scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

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.

scholarly journals SERVICE LEARNING AS A MEANS TO ENHANCE CONNECTIONS TO OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S536-S536
Author(s):  
Marjorie A Getz
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Experiential Learning ◽  
Community Service ◽  
Learning Opportunities ◽  
Community Services ◽  
Learning Activities ◽  
Negative Stereotypes ◽  
Certificate Program ◽  
Course Content

Abstract Aging is a distinct part of the life cycle. College students enrolled in courses in gerontology often have difficulty relating to aging, that part of life not yet experienced. They may not fully appreciate that adults become more unique, not more similar, as they age. We describe courses in an undergraduate gerontology certificate program that incorporate experiential learning activities with older adults across a hierarchical sequence of courses. These courses feature service learning opportunities focused on increased understanding of course content, broader appreciation of the discipline and improved sense of civic responsibility. Much like the course content of the curriculum, the incorporated experiential learning opportunities for each course level fit a hierarchy leading to student competence and skills development needed for success in the final independent practicum. For the described courses, students provided community service, experienced direct contact with older adults and used reflective practices to integrate course content into service learning activities. We report on qualitative data obtained from students enrolled in the foundational course, Biophysical Aspects of Aging and the third level course, Aging and Mental Health. Content analyses of reflective essays identified five themes: (a) insights about the realities of aging in America (b) perceptions concerning personal negative stereotypes about older adults; (c) feelings of accomplishment/awareness of new skills in providing community services; (d) understandings related to the importance/value of community service; and (e) successes in integrating the course work on aging into service-learning experiences. Other experiential learning activities incorporated into this gerontology certificate program are highlighted.

Experiential-Learning Activities in Undergraduate Developmental Psychology

1995 ◽  
Vol 22 (2) ◽  
pp. 115-118 ◽  
Author(s):  
Andrea D. Clements
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Developmental Psychology ◽  
Learning Activities ◽  
Student Responses ◽  
Follow Up Study ◽  
Real World Application ◽  
The Subject ◽  
Psychology Course

In two studies, I examined student responses to an increased emphasis on exiperiential actvites in a required underaduate developmental psychology course. For four experiential sections (n = 143), each class topic was related to a specific, real-world application. Four other sections (n = 187) were taught primarily by lecture, with one out-of-class observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and consideration of the instructor significantly more positively than did the lecture sections. Students in the two types of sections did not differ significantly in achievement. A follow-up study identified the origin of change in attitudes toward the course.

Influence of Experiential Learning Activities in a Natural Resource Policy Course on Student Learning and Civic Engagement

2021 ◽  
Author(s):  
Cristina Watkins ◽  
Neelam C Poudyal
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Natural Resource ◽  
Policy Process ◽  
Learning Activities ◽  
Student Interest ◽  
Natural Resource Policy ◽  
Course Content ◽  
Attitudes And Perceptions ◽  
Resource Policy

Abstract There is a growing recognition that students in forestry and other natural resource management programs need an understanding of natural resource policy to become well-versed natural resource professionals. As such, instructors need to find creative ways to draw student interest in course content, which students may view as peripheral to their core professional interests. Experiential learning activities can help students engage with course content, increase student motivation and confidence, and develop professional skills. They can also be beneficial in policy courses to encourage civic engagement outside of the classroom. This study assessed student’s attitudes and perceptions about various experiential learning activities conducted in an undergraduate natural resource policy course. Data was collected from an online retrospective survey of student reflections after completion of the course. Results indicate a positive influence of experiential learning activities on student learning and likelihood of future participation in the policy process. Study Implications Students in forestry and other natural resource programs need good understanding of programs, players, and processes of policy-making to become well-versed professionals. Instructors of such classes, however, often struggle to draw student interest in course content, which students may view as peripheral to their professional interest of becoming a forester. By assessing attitudes and perceptions about various experiential learning activities conducted in an undergraduate natural resource policy course, this study demonstrates that incorporating experiential learning activities can positively affect student learning of policy course content as well as likelihood of participating in forest policy process in future.

scholarly journals Experiences Flipping an Undergraduate Advertising Course

2017 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Robert Mark Rouwenhorst
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Real World ◽  
Flipped Classroom ◽  
Integrated Marketing ◽  
Traditional Lecture ◽  
Course Content ◽  
Marketing Education ◽  
Flipped Classrooms ◽  
And Control

This article discusses the positive outcomes of changing to a flipped classroom instructional approach and how creating a greater sense of influence and control for students in group projects can positively impact multiple measures of student performance and self-reported attitudes. Two sections completed the same readings and videos covering 13 course content modules. Rather than a traditional lecture-based course, most of the class time was used on experiential learning activities. Students worked with real-world clients to create advertising campaigns. One section completed research and pitched their ideas for a social media campaign to a franchise with over 50 restaurants. This section was seen as “low ownership” because students did not know if their ideas would be implemented. The second section created an integrated marketing campaign for an event on campus that drew over 400 attendees. This section is labelled as “high ownership” because the students felt more involved with their project as they imagined, created, and executed the advertising and organization for an event. Overall, most students in both sections preferred the flipped approach to traditional lecture. While the percent of videos watched and grades did not differ between the two sections, students in the high ownership section reported more interest in their project, were more likely to recommend keeping the flipped approach, were more likely to recommend the course to others, found the flipped classroom more interesting than lecture-only classes, and said they learned more using a flipped approach vs. a lecture-only class. These results demonstrate how flipped classrooms and experiential learning exercises with real-world results can improve marketing education.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

2020 ◽  
Vol 2 (1) ◽  
pp. 45-54
Author(s):  
Hikmah ◽  
Ance Jusmaya
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Real World ◽  
Financial Management ◽  
Learning Activities ◽  
Teaching English ◽  
Financial Survival ◽  
Stage 1 ◽  
Everyday Learning ◽  
At Home

Being a housewife is a multi-tasking  tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter  as well as taking care of everything. Besides, the mother is also a teacher. As we know that,  the  first  teacher of a child is a mother. Then,  the mother is also a financial manager and general administration  at home. Many problems have been encountered, so a housewife  tasks are  very hard, in this case they have to  harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding  with financial management, the problem  face also relates with the lack of knowledge of housewives in English.  As a housewife needs an ability of English skill  to help their children  in studying later on.  Those phenomenon  happens in  families who live in Griya Batu Aji stage 1.The solution offered housewife  that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English,  parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

Engaging Undergraduate Public Health Students Through a Textbook Creation Project

2020 ◽  
pp. 237337992096241
Author(s):  
Jessica Sloan Kruger ◽  
Christopher Hollister
Keyword(s):  
Public Health ◽  
Future Research ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Final Version ◽  
Primary Motivation ◽  
Course Content ◽  
Health Course ◽  
Research Questions ◽  
Undergraduate Public Health

This study examines students’ perceptions of an open pedagogy experiment in which they created their own textbook for an undergraduate public health course. The lead author’s primary motivation for developing this assignment was the high cost associated with the traditional textbooks that were otherwise needed to cover the breadth of subject matter in the course. The resulting open textbook included 19 chapters, covering all the required components of the course, and the final version was published in a statewide open educational resource repository. Students provided feedback about this undertaking by way of an end-of-term survey. The results showed high percentages of students who associated the textbook creation project with greater engagement and satisfaction than the passive use of traditional textbooks. Students also reported their perception of a learning benefit related to the creation of course content. Pedagogical implications of this study are discussed, and future research questions are proposed.

scholarly journals Applying the PECSL: using case studies to demonstrate the Pedagogy of Experience Complexity for Smart Learning

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Pen Lister
Keyword(s):  
Real World ◽  
Mobile Apps ◽  
Urban Environments ◽  
Learning Activities ◽  
Learning Activity ◽  
Opportunities To Learn ◽  
Practical Application ◽  
Design And Development ◽  
Smart Learning

AbstractThis paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

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