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.

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.

scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

scholarly journals Hands-on Learning for Classics: Building an Effective, Long-term Project

2017 ◽  
Vol 18 (36) ◽  
pp. 1-7
Author(s):  
Kyle Alexander Jazwa
Keyword(s):  
Critical Thinking ◽  
Group Work ◽  
Learning Activities ◽  
Work Skills ◽  
Ancient Greek ◽  
Hands On ◽  
Roman Culture ◽  
Hands On Learning ◽  
Development Of Students

AbstractIn this paper, I explore the use of long-term, hands-on learning activities for Classics courses. I will show that a carefully designed project can complement classroom lectures on Greek and Roman culture and contribute towards the development of students’ critical thinking and group work skills. As an example, I describe a successful hands-on learning project that I designed for my Ancient Greek Cities course at Monmouth College (USA). The students were tasked with researching and building an historically faithful, ancient Greek mudbrick building for the college's annual Classics Day event. With the success of this project in my class, I will show that Classics instructors can pursue similar long-term, hands-on learning activities for engaging students in ancient Greek and Roman culture and teaching essential skills.

scholarly journals Alienating students: Marxist theory in action

2016 ◽  
Vol 9 (1) ◽  
pp. 4-28
Author(s):  
Megan Thiele ◽  
Yung-Yi Diana Pan ◽  
Devin Molina
Keyword(s):  
Experiential Learning ◽  
Marxist Theory ◽  
Learning Activity ◽  
Classroom Activity ◽  
University Campuses ◽  
Wage Labour ◽  
Hands On ◽  
The World ◽  
Hands On Learning ◽  
Quasi Experimental

Karl Marx’s revolutionary call, ‘Workers of the World Unite’, resonates with many in today’s society. This article describes and assesses an easily reproducible classroom activity that simulates both alienating, and perhaps more importantly, non-alienating states of production as described by Marx. This hands-on learning activity gives students the opportunity to experience and process these divergent states. In reflecting, students connect their classroom experience to societal forces surrounding wage labour. A quasi-experimental design implemented across eight sociology classes at two U.S. university campuses – one two-year and one four-year college – points to the effectiveness of the activity. Evidence suggests that students are better able to grasp Marx’s theory of alienation, retain the knowledge over time and apply it to their own lives with this experiential learning activity.

scholarly journals OPEN PEDAGOGY: INDEPENDENCE AND INTERDEPENDENCE IN TEACHING ABOUT NEW MEDIA

2021 ◽  
Author(s):  
Cheryl Cuillier ◽  
Diana Daly
Keyword(s):  
New Media ◽  
Learning Activities ◽  
Traditional Learning ◽  
Traditional Media ◽  
Educational Value ◽  
Hands On ◽  
Hands On Learning ◽  
Active Nature ◽  
The Creation ◽  
Academic Content

In the quest for independence from traditional media constraints, open pedagogy — involving students in the creation of openly licensed materials — offers training in open culture practices alongside deeper learning. Our research builds upon an exploratory study by Hilton et al. (2019). We collected quantitative and qualitative data about the experiences of 85 students participating in an open pedagogy course project: creating content for the open textbook Humans R Social Media (HRSM). We asked students to compare their experiences working on HRSM with traditional learning activities (e.g., writing papers, taking quizzes). About 66% of students said the HRSM project had greater educational value than traditional learning activities. Most students (54.1%) also reported that HRSM helped them master more core academic content, and 51.8% said the project helped them become more collaborative learners. Although a small percentage preferred traditional learning activities, most students reported that open pedagogy’s focus on agency and choice enabled them to share their individuality and creativity. We also found that students valued knowing their work could be shared beyond the classroom; and that publishing, in the words of one student, “gave me more incentive to make sure my assignments were my best product.” This study tentatively reinforces the benefits of independent, hands-on learning as well as collaborative interdependence in an online environment. These findings suggest the active nature of open pedagogy holds rich possibilities for cultivating participatory learning activities, involving students in the creation of knowledge as they learn, and cultivating interdependent connection and community.

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.

A Case Study of Designing Experiential Learning Activities in Virtual Worlds

2013 ◽  
pp. 227-242
Author(s):  
C. C. Chou ◽  
Rama Kaye Hart
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Activities ◽  
Student Experiences ◽  
Learning Tasks ◽  
Student Reflections

This chapter aims at examining, through a case study, student perceptions of interactive learning activities based on the experiential learning model in Second Life (SL). Undergraduate students in an Honors Program reflected on their learning experiences in a blended learning course that took place both in person and in SL for four weeks. Student reflections on two main learning tasks: discussion about assigned readings and SL field trips which include simulating and gaming, were recorded in weekly journals. Sixty journal entries were the data source for coding. Student experiences of the learning tasks are predominately positive with some challenges. Positive views include: excitement, enhanced confidence, motivation for learning, and increased knowledge. Challenges were mostly due to technical issues. Instructor interventions, including ground rules for online conversation and tech support, were important in minimizing barriers to student learning in virtual worlds.

Exploring Absolute Happiness Through Experiential Education

2020 ◽  
pp. 105382592097514
Author(s):  
Nai-Cheng Kuo ◽  
Tomohiro Kawaguchi ◽  
Yu-Fen Yang
Keyword(s):  
Higher Education ◽  
College Students ◽  
Experiential Learning ◽  
Course Design ◽  
Field Trips ◽  
Learning Activities ◽  
Healthy Life ◽  
Course Materials ◽  
Hands On ◽  
Involved Field

Background: Happiness is an important but less-explored topic in higher education. This calls for examining courses in higher education on happiness and how college students perceive happiness through experiential learning activities. Purpose: The purpose of the study is to analyze the development of a happiness course in higher education and understand students’ perspectives toward their experiential learning activities. Methodology/Approach: The course materials (e.g., the syllabus), teaching logs, students’ reflective observations, and final projects were collected. Content analysis was adopted to analyze the course design. Findings/Conclusions: The concrete experiences in this happiness course involved field trips, hands-on activities, dialogue, inquiries, and shared reading. These activities were associated with good relationships, art, and the human spirit, a healthy life, peaceful coexistence with nature, as well as harsh realities and optimism. Evidence from reflective observations demonstrates students’ personal unique perspectives toward the experiential learning activities on absolute happiness. The final projects as active experimentation deepened students’ understanding of absolute happiness. Implications: Converging evidence across intrapersonal, interpersonal, and intergroup domains, our study suggests the possibility of using Ikeda’s six life conditions for absolute happiness and Kolb’s experiential learning model to help college students develop knowledge and wisdom for creating absolute happiness.

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