Assessing the Effects of Authentic Experiential Learning Activities on Teacher Confidence with Engineering Concepts

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p>0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

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Reflections on Experiential Learning in an Undergraduate Global Health Course

Collected Essays on Learning and Teaching ◽

10.22329/celt.v12i0.5751 ◽

2019 ◽

Vol 12 ◽

pp. 71-78

Author(s):

Obidimma Ezezika

Keyword(s):

Experiential Learning ◽

Global Health ◽

Real World ◽

Learning Activities ◽

Job Market ◽

Course Content ◽

Milieu De Travail ◽

Design And Implementation ◽

Health Course ◽

Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom. L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

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Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

Online Learning ◽

10.24059/olj.v20i4.732 ◽

2016 ◽

Vol 20 (4) ◽

Cited By ~ 3

Author(s):

Sheri Anderson ◽

Yu-Chang Hsu ◽

Judy Kinney

Keyword(s):

Instructional Design ◽

Performance Analysis ◽

Experiential Learning ◽

Empirical Data ◽

Exploratory Study ◽

Online Courses ◽

Learning Activities

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.

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Field trips as short-term experiential learning activities in legal education

The Law Teacher ◽

10.1080/03069400.2012.681231 ◽

2012 ◽

Vol 46 (2) ◽

pp. 165-178 ◽

Cited By ~ 8

Author(s):

Noelle Higgins ◽

Elaine Dewhurst ◽

Los Watkins

Keyword(s):

Experiential Learning ◽

Legal Education ◽

Field Trips ◽

Learning Activities ◽

Short Term

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Teaching Psychology and Law

Teaching of Psychology ◽

10.1177/0098628317711316 ◽

2017 ◽

Vol 44 (3) ◽

pp. 222-231 ◽

Cited By ~ 2

Author(s):

Amanda D. Zelechoski ◽

Christina L. Riggs Romaine ◽

Melinda Wolbransky

Keyword(s):

Experiential Learning ◽

Student Performance ◽

Learning Activities ◽

Psychology And Law ◽

Subject Design ◽

Improve Student Performance ◽

Teaching Psychology ◽

Undergraduate Psychology ◽

Interest And Motivation ◽

Better Than

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.

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