scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

scholarly journals Process Approach in the Teaching of Writing for Undergraduate EFL Students

2020 ◽  
Vol 5 (2) ◽  
pp. 149-164
Author(s):  
Yogi Setyawan ◽  
N. K. Arie Suwastini ◽  
Ni Made Ratminingsih
Keyword(s):  
Undergraduate Students ◽  
Writing Process ◽  
Private University ◽  
Process Approach ◽  
Writing Class ◽  
Writing Course ◽  
Good Writing ◽  
Efl Students ◽  
Teaching Of Writing

Background: This research aimed to investigate the implementation of a process approach for EFL undergraduate students in a private university in Bali. Methodology: The present study involved one lecturer and thirty students enrolled in Paragraph Writing Class. Observations were conducted in twenty-eight meetings of the total meetings to reveal - that strategies of process approach were implemented in each of the stages of writing, namely, prewriting, drafting, editing, revising and, publishing. Findings: The lecturer implemented all nine strategies where seven strategies were optimally conducted and all ten strategies were implemented by the students, where nine strategies were optimally conducted during the editing stage. In the publishing operation, the instructor implemented three of three strategies, and students implemented three of three strategies. Conclusion: Strategies of process approach were implemented by the lecturer and the students during the Paragraph Writing Course. It is implied that in an implementation of a process approach in a writing class, the lecturer and the students need to work together in most of the stages to create a good writing process.

scholarly journals With Open Eyes: Returning to an Academic Life

2017 ◽  
Vol 2 (2) ◽  
pp. 126
Author(s):  
Bonnie Lynn Nish
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Narrative Inquiry ◽  
Mild Traumatic Brain Injury ◽  
Academic Career ◽  
Writing Process ◽  
Academic Life ◽  
First Year ◽  
Writing Class ◽  
Frustration Level

When asked to find a visual expression of my writing process for a first year PhD writing class, I saw a chance to unblock whatever was making it difficult for me to write. Searching for a meaningful way into my story, my ideas were reflected back through images of eyes – the eyes of strangers, my own eyes, and finally through the eyes of those who cared about me. Four years after a Mild Traumatic Brain Injury impacted my life, I returned to pursue an academic career. Symptoms that I thought had been put to rest were once again haunting me and my frustration level was escalating. Trying to find my way back into an academic existence was not an easy journey. The visual inquiry into eyes became a door through which I was able to gain back my words. Using poetic and narrative inquiry allowed for a further opening of releasing obstructions.

Learning by Doing: Experiential Learning in Criminal Justice

2015 ◽  
Vol 26 (4) ◽  
pp. 471-492 ◽  
Author(s):  
Molly George ◽  
Helen Lim ◽  
Schannae Lucas ◽  
Robert Meadows
Keyword(s):  
Criminal Justice ◽  
Experiential Learning ◽  
Learning By Doing

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

Anecdotes of Action Learning

2018 ◽  
pp. 131-152 ◽  
Author(s):  
Saravan Krishnamurthy ◽  
Vishal Pradhan
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Social Responsibility ◽  
Action Learning ◽  
Business Management ◽  
Scaling Up ◽  
Learning By Doing ◽  
Narrative Style ◽  
Management Curriculum

The objective of this chapter is to narrate the realizations while developing sustainability lessons by Action Learning (AL) for inclusion within an MBA-IT Business Management curriculum. This process is elucidated in a narrative style. The premise was set by ALs of earlier cohorts' trials, errors, improvisations, and reflections. In the year 2015, the Institutional Social Responsibility (ISR) team attempted scaling up ‘Learning by Doing.' In 2016, a ‘Consolidate and Optimize' approach was adopted. Each activity used a reflexive approach during AL evaluations. Together, AL practitioner and learners developed incrementally maturing sustainability lessons for the subsequent cohort. The chapter aims to share experiential learning with all stakeholders in higher education. An overall shift from apathy to empathy by virtue of AL to implement sustainability lessons is the highlight of this chapter.

Creating Multimodal Texts in the L2 Writing Classroom

2019 ◽  
pp. 172-190 ◽  
Author(s):  
M. Sidury Christiansen
Keyword(s):  
Writing Process ◽  
Original Text ◽  
Writing Classroom ◽  
Video Editing ◽  
Esl Writing ◽  
Multimodal Texts ◽  
The Core ◽  
Writing Class ◽  
Core Components ◽  
New Form

This chapter examines an ESL writing class at a U.S. university that employed a re-mediation assignment to complement and facilitate the understanding of rhetoric. A re-mediation assignment asks students to transform text-based material into a multimodal form by combining linguistic, visual, audio, gestural, and spatial modalities. Students are to make use of the affordances and audiences of the new form without losing the core components of the original text. Findings suggest that students demonstrated motivation and engagement with the assignment and writing process, in part, because they were allowed to infuse other abilities (drawing, computer programming, video editing, and storytelling), languages, and cultures into their projects. As multimodal and multimedia digital literacies continue to evolve, digitally mediated projects such as re-mediation are necessary to prepare students to be competent writers in a digitally mediated society.

Peer Coaching and Reflective Practice in Authentic Business Contexts

2011 ◽  
pp. 2958-2967
Author(s):  
Richard Ladyshewsky ◽  
John Ryan
Keyword(s):  
Experiential Learning ◽  
Reflective Practice ◽  
Peer Coaching ◽  
Management Education ◽  
Past Experience ◽  
Positive Outcomes ◽  
Learning Method ◽  
Learning Effects ◽  
Post Graduate ◽  
Powerful Learning

The development of managerial expertise is a combination of acquiring further knowledge and integrating it with past experience and beliefs. To do so in isolation limits the potential for positive outcomes in one’s management development. Peer coaching is one experiential learning method that can be used to enhance the depth of learning in managerial education. In this chapter, the experiences of 43 students who participated in a peer-coaching program as part of their post-graduate management education are revealed. Powerful learning effects are reported as well as characteristics of successful peer-coaching relationships.

scholarly journals Experiential Learning Processes Informing Climate Change Decision Support

2019 ◽  
Vol 11 (3) ◽  
pp. 681-694
Author(s):  
Scott E. Kalafatis ◽  
Jasmine Neosh ◽  
Julie C. Libarkin ◽  
Kyle Powys Whyte ◽  
Chris Caldwell
Keyword(s):  
Climate Change ◽  
Native American ◽  
Decision Support ◽  
Experiential Learning ◽  
Climate Science ◽  
Learning By Doing ◽  
Learning Processes ◽  
Sources Of Information ◽  
Cultural Boundaries ◽  
The Right

Abstract Climate scientists are increasingly called upon to collaborate with policy makers to develop climate science–informed policy decisions. However, there are concerns that existing professional and cultural boundaries will remain persistent barriers to fulfilling the potential promise of these collaborations. The perception that scientists will be learning by doing while pursuing these efforts does little to assuage these concerns because more research is needed into how scientists actually learn to collaborate more effectively. Using interviews with 18 individuals identified by their peers as particularly successful participants in collaborations between Native American Tribes and climate science organizations, this paper offers suggested practices and examines learning processes underlying the development of these suggestions. The development of the list of suggested practices highlights the extent to which having the right attitude, taking the right actions, and cultivating the right processes are intertwined factors associated with success in these collaborations. Analysis of the learning processes underlying interviewees’ suggestions for suggested practices offered five sources of information that frequently led interviewees to reflect on their experiences and gain new knowledge from them. Despite these common trends, each interviewee described a reflection system that they had cultivated to continually monitor and enhance their work in collaborations that was personalized and distinctive from those the other interviewees used. Increased attention to these tailored reflection systems offers a path forward for understanding how experiential learning can most effectively enhance climate change decision support.

scholarly journals Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

2019 ◽  
Vol 11 (18) ◽  
pp. 4992
Author(s):  
Tina Beranič ◽  
Marjan Heričko
Keyword(s):  
Experiential Learning ◽  
Enterprise Resource Planning ◽  
Resource Planning ◽  
Simulation Game ◽  
Learning Approach ◽  
Learning Approaches ◽  
Business Simulation ◽  
Knowledge And Skills ◽  
System Usability Scale ◽  
Perceived Usability

The introduction of enterprise resource planning (ERP) concepts to IT students entails many challenges. Due to the system’s complexity, newcomers need an extensive amount of time to be able to use it independently. Additionally, the learning preferences and characteristics of digital natives differ significantly from previous generations. Therefore, the use of alternative learning approaches is desirable. To achieve the best possible learning outcomes, it is advisable to implement learning approaches that require students’ active participation, for example, an experiential learning approach. A variation is an ERPsim business simulation game, which we used within the ERP systems course. The game is implemented in sequential rounds, whereby each round ends with a review of the collected experiences. The simulation game was used at the beginning of the course to ease the introduction of ERP concepts for IT-related students. This paper is the result of three years of research into the perceived usability of SAP ERP introduced with the business simulation game, combined with the results of a study evaluating students’ opinions, knowledge, and skills. Perceived usability was measured using a System Usability Scale (SUS), while the students’ experiences were gathered using a self-evaluation questionnaire. The study revealed the positive impact of the experiential learning approach that was used. Students evaluated the usability of SAP ERP as OK, and empirical analysis confirmed that the use of the simulation game for introducing the ERP concepts resulted in anticipated knowledge and skills, while increasing the students’ intent for future engagement.

scholarly journals Psychology Students Try on the Role of Educational Diagnosticians. Preliminary Studies

2016 ◽  
Vol 47 (3) ◽  
pp. 311-317
Author(s):  
Bolesław Niemierko
Keyword(s):  
Psychology Students ◽  
Learning By Doing ◽  
Children And Youth ◽  
Educational Institutions ◽  
Transactional Analysis ◽  
Knowledge And Skills ◽  
Educational Diagnosticians ◽  
Self Reports ◽  
Assimilation Model

Abstract The aim of the studies was to ascertain how far psychology students are ready to learn the vocation of education assistants to children and youth. Four general ways of acquiring knowledge and skills - by assimilation, by doing, by discovering, and by impression - were distinguished and interpreted with regard to the students’ prospective employment in educational institutions. Learning by doing (model Beta) and by impression (model Delta) turned out to be more expressive in the student self-reports than learning by assimilation (model Alpha) and by discovering (model Gamma). A proof that the Nosal/Paluchowski typology of diagnosticians applies to psychology students was also in search. However, the pertinent Educational Diagnostician Inventory appeared satisfactorily valid only for those psychology sophomores who manifested the best-shaped attitudes towards educational diagnoses. They belonged mostly to concrete-objective (Proceduralist) and global-subjective (Intuitionist) attitude categories. Transactional analysis partly supported these findings of the survey.

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