scholarly journals Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

CommonHealth ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 57-66
Author(s):  
Andrea Silverman ◽  
Morgan Friedman ◽  
Jalisa Whiting-Smalls ◽  
Nadi Wisseh ◽  
Laurie Friedman ◽  
...  
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Positive Emotions ◽  
Interdisciplinary Team ◽  
Learning Opportunities ◽  
Student Knowledge ◽  
Control Value ◽  
Social Service Delivery ◽  
Macro Social Work

The Control Value Leaning Theory can be used to understand and impact student knowledge, interest, and experiences in content relating to health professions and associated topics, including working with organizations and communities and being a part of a task group or interdisciplinary team. This case study reports on the experiences of 19 students in a graduate practice social work course: Practice of Social Service Delivery II. Students’ increased control and input in assignments and perception of the assignments’ value were associated with increased motivation, performance, and enjoyment. Experiential learning opportunities that emphasized greater student choice and value increased students’ exposure to the professional realm and appeared to increase the perceived importance of a course topic in which students previously had low knowledge and interest.

Increasing Student Empathy Toward Older Adults Using the Virtual Dementia Tour

2014 ◽  
Vol 19 (1) ◽  
pp. S-23-S-40
Author(s):  
Jana Donahoe ◽  
Lisa Moon ◽  
Kathy VanCleave
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Nursing Homes ◽  
Experiential Learning ◽  
Older Adult ◽  
Work Practice ◽  
Social Work Practice ◽  
Evidence Based ◽  
Student Knowledge ◽  
Course Content

Educators know too well the challenges of teaching BSW students about social work practice with older adults. Students hesitate to work with older adults due to personal fears about aging, lack of experiences with this population, or stereotypical misconceptions about older adults and nursing homes. It is apparent that many students have difficulty empathizing with older adults because they have never experienced what it is like to be an older adult with dementia. A solution to this problem is incorporating an immersive experiential learning simulation called the Virtual Dementia Tour (VDT) into BSW course content. The findings indicate that the VDT was an effective evidence-based learning tool for increasing student knowledge about aging and improving their empathy and sensitivity toward older adults with dementia.

scholarly journals Integration of research and nursing experiential learning: a case study

Curationis ◽  
2007 ◽  
Vol 30 (1) ◽  
Author(s):  
S.C.D. Wright ◽  
I. Benninghoff
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
School Health ◽  
Integrated Approach ◽  
Practical Experience ◽  
Learning Opportunities ◽  
Integration Strategy ◽  
Second Year ◽  
Health Nursing

Teaching research to undergraduates has its own challenges and involving undergraduates in research practical experience is just one of those challenges. As nursing students are in the process of becoming professional nurses, knowledge and skills in research are specific outcomes of the curriculum. One of the outcomes of the B Tech Nursing Science programme offered by the Tshwane University of Technology states that for the baccalaurcate nursing programme include analysis, interpretation and utilisation of a range of research findings in scientific nursing and midwifery care as well as the development of a research protocol in a given context. In an effort to ensure that students would experience research as an essential part of their daily activities, an integrated approach is suggested whereby the nursing experiential learning opportunities are also research experiential learning opportunities. Using the integration strategy, research theory come ‘alive’ for the students. The integration approach is uncomplicated and transferable to any other discipline. The case study presented is the second year nursing students using school nursing experiential learning as a research project. The second year nursing students have a community focus during their second year and one of the experiential learning opportunities is school health nursing in a primary school in Tshwane. The results of the school health survey are presented. The students developed a health education intervention based on the research results.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

HEIs and workforce development: Helping undergraduates acquire career-readiness attributes

2019 ◽  
Vol 33 (6) ◽  
pp. 370-380
Author(s):  
Luanne K. Mayorga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workforce Development ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
College Education ◽  
Learning Opportunities ◽  
Career Readiness ◽  
Global Workforce

The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.

scholarly journals Applying augmented reality for experiential learning: a case study of E-Commerce Learning

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Hsiu-Mei Huang
Keyword(s):  
Augmented Reality ◽  
Experiential Learning ◽  
Virtual Worlds ◽  
Learning Opportunities ◽  
Learning System ◽  
Virtual Technology ◽  
3D Virtual Worlds ◽  
Real Objects ◽  
Kolb's Experiential Learning Theory

The great impacts of advancing technology, such as 3D virtual worlds, create new learning opportunities for learners. Educators and researchers have been exploring how to apply 3D virtual technology to improve the virtual learning process and authentic activities. Augmented reality (AR) technology offers the opportunity for learners to interact in both the virtual and real world significantly. Augmented reality can be an attractive technology that allows learners to realize that virtual and real objects coexist at the same time. Therefore, AR technology allows educators to design courses utilizing simulation, visualization, and interaction with the virtual objects and real environments. For Dewey (1916), learning should be real and applicable to daily living. This study builds an e-commerce learning system based upon Kolb’s experiential learning theory.

Role Conflicts of BSW Students and Instructors in Experiential Learning: Lessons From a Case Study

2004 ◽  
Vol 9 (2) ◽  
pp. 31-46
Author(s):  
James R. Vanderwoerd ◽  
Eunice N. Muthengi ◽  
Jill Muilenburg
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Social Work Education ◽  
Learning Experience ◽  
Community Change ◽  
Positive Contribution ◽  
Role Conflicts ◽  
Case Study Methodology ◽  
Work Education

Experiential learning is an important component of social work education. However, experiential learning contexts often place both students and instructors into multiple, conflicting roles. This paper uses a case study methodology to explore role conflicts experienced by BSW students and an instructor involved in a community change effort on behalf of minority residents in a rural Midwest town. This case suggests that, despite some risks, role conflicts in experiential learning make a positive contribution to social work education. Rather than avoiding or minimizing role conflicts, educators should incorporate these conflicts intentionally but cautiously into the learning experience.

scholarly journals Searching for an English self through writing

2015 ◽  
Vol 5 (3) ◽  
pp. 409-429 ◽  
Author(s):  
Leena Karlsson
Keyword(s):  
Experiential Learning ◽  
Recent Work ◽  
Learning Opportunities ◽  
Reflective Writing ◽  
The Other ◽  
Learner Identity ◽  
Learning Modules ◽  
Narrative Case Study ◽  
Language Classroom

Most Finnish university students, just like the other new global elites (Kramsch,2013), use English without problems. Some students, however, struggle withEnglish to the extent that their studies suffer. One could say that they have adeeply “wounded” English self (Karlsson, 2013). My context of research andpractice is the Autonomous Learning Modules (ALMS) at Helsinki UniversityLanguage Centre. In my work as a language counsellor and practitioner-researcher,pedagogical concerns are always primary, and there is a need to appreciatediversity yet notice every student’s unique experiences. The broadbackground of my recent work is English as part of the identity of young academicFinns. In particular, I have been interested in how students with a“wounded” English self can develop new identity positions, and in how a languagecounsellor can help them in this process. In this paper, my focus is on thesubtle practical interconnections between learner autonomy, learner diversity,and learner identity as they emerge in a diary written by a student of Englishwith dyslexia and language (classroom) anxiety. A narrative case study of Mariiaillustrates how the counsellor’s appreciation and her own recognition of thecomplex ecological realities (Casanave, 2012) surrounding and interacting withher learning encourage and empower her. Mariia uses her freedom to controlher own learning (Huang & Benson, 2013) and makes choices from the manylifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011).Reflective writing in the learning diary helps her to construct a realistic vision ofherself as a learner and user of English, and she leaves the identity position ofa failure in the classroom and claims a new, more successful one (Norton, 2014).

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

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