome forwards entrepreneurship subject motivates the expertise and academician to create learning athmosphere of entrepreneurship condusively.This research is briefly stress to describe study activities of entrepreneurership learning in faculty of economic Widya Mandala Surabaya. The method implemented in this neglance are problem based method, experience and experiential learning. Also, identification of restriction in this method is conducted. Morover, students are subject and patner in this research. They are supported to participate actively in aims to increase learning outcome. Condusive learning athmosphere is a motivator of more variation of student activities. As a result, learning evaluation shows that student’s mark in odd semester 2003/4 is 3.310 in average standart deviation 0.3848, flowerer, student’s mark in odd semester 2004/5 is 3.359 in average with standart deviation 0.3189, respectively. Eventhough, studen’s mark in average after implementation of new method is better than before implementation, but the differences between mean marking is not significant.

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An Experiential Model of Evaluation: Incorporating Graduate Students in the Collection and Reporting of Mixed-Method Data

Journal of Youth Development ◽

10.5195/jyd.2012.144 ◽

2012 ◽

Vol 7 (2) ◽

pp. 82-86

Author(s):

Nancy C. Deringer

Keyword(s):

Graduate Students ◽

Experiential Learning ◽

Qualitative Data ◽

Additional Data ◽

Learning By Doing ◽

Program Improvement ◽

Learning Evaluation ◽

Reading Materials ◽

Site Evaluation ◽

On Line

A graduate level course was developed which incorporated the experiential learning philosophy of “learning by doing.” Students gained knowledge about program development and evaluation through using an on-line course management system as well as practicing what they learned during on-site evaluation visits. All background and supplementary reading materials, assignments, chats, and discussions were managed on-line. Students applied what they learned and collected quantitative and qualitative data while conducting site visits throughout the semester. Through this experiential learning evaluation course students made meaning from their direct experiences, took time to reflect upon their learning, and felt confident in their abilities as future evaluators. Having a number of graduate students from a variety of backgrounds added a breadth of content at little or no extra cost. This additional data can be used with program staff and stakeholders for continuous program improvement.

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Community Involvement and Benefits From an International Service Learning Program

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig7.5 ◽

2017 ◽

Vol 2 (7) ◽

pp. 5-12 ◽

Cited By ~ 1

Author(s):

Lata A. Krishnan ◽

Christi Masters ◽

Jennifer M. Simpson

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Community Involvement ◽

Learning Program ◽

Short Term ◽

International Service Learning ◽

International Service ◽

Short Term Study ◽

Service Activities ◽

Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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