scholarly journals Measuring the Impact of an Interdisciplinary Experiential-learning Activity on Student Learning

2020 ◽  
Author(s):  
Anne-Marie Nickel ◽  
Jennifer Farrell ◽  
Alicia Domack ◽  
Gina Mazzone
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Learning Activity ◽  
The Impact

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

scholarly journals Simulating 2008: A Mock Presidential Election's Impact on Civic Engagement

2012 ◽  
Vol 45 (04) ◽  
pp. 743-747 ◽  
Author(s):  
Janna L. Deitz ◽  
Keith Boeckelman
Keyword(s):  
Experiential Learning ◽  
Civic Engagement ◽  
Science Curriculum ◽  
Political Knowledge ◽  
Learning Activity ◽  
Low Levels ◽  
One Year ◽  
The Impact ◽  
Positive Effect

AbstractYoung adults have particularly low levels of civic engagement. Incorporating experiential learning activities as part of the political science curriculum shows promise to reverse this trend. We analyze the impact of a mock presidential election simulation on the civic engagement of college-aged students. Exit surveys of student participants and a one-year follow-up survey confirm that this experiential learning activity had a positive effect on participants' levels of political knowledge, their interest in public life, and their attitudes about government in general.

scholarly journals Near Peers: Harnessing the power of the populous to enhance the learning environment

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Bring Your Own Device ◽  
Learning Activity ◽  
Practical Implementation ◽  
Learning Tool ◽  
Data Set ◽  
The Impact

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

scholarly journals “The Fact That the Author Was Male Instead of Female Provided for an Objective Opinion”

2020 ◽  
Vol 1 (3) ◽  
pp. 44-60
Author(s):  
Julia Ferrara Waity ◽  
Jennifer Vanderminden ◽  
Kristin Robeson
Keyword(s):  
Experiential Learning ◽  
Research Study ◽  
Gender Wage Gap ◽  
Wage Gap ◽  
Implicit Bias ◽  
Learning Activity ◽  
Course Materials ◽  
Female Author ◽  
The Impact

This paper presents an audit-style experiential learning activity intended to gauge students' perceptions of objectivity based on author gender, encourage students to apply the concept of bias to their own learning, and participate in a research study. In this activity, students were unknowingly randomly assigned the same reading on the gender wage gap with either a “male” or “female” author. Although the differences were not statistically significant, student numerical ratings of objectivity were higher when they believed the author was male. The discussion and reflection assignments demonstrated that this exercise provided students with a unique opportunity to evaluate their own biases, engage in discussion about bias, and apply course materials. Written rationale for ratings supported this perception that male authors were more objective. This activity is useful for students in thinking about and discussing the impact of implicit bias.

scholarly journals OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

2021 ◽  
Vol 9 (5) ◽  
pp. 8-23
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Retention Test ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Study Group ◽  
Text Book ◽  
Post Test ◽  
The Impact

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

scholarly journals Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Ratna Yulinda ◽  
Silfia Ilma
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Plant Morphology ◽  
Learning Activity ◽  
Descriptive Research ◽  
Student Learning Outcome ◽  
Recording Material ◽  
Learning Interest ◽  
The Impact

There was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (CTL) implementation is crucial to be done. This study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based Plant Morphology course. As the descriptive research, the instrument used to collect the data in this study was questionnaire. The subjects were biology pre-service teachers in University of Borneo Tarakan, North Kalimantan, Indonesia. The results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75,22%), students' opinions in the exam activity (61.89%), the impact teacher’s technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). The remain indicator (activity of recording material and making of summary in learning) was recognize as medium criteria (57.17%). It can be concluded that contextual-based Plant Morphology course learning must be the main choice in strengthen the understanding of biology pre-service teachers.

OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITIES ON THE ATTAINMENT OF SPECIFIC LEARNING OUTCOME AMONG SENIOR SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (3) ◽  
pp. 321-330
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Performance Test ◽  
Learning Outcome ◽  
Learning Activity ◽  
Control Group ◽  
School Students ◽  
Lecture Method ◽  
The Impact ◽  
Specific Learning

Experiential learning activity is a group activity in which the role of an individual is well defined and central focus is on the process and not the outcome. Its process, steps, as well as the content involves active participation of both learners and teachers to attain intended specific learning outcome.  In this present paper efforts are made to investigate the impact of experiential learning activity in germinating interests among the students in Chemistry and also to study the co-relation between the interest in studying Chemistry and their academic achievement. The study is conducted during the academic session 2020-2021. Random sampling method is used to draw the sample.  Totally 50 students participate in the study. Sample consists of 25 boys and 25 girls. Sample is categorized into the study and the control group. Both groups are taught the unit “Redox Reaction” by traditional lecture method but the study group is exposed to the experiential learning activity designed for the experimental redox reaction.  Data is collected by using two questionnaires. Students Interest Test (SIT) and Chemistry Performance Test (CPT) are administrated. Reliability of Students Interest Test (SIT) is done Cronbach Alpha test and found to be 0.86 and reliability test for Chemistry Performance Test by Richardson 21 formula and found to be 0.76. Hybrid research designs such as quasi experiment and survey are applied to collect the data. Data is collected by using pre-test and post-test. The collected data is analyzed by using statistical tools such as independent t-test and Pearson Product Movement to study the co-relation co-efficient.  The result of the present study has noteworthy difference of 0.87 significant at 0.05 level.  Result of the present paper reveals that the experiential learning activity designed for experimental redox reaction enhances the students’ interest in learning chemistry and has a positive correlation in enhancing their academic performance to attain the specific learning outcomes

What a Design

2021 ◽  
pp. 31-59
Author(s):  
Yasir Kurt ◽  
Elena Castaneda Aguinaga ◽  
Laura Todd
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Learning Process ◽  
Design Thinking ◽  
Assessment Methods ◽  
Learning Assessment ◽  
Learning Assessments ◽  
Learning Programs ◽  
Thinking Tools ◽  
The Impact

This chapter begins by exploring traditional experiential learning assessment and the limitations of these assessment methods. The authors suggest that by applying design thinking (DT) principles to the assessment of experiential learning, learners can become central to the learning process and comprehend more from the experience. In this chapter, the authors will evaluate the impact of traditional experiential learning assessments on student learning and their goals, identify DT principles that could influence learners' learning experiences and achievements, and examine existing design thinking tools that can be used to assess experiential learning programs.

Use of active learning and simulation to teach pharmacy students order verification and patient education best practices with oral oncolytic therapies

2020 ◽  
pp. 107815522094039
Author(s):  
Alison P Duffy ◽  
Alyssa Henshaw ◽  
James A Trovato
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Real Life ◽  
Primary Objective ◽  
Pharmacy Students ◽  
Learning Activity ◽  
Patient Counseling ◽  
Classroom Learning ◽  
Oncology Patients ◽  
The Impact

Introduction The primary objective of this study was to describe the incorporation of the flipped classroom model and use of real-life oncology patients to facilitate student learning of oral oncolytic best safety practices and patient counseling. The secondary objective was to assess the impact of the flipped classroom learning activity on students’ perceived confidence. Methods This study was a prospective, single center, flipped classroom learning activity and pre/post assessment survey administered to third year doctor of pharmacy students enrolled in the Oncology Pharmacotherapy didactic elective in 2016 and 2017. A pre/post survey was used to assess student’s perceived confidence with oral oncolytic best practice competencies. Results Ten students participated in the flipped classroom learning activity and survey. Five students completed both the pre- and postsurvey. The overall change in student’s mean scores for their confidence of oral oncolytic competencies improved significantly from 3 to 4.1 on a 6-point Likert Scale ( p = 0.03) following the learning activity. Students perceived confidence in performing oral oncolytic order verification increased following the implementation of a flipped classroom learning activity and use of real-life cancer oncology patients. Conclusion This study describes the development and implementation of a flipped classroom learning activity and use of real-life patients with cancer that can be implemented at other institutions of higher education in a didactic or experiential learning environment. Additionally, this study demonstrated a potential benefit in student learning.

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