scholarly journals Experiential Learning Theory in Serious Gaming to Foster Clinical Reasoning in Orthopedics: Adaptations in Response to COVID-19 era

2020 ◽  
pp. 1-3
Author(s):  
Ayat Eltayar
Keyword(s):  
Experiential Learning ◽  
Learning Theory ◽  
Clinical Reasoning ◽  
Clinical Training ◽  
Virtual Patient ◽  
Learning Cycle ◽  
Virtual Patients ◽  
Experiential Learning Theory ◽  
Serious Gaming ◽  
Face To Face

Clinical reasoning is an important aspect in learning medicine. Due to social distancing in COVID-19 pandemic, clinical training of residents in orthopedic department in Alexandria faculty of medicine (AFM) faced many restrictions. The experiential learning cycle of Kolb was adopted in serious gaming platform. “Mediactiv platform” was used to create a case to teach clinical reasoning for orthopedic residents. Our experience guarantees that Virtual patients and serious gaming platforms can be used to teach clinical reasoning, replacing face to face discussions. AFM is the first medical school in Egypt to use a virtual patient platform to teach clinical reasoning for graduates in orthopedics. Our experience was beneficial as mentioned by staff and trainers.

scholarly journals Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

2021 ◽  
Vol 13 (16) ◽  
pp. 9298
Author(s):  
Chien-Chih Chen
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
E Learning ◽  
Flipped Classrooms ◽  
Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

scholarly journals Journalism teaching and experiential learning

2009 ◽  
Vol 2 ◽  
pp. 34-48
Author(s):  
Kate Kartveit
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Theory ◽  
Learning Process ◽  
Learning Preferences ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
Learning And Teaching ◽  
Journalism Studies ◽  
Starting Point

TV-journalism can never be thought successfully entirely on a theoretical basis. The students must experience the professions challenges and difficulties by exercising and experiencing the TV-journalistic methods, TV-tools and TVaesthetics in practice in order to achieve skills within TV-journalism. The article discusses how Kolb’s learning circle successfully provides a pedagogic approach in practical journalism learning and teaching. Kolb experiential learning theory says that ideally the learning process represents a learning cycle or spiral where the learner touches four bases in process, that means a cycle of experiencing, reflecting, thinking, and acting. Kolb describes four different learning styles or learning preferences. This refers to four different ways of experiencing the learning process. Every learner has a preference to learn in different ways andthe learning circle offers the learners to fulfil the learning process no matter what starting point the learner prefers. This approach focuses on journalism training as growing a person from the inside, whereas conventional teaching and training is the transfer of capability into a person from the outside. Keywords: coaching, conventional learning, David A. Kolb, Experience Based Learning Systems, Experiential Learning Theory, International TV-program, journalism studies, learning cycle, learning process, pedagogical approach, TV-journalism. p>

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