scholarly journals Estilos de Aprendizagem e o Desenvolvimento do Estudante Adulto

2021 ◽  
Vol 22 (1) ◽  
pp. 52-55
Author(s):  
Maria Elisabette Brisola Brito Prado ◽  
Fátima Aparecida da Silva Dias ◽  
Tatiane Caldeira dos Santos Bernardo ◽  
Elisabete Alves Soares
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Adult Learner ◽  
Practical Knowledge ◽  
Theoretical Knowledge ◽  
Technological Society ◽  
David Kolb ◽  
Self Learning ◽  
Rapid Transformation

ResumoEste estudo tem como objetivo sistematizar aspectos relacionados à Teoria da Aprendizagem Experiencial de David Kolb no que tange aos Estilos de Aprendizagem, associando esta teoria com os estudos andragógicos. O estudante do Ensino Superior, numa primeira ou subsequente graduação, deve ser considerado um adulto aprendente que traz consigo uma bagagem cultural como estudante e/ou como profissional e, sobretudo, experiências, as quais podem servir de pontes entre o conhecimento prático vivido e o conhecimento técnico e teórico, resultando em aprendizagens significativas para o desenvolvimento de competências necessárias para lidar com os artefatos de uma sociedade tecnológica em contínua e rápida transformação. Palavras-chave: Teoria Experimental. Autoaprendizagem. Ciclo de Aprendizagem. AbstractThis study aims to systematize aspects related to David Kolb's Theory of Experiential Learning with respect to Learning Styles, associating this theory with andragogic studies. The student of Higher Education, in a first or subsequent graduation, must be considered an adult learner who brings with him a cultural background as a student and / or as a professional and, above all, experiences, which can serve as bridges between the practical knowledge lived and the technical and theoretical knowledge, resulting in significant learning for the development of skills necessary to deal with the artifacts of a technological society in continuous and rapid transformation. Keywords: Experimental Theory. Self-learning. Learning Cycle.Keywords.

scholarly journals THE TECHNOLOGY OF DEVELOPING HARMONIC HEARING

2015 ◽  
Vol 2 ◽  
pp. 530
Author(s):  
Galina Zavadska
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Music Teachers ◽  
Learning Model ◽  
Music Teacher ◽  
Important Place ◽  
David Kolb ◽  
Service Music

In Latvia, the development of harmonic hearing takes an important place in the process of training pre-service music teachers, because a music teacher is a conductor of a school choir or a conductor of some other choir collective. The issues relating to the system of properties of harmonic musical hearing have been highlighted in a range of scientific works by different authors (Teplov, 1947; Sloboda, 1988; Petrushin, 1997). However, at present the understanding of the nature and ways of developing harmonic hearing is sometimes quite controversial. This, first of all, can be attributed to the complexity of the interrelations between harmonic hearing and general psychic processes: perception, presentation, reproduction, memory, and thinking. The interconnectedness of general human and specific, individual qualities makes this problem difficult to study. The solution of the problem is made difficult by the fact that a collective teaching at sol-fa classes in a higher education establishment often conflicts with learners’ individual peculiarities and problems of developing their harmonic hearing. Within the frame of the case study the technology of developing harmonic hearing based on the strategy of experiential learning (model by David Kolb, 1984) has been worked out. The presented technology is grounded on individual students’ learning styles and on the author’s model of developing harmonic hearing (Zavadska, 2012b).

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education

2019 ◽  
pp. 33-50
Author(s):  
Baraka M. Kagombe ◽  
Michael P. J. Mahenge ◽  
Sotco Claudius Komba ◽  
Safari Timothy Mafu ◽  
Camilius Aloyce Sanga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Prior Knowledge ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Experiential Learning Theory ◽  
The University

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

scholarly journals Can the Game-Based Learning Come? Virtual Classroom in Higher Education of 21st Century

2020 ◽  
Vol 15 (02) ◽  
pp. 112 ◽  
Author(s):  
Piroska Szegedine Lengyel
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Online Education ◽  
Learning Organization ◽  
Practical Knowledge ◽  
Virtual Classroom ◽  
Game Based Learning ◽  
Educational Levels ◽  
E Learning ◽  
Teaching Learning

In recent years, the growing popularity of gamification in learning-organization has shown that it will become an integral part of both traditional and online education at different educational levels. Schools have begun to recognize the value of a successful gamification strategy in motivating students and stimulating the effectiveness of the learning process. The article presents a kind of game-based teaching-learning environment, a solution for integrating digital games into the learning-teaching process, linking theoretical and practical knowledge by the game through e-learning of accounting skills with special emphasis on the experiential learning method. The game-based virtual classroom presented in the present article has been working successful in higher education for several years, the number of the active students grown from semester to semester, the gamification becomes more and more popular in this level of the education, too.

scholarly journals Fun and Function?

2018 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Miralem Helmefalk ◽  
Andreas Aldogan Eklund
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
University Students ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Concrete Experience ◽  
And Function

This study examines how components of experiential learning styles influence hedonic and utilitarian values of classrooms in higher education. These values are argued to impact on emotions and learning outcomes. A survey was employed with university students in different universities. Findings show concrete experience has a positive impact on both hedonic and utilitarian values. These findings emphasize that those students that score higher on the concrete experience scale tend to consider classrooms as more important in terms of their utilitarian and hedonic values. These students are suggested to be more influenced by experiential designed classrooms which impact their learning outcomes.

scholarly journals Technical Up-Gradation of Education System:Teacher Focused Learning to Student Focused Learning

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1655-1657
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Paradigm Shift ◽  
Significant Contribution ◽  
Data Gathering ◽  
Academic Development ◽  
First Century ◽  
Traditional Learning ◽  
Teaching Pedagogy ◽  
Self Learning

The professional and academic development of staff has significant contribution in making the education system effective. While student focused learning has been advocated in higher education in recent years, teacher focused learning styles may be still dominant in actual practice in the universities. Stemming from the constructivist sight of learning, a “learnercentered approach” has been encouraged in higher education throughout the last few decades (McCombs & Whistler, 1997; Weimer, 2002; Pillay, 2002)1. In the twenty first century world is undergoing many transitions so as teaching practices too. Learning and lectures delivery activities are also undergoing the process of paradigm shift. This research paper has focused upon determining the need for the change from teacher focused learning (TFL) to student focused learning (SFL). Teacher focused learning has actually emphases on attainment of knowledge outside the framework in which it will be used and Knowledge is communicated from professor to students. On the other hand student focused learning imparts freedom of self-learning to student. By opting this methodology Students have been involved in knowledge construction through data gathering and constructing problem out of solution that’s completely opposite of traditional learning approach where student construct solution out of problem, so synthesizing and blending information inversely and integrating it with the broad-spectrum skills of analysis, statement framing, critical thinking, and finally problem solving. So this teaching pedagogy is leading towards overall development of student.

scholarly journals New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment

2019 ◽  
Vol 14 (07) ◽  
pp. 179 ◽  
Author(s):  
Abhishek Bhati ◽  
Insu Song
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Formative Assessment ◽  
Digital Age ◽  
Learning System ◽  
Learning Activities ◽  
Learning Space ◽  
Diverse Learning ◽  
Experimental Learning

Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with state-of-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: (1) the use of learning space within the classroom, (2) wireless learning technology, and (3) mobile learning system (m-Learning). Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning.

scholarly journals Experiential Learning And Management Education: Empirical Research And Implications For Practice In Higher Education In Slovenia

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Sandra Penger ◽  
Jana Znidarsic ◽  
Vlado Dimovski
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Management Education ◽  
Meta Analysis ◽  
Research Process ◽  
Pedagogical Strategies ◽  
Learning Style Preferences ◽  
Style Preferences

Nowadays lecturers in higher education need an awareness of the experiential learning style preferences of students in order to develop and utilize effective and efficient teaching and pedagogical strategies and methods. The experiential learning styles literature has had a revival during last years, especially in the first decade of 21st century (Alban & Metcalfe 2002; Duff & Duffy, 2002; Kayes, 2003; Loo, 2004; Reynolds & Vince, 2007; Cowen & Kazamias, 2009). Upon reviewing the literature on experiential learning, the intense rate and growing interest is involved also in Slovenia, especially when analyzing the case of University of Ljubljana, Faculty of Economics (FELU; http://www.ef.uni-lj.si/en/) in Slovenia. In April 2010 FELU joined an elite group of institutions that have achieved business accreditation from AACSB International. Moreover, combined with EQUIS accreditation, FELU is ranked among 45 best business schools worldwide. The purpose of this paper is to offer a better insight into the experiential learning practices at FELU in order to develop appropriate teaching and pedagogical strategies for improving higher management education in Slovenia. The research objective of this study was to develop rather comprehensive inventory of experiential learning styles and methods, included both a descriptive and an exploratory perspective. In the theoretical part of the study the qualitative meta-analysis method was used to overview the literature background of the study. In the empirical part of the study the Principal Axis Factoring, using varimax rotation, was performed on the explanatory variables with primary goal of data reduction. The modified version of experiential learning style theory was used as research instrument in the questionnaire to determine Slovenian students’ experiential learning styles. According to the research process we can summarize research thesis that matching students’ experiential learning-style preferences with complementary course syllabus improve management education, academic achievements and student’s attitudes toward learning.

scholarly journals Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap

2018 ◽  
Author(s):  
Philippe Michel Crisp
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Focus Groups ◽  
Incidental Learning ◽  
Skill Development ◽  
Learning Experiences ◽  
Skills Gap ◽  
Professional Competency ◽  
Sports Coaching

In the fields of sports coaching and higher education, there are significant implications related to the delivery and effectiveness of work-based learning (WBL), learning styles and occupational competency. Alongside this, similar claims are made throughout the academic and policy literature in both fields about the effectiveness and necessity of improving issues of skill development and employability (see SkillsActive, 2010a; SkillsActive, 2010b; Taylor and Garratt, 2010; Pegg et al., 2012). This paper therefore examines, in the context of the sports coaching industry’s relevant skills gaps, the learning experiences of a level five cohort who undertook supported coaching placements as part of a placement module. Using two focus groups (N=15 and N=13 respectively) the findings demonstrate that it is not only preferential, from the students’ perspective, to engage in WBL but that the coaching placements also helped the students meet many of the wider professional sector’s identified skills gaps. The findings also indicated that it is the student-coaches’ learning through incidental learning (unintentional, yet through the planned placements) that most significantly determined their professional competency.

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