Student Use of Cell Phones to Conduct Real-Time Polling

2016 ◽  
pp. 271-296
Author(s):  
Sheri Stover ◽  
Carol Patitu ◽  
Roxanne DuVivier
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Experiential Learning ◽  
Student Affairs ◽  
Real Time ◽  
Cell Phones ◽  
Learning Cycle ◽  
Concrete Experience ◽  
Group Presentations ◽  
Successes And Challenges

This chapter examines the process that graduate students in a Student Affairs in Higher Education class used to implement real-time polling in group presentations. Students used Poll Everywhere to create their own real-time polls. This process is examined through the lens of Kolb's (1984) Experiential Learning Cycle. The researchers in this study reviewed students' experiences using real-time polling in each of the four stages of the Experiential Learning Cycle (ELC): Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). The chapter also captures the successes and challenges of implementing real-time polling at each stage. The data from this study suggests that students had high levels of success in all four of the ELC stages when implementing real-time polling. The results also identify challenges which were realized during the process and areas of improvement for future consideration.

scholarly journals Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

2016 ◽  
Vol 12 ◽  
Author(s):  
Kristin Holte HAUG
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Creative Process ◽  
Personal Narratives ◽  
Learning Processes ◽  
Kindergarten Teacher ◽  
Learning Cycle ◽  
Research Focus ◽  
Teacher Students ◽  
Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

Book Review: Seeking Excellence Through Independence

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Don Hossler
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Student Affairs ◽  
Student Affairs Administrators ◽  
Boards Of Trustees ◽  
Education Programs ◽  
Senior Student ◽  
The Public ◽  
Campus Leaders

Terrence McTaggart and his coauthors have assembled an interesting book on the tensions between autonomy, accountability, and decen-tralization in higher education. Although there are some references to private-sector institutions, this edited volume will primarily be of interest to senior campus leaders and members of boards of trustees and state coordinating boards in the public sector. Some senior student affairs administrators and graduate students in higher education programs may also find this book stimulating.

scholarly journals The international student’s guide to UK education: Unlocking university life and culture

2013 ◽  
Vol 3 (1) ◽  
pp. 76-77
Author(s):  
Paul Sudnik
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Student Affairs ◽  
International Student ◽  
Self Help ◽  
University Life ◽  
The Uk ◽  
Education Courses

With the latest statistics issued by the UK Council for International Student Affairs (UKCISA, 2012) indicating that the number of students participating in Higher Education courses in the country may be as high as 428,225, and rising, Hyde’s contribution seems particularly well timed. Whilst the book has few academic pretentions, in his introductory chapter the author does explain to the reader that it is written with the intention of “Developing your understanding of how you understand yourself and understand your reactions to these various layers of experience” (p. 2). Thus Hyde succeeds in positioning the text firmly within a Kolbian (Kolb, 1984) ambit of experiential learning rather than as a simple self-help book.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

Case Study 1

2017 ◽  
Vol 7 (3) ◽  
pp. 83-86 ◽  
Author(s):  
Tobias Seidl
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
21St Century ◽  
Learning Cycle ◽  
Project Work ◽  
Education Curriculum ◽  
Cycle Model ◽  
Higher Education Curriculum ◽  
University Course

Teamwork and cooperation are important 21st century skills and therefore important parts of the higher education curriculum. Following Kolb's ‘experiential learning cycle' model a combination of project work and moderated reflection can help students to acquire these skills. This article elaborates how LEGO® Serious Play® (LSP) an be used to stimulate and moderate student's reflection on their teamwork skills in the setting of a university course. A focus is placed on the process and goals of the LSP method, the implementation in the workshop and the benefits of using LSP for this reason.

scholarly journals The Stories of The Student Teacher Extensive Reading Activity As Their Experiential Learning: A Narrative Inquiry

2019 ◽  
Vol 7 (2) ◽  
pp. 226
Author(s):  
Dheannisa Septiani ◽  
Nur Arifah Drajati ◽  
Ellisa Indriyani PH
Keyword(s):  
Experiential Learning ◽  
Narrative Inquiry ◽  
Student Teacher ◽  
Female Students ◽  
Learning Cycle ◽  
Extensive Reading ◽  
Central Java ◽  
Concrete Experience ◽  
Reading Activity

<p>This research aims to explore the stories of student-teacher extensive reading activity as their experiential learning. The participants of this research are two student teacher in their 4<sup>th</sup> and 8<sup>th</sup> semester in a University in Surakarta Central Java. The participants consist of 2 female students with range age 20 to 22 years old. Both of the participants were chosen under some consideration of their reading activity. This research is a narrative inquiry-based research. The data of this research was collected through interview sessions with the participants. The finding reveals that, firstly, both of the participants did doing the ten principles of the extensive reading by Day &amp; Bamford. However, under some conditions, the participants also not following the ten principles. Second, the experiential learning goes through time, the four stages of the experiential learning cycle which are concrete experience, reflective observation, abstract conceptualization, and active experimentation, did not happen once at a time but also repeatedly happen at the time when the process of learning occurs.</p>

scholarly journals Spirituality through the Lens of Students in Higher Education

Religions ◽  
2021 ◽  
Vol 12 (11) ◽  
pp. 924
Author(s):  
Al Fuertes ◽  
Kelley Dugan
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Experiential Learning ◽  
Cultural Exchange ◽  
Cross Cultural ◽  
Institutions Of Higher Education ◽  
Open Spaces ◽  
Exchange Programs ◽  
Spirituality And Religion ◽  
Elusive Concept

Spirituality is an elusive concept to articulate. Not only do people define it in different ways, but all definitions somehow seem to be incomplete. In this article, eighty-eight undergraduate and graduate students from George Mason University (GMU) participated in a study to define spirituality within the context of higher education. Results of the study suggest the following theme-categories. First, spirituality is an abstract reality, which is difficult to define. Second, spirituality is a moral compass, giving direction and meaning to people; and third, spirituality and religion are not the same, but they are interrelated. Since spirituality is a fluid concept that is unique from person to person, the article recommends that institutions of higher education need to incorporate into curricula mechanisms that provide students creative expressions of learning that are experiential, critical, and reflective, including opportunities that enable students to grow and develop holistically, which includes the spiritual aspect of growth, through open spaces of conversation and dialogue, and experiential learning such as community immersion and cross-cultural exchange programs as these will help cultivate and nurture their interests and aspirations, thereby, enabling them to develop meaning and purpose in life.

scholarly journals Fun and Function?

2018 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Miralem Helmefalk ◽  
Andreas Aldogan Eklund
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
University Students ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Concrete Experience ◽  
And Function

This study examines how components of experiential learning styles influence hedonic and utilitarian values of classrooms in higher education. These values are argued to impact on emotions and learning outcomes. A survey was employed with university students in different universities. Findings show concrete experience has a positive impact on both hedonic and utilitarian values. These findings emphasize that those students that score higher on the concrete experience scale tend to consider classrooms as more important in terms of their utilitarian and hedonic values. These students are suggested to be more influenced by experiential designed classrooms which impact their learning outcomes.

scholarly journals Applying Experiential Learning Kolb’s Model into Disigning “Experiential Learning Cycle” in Teaching Biology in General School

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Tran Thi Gai
Keyword(s):  
Experiential Learning ◽  
Learning Style ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Tasks ◽  
Concrete Experience ◽  
Teacher Needs ◽  
Teaching Biology ◽  
General School

The paper presents how to apply David Kolb's experiential learning cycle into the designing experiential learning activities for students in teaching Biology. Based on the objective, content, and learning style of the student, the teacher designs learning tasks at four stages of the experiential cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Each stage of the experiential learning cycle can be taken many forms of learning activity, so the teacher needs to select the appropriate types of activity for each stage and put the stages into a closed cycle to organize the learning. The article also provides an illustrative example of applying  experiential cycle in designing learning activities in teaching Biology in general school.

Trust in Classroom-as-Organization Simulations: Parallel Experiences of Participants and Facilitators

2021 ◽  
pp. 104687812098758
Author(s):  
Laurie L. Levesque
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Psychological Safety ◽  
Learning Cycle ◽  
Simulation Design ◽  
Initial Trust ◽  
Participant Experience ◽  
Context Simulation ◽  
Insight Into

Background. As classroom-as-organization (CAO) simulations unfold within corporate or higher education classrooms, novice facilitators and their participants experience uncertainty in the absence of familiar and implicit sources of trust. Initial trust derived from the context, simulation, peers, and one’s self wanes as awareness dawns regarding the magnitude of difference between CAO and typical classrooms. New sources of trust arise from shared sensemaking about unfamiliar roles and interactions, growing confidence in redistributed responsibilities and authority, an environment characterized by psychological safety, feedback, and behavioral experimentation modeled upon the experiential learning cycle ( Kolb, 1976 ). Purpose. This article examines the parallel experiences of participants and novice facilitators as they initially lose trust in CAO simulations and those involved, and discover new sources of trust related to the simulation design. Using first- and second-hand experiences and extant literatures on trust and teaching and learning, the erosion of initial trust is explored, as well as how CAO simulation design principles foster new sources of emergent trust. Conclusion. Understanding the ebb and flow of participants’ trust in CAO simulations allows for targeted facilitation and coaching. Novice facilitators who examine how their own trust experiences parallel those of participants gain insight into interventions and empathy into the participant experience within this fully-experiential learning environment. Empirical research is needed to examine the mechanisms of trust loss and rebuilding in CAO simulations in relation to the enactment of unfamiliar roles, routines, and responsibilities.

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