scholarly journals An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students

2019 ◽  
Vol 10 (1) ◽  
pp. 204 ◽  
Author(s):  
Anita Teresa Boggu ◽  
J. Sundarsingh
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learner Autonomy ◽  
Learning By Doing ◽  
Learning Cycle ◽  
Active Involvement ◽  
Classroom Activities ◽  
Hands On ◽  
Before And After ◽  
Potential Benefits

Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self-designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace.

scholarly journals Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences

2020 ◽  
Vol 44 (1) ◽  
pp. 99-103
Author(s):  
Patricia A. Halpin ◽  
Ann E. Donahue ◽  
Kathryn M. S. Johnson
Keyword(s):  
Biological Sciences ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Career Readiness ◽  
Qualitative Assessment ◽  
Learning Gains ◽  
Hands On ◽  
Apprenticeship Model ◽  
Enhance Student Learning

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students ( n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students’ personal and professional trajectory.

GIS applications in emergency management: Infusing geographic literacy in the classroom

2019 ◽  
Vol 17 (2) ◽  
pp. 119 ◽  
Author(s):  
Laura Siebeneck, PhD ◽  
Ronald L. Schumann III, PhD ◽  
Britt-Janet Kuenanz, PhD Student
Keyword(s):  
Best Practices ◽  
Emergency Management ◽  
Undergraduate Students ◽  
Geospatial Technologies ◽  
Skill Sets ◽  
Classroom Activities ◽  
Gis Applications ◽  
Emergency Managers ◽  
Hands On ◽  
Geographic Literacy

Objective: The purpose of this article is to promote growth and recognition of geographic literacy among students, faculty, and emergency management practitioners through presentation of an array of possibilities that will further best practices in emergency management higher education.Design: Guided by previous research examining the development of geographic literacy in undergraduate students, this article provides examples of traditional and newer technologies in geographic information systems (GIS) and geospatial analysis that can be incorporated into the classroom to enhance the knowledge and skill sets of future emergency managers.Setting: The setting for this article includes colleges and universities offering emergency management degree programs.Results: The information resulting from a review of the literature provides a description of traditional and newer technologies used to address spatial issues in the management of hazards and disasters as well as practical suggestions for incorporating these technologies into classroom activities.Conclusions: Geographic literacy is an essential competency for the next generation of emergency managers and as such, classroom activities should provide students hands-on experience working with GIS and other geospatial technologies.

scholarly journals Structured Nasal Packing Module Training Using Intubation Mannequin For Undergraduate Students

2020 ◽  
Vol 11 (SPL2) ◽  
pp. 267-270
Author(s):  
Shoba K ◽  
Anuradha P ◽  
Srinivasan K
Keyword(s):  
Undergraduate Students ◽  
Confidence Level ◽  
Primary Care Physicians ◽  
Skills Training ◽  
Nasal Packing ◽  
P Value ◽  
Project Proposal ◽  
Skills Lab ◽  
Hands On ◽  
Before And After

Nasal packing is a skill which all primary care physicians should possess. The current curriculum does not include this skills training in undergraduate studies. The aim of this study is to evaluate the efficacy of structured nasal packing module for 3rd MBBS students in the skills lab and to evaluate the improvement of student's confidence level in managing . Project proposal approval was obtained from the Institutional review board in Saveetha Medical College & Hospital. After obtaininginformed consent, 114 students of III MBBS-Part I was included in the study. They were divided into 3 batches. Students were given study material and video at least one day before the session. A brief lecture followed by a demonstration of nasal packing was done. Students were allowed to practice nasal packing on mannequins in the presence of faculty. Confidence level questionnaire were given to assess their confidence level before and after practicing on mannequins. Question 1 was on instrument use, 2 on traditional anterior nasal packing, 3 on pack and 4 on postnasal pack with ’s catheter. The mean confidence level scores before and after hands on training on mannequin were 9.18 and 12.45 respectively. T-test and Wilcoxon Signed Ranks Test was done to compare the results. There was a statistically significant improvement in the confidence level of students following hands on training (p value: 0.000). Practicing nasal packing on mannequins improved the confidence level of students in managing patients with

A Study on Project-Based Learning in a Boat Design and Building University Course

2013 ◽  
Vol 3 (3) ◽  
pp. 43-61 ◽  
Author(s):  
Wei-Yuan Dzan ◽  
Chih-Chao Chung ◽  
Shi-Jer Lou ◽  
Huei-Yin Tsai
Keyword(s):  
Undergraduate Students ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Ocean Engineering ◽  
Interdisciplinary Project ◽  
Boat Building ◽  
Hands On ◽  
Hands On Learning ◽  
University Course ◽  
Building Engineering

The main purpose of this study was to develop interdisciplinary project-based learning and investigate the process and effectiveness of project-based learning involving undergraduate students in the Naval Architecture and Ocean Engineering in a college in Taiwan. The theme of this research project was “boat design and building.” This study used the revised PIPER (PIPER; Preparation / Implementation / Presentation / Evaluation / Revision) model to design the project activities and integrated the learning of the following three courses: “Operation and application of 3D boat mold design software,” “Boat building,” and “Boat parts design and building practices.” In teaching and research, the students carried out via the learning by doing and experimental courses, the final completion of the boat design and construction. This study selected a total of 97 students as the subjects and conducted text analysis, a questionnaire survey to collect data. The research results showed that project-based learning in combination with hands-on learning could guide students in completing the design and building of a real boat. This learning method provided students with brand-new experiences, enabled them to experience the pleasure of boat design, and effectively elicited a positive attitude toward boat-building engineering and learning effectiveness. Moreover, this study proposed suggestions for the project process that could inform future interdisciplinary project-based learning in colleges.

Delivering Experiential Learning Through Virtual Study Tour and Alternative Internship Options During a Pandemic

2021 ◽  
Vol 113 (2) ◽  
pp. 14-20
Author(s):  
Eunjoo Cho ◽  
Kathleen R. Smith ◽  
Stephanie K. Hubert
Keyword(s):  
New York ◽  
Experiential Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Online Instruction ◽  
Learning Cycle ◽  
Career Experiences ◽  
Entire Process ◽  
Study Tour ◽  
Logical Sequence

The unprecedented impact of COVID-19 recreated our learning environment. With nearly all institutions shifting to remote teaching during the outbreak, our program was quickly tasked to transition to online instruction for two experiential courses: The May intersession New York study tour for undergraduate students and the summer internship program for graduating seniors whose internships were cancelled or could not be secured due to the pandemic. We integrated experiential learning through appointment journaling in the May intersession New York study tour and through weekly activity reports in the virtual alternative summer internship. Throughout the entire process and in logical sequence, students in both courses were able to engage in the experiential learning cycle developed by Kolb (1984). These modifications successfully connected students to fashion companies and exploratory career experiences.

BRINGING LIFE TO LEARNING: IMMERSIVE EXPERIENTIAL LEARNING SIMULATIONS FOR ONLINE AND BLENDED COURSES

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Michael Watkins ◽  
John M. Beckem II
Keyword(s):  
New York ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
New Technologies ◽  
Learning By Doing ◽  
Learning Tools ◽  
State College ◽  
Rich Media ◽  
Short Period ◽  
Daunting Challenge

In order to keep pace with today’s networked society, Higher Education instructors face the daunting challenge of integrating new technologies into their courses. This imperative is driven by the need to create engaging content for today’s learner and to better prepare students with the skills that they will need after graduation to achieve success in the 21st Century workplace. At the same time, these online learning tools must both support the needs of instructors and help institutions to achieve greater long term sustainability. Of the emerging online social tools, rich media immersive learning simulations that enable “learning by doing” have achieved widespread adoption in a relatively short period of time and are now demonstrating exciting results. Building upon the ancient Confucian wisdom, “What I hear, I forget; What I see, I remember; What I do, I understand,” these experiential learning tools have become an important asset within a growing number of online and blended learning courses. In this paper, we will share results of a pilot deployment of experiential immersive simulations within the course, "Diversity in the Workplace,” as part of the business program at the State University of New York (SUNY) Empire State College. This course, completed in March 2012, was taught by Dr. John Beckem and taken by two cohorts of undergraduate students. Results show this approach was effective in achieving improved subject matter retention and student success as demonstrated by outcomes of the in-class assignments and Exit Surveys.

Experiential Learning

2020 ◽  
pp. 145-159
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Educational Experiences ◽  
Learning By Doing ◽  
Additional Element ◽  
Hands On ◽  
Hands On Learning ◽  
Learning Through Experience

This chapter takes a look at experiential learning. The central idea of “experiential learning,” as the term suggests, is the process of learning through experience. The “learning” part requires an additional element: reflection. Thus, a fuller concept of experiential learning includes reflection about the learning experiences in which students participate. The teacher's responsibility is to create worthwhile educational experiences so that students will have something of value on which to reflect. Like active learning, experiential learning involves many different forms of student engagement. Experiential learning is learning by doing. In this kind of hands-on learning, students assume responsibility for their learning, taking control of both the learning experience and their reflection on it.

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.

Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

2018 ◽  
Vol 40 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Brenda Sternquist ◽  
Patricia Huddleston ◽  
Ann Fairhurst
Keyword(s):  
Data Collection ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Undergraduate Research ◽  
Secondary Data ◽  
Theory Building ◽  
Learning Cycle ◽  
Research Projects ◽  
Research Experience

We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student–faculty collaborations. We use Kolb’s experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb’s experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects.

scholarly journals A TRAINING DEMONSTRATION FOR EXPERIENTIAL LEARNING IN OPC BASED PROCESS AUTOMATION DATA ACCESS

2013 ◽  
Author(s):  
Tom Wanyama ◽  
Ishwar Singh
Keyword(s):  
Experiential Learning ◽  
System Integration ◽  
Data Access ◽  
Learning By Doing ◽  
Learning Approaches ◽  
Process Automation ◽  
Technology Program ◽  
Hands On ◽  
Open Process ◽  
University Classrooms

The focus of university classrooms is changing from a lecturing approach to a learning-by- doing approach. Consequently, many universities are moving towards incorporating hands-on or experiential learning approaches in their teaching methods. In this paper we present a training demonstration that we have developed to support experiential learning in the teaching of Open Process Control (OPC) based access to process automation data. This is a topic in the Advanced Components and System Integration course of the joint McMaster University and Mohawk College bachelor of technology program. Generally, the paper presents the design and implementation of an OPC data access system, and how the system is used as demonstration to inspire learning.

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