scholarly journals Fostering Interdisciplinary Research through Experiential Learning

2013 ◽  
Vol 5 ◽  
Author(s):  
Susan Hirsch ◽  
Agnieszka Paczynska ◽  
Philip Gamaghelyan
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Student Learning ◽  
Interdisciplinary Research ◽  
Real Life ◽  
Learning Activities ◽  
Research Skills ◽  
Capstone Course ◽  
Faculty Team

For a number of years, a student/faculty team at the School for Conflict Analysisand Resolution has been developing experiential learning activities (ELAs) toincrease student learning, student engagement, and students' critical thinkingabilities. The team developed several new activities focused on improving studentlearning of research skills and conventions in the interdisciplinary conflict analysisand resolution field. During this session, presenters will discuss activities andmaterials developed for the program's capstone course, CONF 490, wheretheoretical readings and class activities that helped students prepare their finalresearch product were supplemented by examples of real-life research. 

scholarly journals Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

2016 ◽  
Vol 49 (01) ◽  
pp. 132-138 ◽  
Author(s):  
John David Gerlach ◽  
Tyler P. Reinagel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Public Administration ◽  
Real Life ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Approach ◽  
Community Benefit ◽  
Education Today ◽  
Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

scholarly journals THE APPLICATION OF SSCS TYPE PROBLEM BASED LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES

2019 ◽  
Vol 7 (1) ◽  
pp. 94-108
Author(s):  
Nina Erlina
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Type Problem ◽  
The Subject ◽  
Improve Student Learning

This research discusses the application of the SSCS type problem based learning model to improve student learning outcomes in class X1 AK1 SMKN 1 Sungailiat. The research method used in this study is PTK that is done with the type of search, solve, create, and share (SCSS) in the subject of Accounting material about closing journal. The findings show: 1) the SSCS type problem based learning model can improve student learning outcomes, this can be proven by comparing the test scores in each cycle. 2) this learning model is also able to overcome miss-matches, especially on social concepts that are abstract and require real evidence from real life to brought into the learning process. 3) obstacles encountered related to the application of this learning method namely: a) the teacher involved was not accustomed to using PBL learning models with this type of SSCS before,  so that it had a little difficulty in applying it. After several meetings, the teacher is accustomed to adapt in optimizing their use for learning activities of students in the classroom. b) students want the learning phase and the experiments they do are designed to be more interesting and interactive, and contain examples of real activities that are more related to the material discussed.

scholarly journals Pengelolaan PAUD Berbasis Experiential Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 101-106
Author(s):  
Alim Harun Pamungkas ◽  
Vevi Sunarti
Keyword(s):  
Child Development ◽  
Experiential Learning ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Emotional ◽  
Community Members ◽  
Model Learning ◽  
Childhood Education ◽  
Learning Principles

PAUD institutions are often interpreted as a place of learning for children who are only oriented to the skills and knowledge of reading, writing, counting, and drawing. PAUD institutions should focus on children's development related to religious and moral, physical, cognitive, language, social, emotional and artistic aspects. Thus the educational services provided by PAUD institutions must be able to facilitate all aspects of child development through enjoyable learning activities and help increase understanding of parents or the surrounding community about playing as a fun learning activity. Fun learning activities for early childhood need to be designed to help children get real life simulations in their daily activities. PAUD institution learning activities need to be adjusted to the stages of child development based on experiential learning model learning principles. On that basis, an activity is needed that facilitates the creation of learning experiences for managers and parents or community members in PAUD institutions about experiential learning.Keywords: Childhood Education (PAUD), Experiential Learning

scholarly journals Successfully Teaching Ethics For Effective Learning

2011 ◽  
Vol 1 (3) ◽  
pp. 31 ◽  
Author(s):  
Ronald R. Sims ◽  
Edward L. Felton, Jr.
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Critical Analysis ◽  
Ethics Education ◽  
Real Life ◽  
Learning Activities ◽  
Teaching Ethics ◽  
Active Engagement ◽  
Effective Learning ◽  
Made In

This paper is concerned with identifying keys to successfully teach ethics. The keys are: addressing the relevance challenge; striving to achieve a balance between the active engagement of students with issues and a critical analysis of choices in to be made in real-life situations; attending to or managing the learning process to include learning styles and experiential learning; debriefing experientially-oriented learning activities; and institutionalizing outcomes of ethics education objectives. The paper discusses results of a study that attempted to answer the question What is required to successfully deliver experientially-oriented ethics education

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.

Reflections on a Rubric Used to Facilitate Accurate and Informative Assessment

2008 ◽  
Vol 18 (2) ◽  
pp. 58-66
Author(s):  
Dorian Lee-Wilkerson ◽  
Shelly S. Chabon
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Learning Activities ◽  
Student Reflections

Abstract This article discusses the reasons for creating a rubric to facilitate and assess student learning and its application in a Communication Sciences and Disorders course. The rationale for using reflection as a method of‘ “informed assessment” is presented, the rubric is described, and a summary of the course and learning activities that provided the framework for the student reflections is provided. An example of how the rubric may be used to guide and structure reflections as a part of experiential learning and informed assessment is also provided.

THE EFFECT OF LEARNING COOPERATIVE MODEL JIGSAW ON GEOGRAPHIC LEARNING RESULT

2018 ◽  
Vol 2 (1) ◽  
pp. 75
Author(s):  
Bejo Apriyanto ◽  
Fahrudi Ahwan Ikhsan ◽  
Elan Artono Nurdin ◽  
Fahmi Arif Kurnianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Environmental Problems ◽  
Study Data ◽  
Learning Activities ◽  
Model Learning ◽  
Average Percentage

Based on observations made on 4 sepetember in class X SMA Islam Lumajang known that 75% of students said that geography subjects boring because too many concepts that must be memorized because they do not understand the benefits of geography lessons for real life, also rarely make observations out class. Strong indications that underlie the difficulties of students to understand the material presented, among others, due to lack of ability of students in solving the problem of Geography. It can be seen from the activity as well as student learning outcomes that show there are only 3% of students who look active, while others less active, and the ability of students in solving problems there are only 7 students who can solve the problem well. The ability of students in solving the problem is still lacking this can be seen from the observation that says there are only 5 of 40 students who can solve the problem while the 90% still need guidance and training in solving problems. To overcome the problem of learning quality, then compiled geography learning by implementing problem-based learning to improve student activity and learning outcomes in understanding environmental problems. The purpose of this study is to describe whether the problem-based learning can improve student activities and learning outcomes in solving environmental problems in class X SMA Islam Lumajang. This research is a classroom action research conducted in 2 action cycles. In this study data obtained in the form of student learning activities, the value of discussion results, and the value of student learning outcomes. Student learning activities are measured by increasing the average percentage of student learning activities. Key Words: Jigsaw Model, Learning Result

scholarly journals Measuring Experiential Learning: An Approach Based on Lessons Learned Mapping

2019 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Marco Bertoni ◽  
Alessandro Bertoni
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Real Life ◽  
Lessons Learned ◽  
Learning Activities ◽  
Value Innovation ◽  
Innovation Projects ◽  
Innovation Project ◽  
Definition Of

Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.

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