Kolb’s Experiential Learning Cycle

2020 ◽  
pp. 0-6:59 minutes
Author(s):  
Catherine Shoulders
Keyword(s):  
Experiential Learning ◽  
John Dewey ◽  
Life Experiences ◽  
Learning Experience ◽  
Learning Cycle ◽  
Common Life

John Dewey (1938) said all learning happens through experience. The quality of the learning, however, depends on the quality of the experience. This module introduces the four stages of Kolb's experiential learning cycle, each of which contributes unique aspects into a learning experience. Examples from both educational contexts and common life experiences are used to illustrate the role each stage plays in maximizing the learning within an experience.

scholarly journals ACREDITACIÓN DE APRENDIZAJES POR EXPERIENCIA COMO FACTOR DE CALIDAD EN UNED. LA EXPERIENCIA DE LA ESCUELA CIENCIAS DE LA ADMINISTRACIÓN. THE ACCREDITATION OF LEARNING EXPERIENCE AS QUALITY FACTOR OF UNED. THE SCHOOL OF MANAGEMENT SCIENCES EXPERIENCE

2014 ◽  
Vol 5 (1) ◽  
pp. 64-83
Author(s):  
Adrián Solano-Castro
Keyword(s):  
Higher Education ◽  
Costa Rica ◽  
Experiential Learning ◽  
Informal Learning ◽  
Inclusive Education ◽  
Learning Experience ◽  
Academic Progress ◽  
Quality Of Education ◽  
Formal And Informal Learning

Este artículo trata sobre el proceso de acreditación de aprendizajes por experiencia en la Escuela de Ciencias de la Administración de la Universidad Estatal a Distancia de Costa Rica. Se realizó una investigación de tipo documental con carácter descriptivo. El objetivo de la investigación fue analizar el proceso de acreditación del aprendizaje por experiencia para el período 1999-2011. Se concluyó que la acreditación del aprendizaje por experiencia ha favorecido el avance académico de los estudiantes y constituye un mecanismo de mejora de la calidad y fortalecimiento de la educación permanente e inclusiva en la UNED.Palabras claves: calidad en educación, acreditación de aprendizajes, educación permanente, aprendizaje no formal e informal, educación superiorAbstractThis article is about the process of accreditation of experiential learning in the Escuela De Ciencias de la Administración de la Universidad Estatal a distancia de Costa Rica. Documentary research was conducted in a descriptive way. The objective was to analyze the process of accreditation of experiential learning in the period 1999-2011. It was concluded that the accreditation of experiential learning has favored students in terms of academic progress, besides, it provides a mechanism for quality improvement and strengthening of permanent inclusive education at UNED.Keywords:  quality of education, accreditation of experiential learning, permanent education, non- formal and informal learning, higher education

scholarly journals Promoting the Quality of Life of Elderly during the COVID-19 Pandemic

2021 ◽  
Vol 18 (13) ◽  
pp. 6813
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Learning Experience ◽  
The Elderly ◽  
Learning Approach ◽  
Learning Center ◽  
Learning Centers ◽  
Technology Learning ◽  
The Impact

This study explored the technology learning model of the elderly in a senior learning center under the impact of the COVID-19 pandemic. Many senior learning centers were closed during the pandemic, and many of them adopted the mode of online education. However, problems such as decreased motivation and a lack of peer interaction still exist. To solve these problems, this study used the easy-to-implement calligraphy AR approach and E-book approach to conduct a quasi-experiment on the elderly of a calligraphy course offered by a senior learning center. The results show a higher learning motivation among the elderly who use calligraphy AR. The learning effectiveness and technology acceptance of the elderly in the E-book learning group were higher than those in the calligraphy AR group. The elderly mentioned that the E-book learning approach is more user-friendly. In general, in the face of the COVID-19 pandemic affecting the suspension of classes in senior centers, education through the development of technology has stimulated the growth of education in advanced learning centers. Through this kind of scientific and technological learning method, it will bring a whole new experience to the elderly. It can improve the stress relief methods, mental health, and quality of life of the elderly during the COVID-19 emergency shutdown, and provide a novel calligraphy technique learning experience for the elderly. Therefore, we believe that the calligraphy AR learning approach and the calligraphy E-book learning approach are practical and may promote quality of life and mental health of the elderly during the emergency closures due to COVID-19, providing elderly attendees with a novel calligraphy technology learning experience.

The Home Visit Experience: A Medical Student’s Perspective

2007 ◽  
Vol 8 (4) ◽  
pp. 206-210 ◽  
Author(s):  
Maria Hervada-Page ◽  
Kristopher S. Fayock ◽  
Randa Sifri ◽  
Fred W. Markham
Keyword(s):  
Family Caregiving ◽  
Paradigm Shift ◽  
Learning Experience ◽  
Home Visits ◽  
School Curriculum ◽  
Controversial Issues ◽  
Treatment Access ◽  
Medicine Quality ◽  
Comparison Technique

Incorporating home care education into the medical school curriculum is essential for providing a learning experience not duplicated elsewhere. Students rotating through family medicine write a reflection paper on their experiences. The papers about home visits from July 2000 to June 2004 were analyzed by a constant comparison technique developing seven themes: student paradigm shift in their understanding of causes vs. effects of disease, misconceptions about treatment, access to care, a return to the roots of medicine, quality of family caregiving, broader implications of providing care, and controversial issues. The students’ papers demonstrate the unique environment of home visits.

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

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.

scholarly journals The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

2021 ◽  
Vol 11 (21) ◽  
pp. 10426
Author(s):  
Qinna Feng ◽  
Heng Luo ◽  
Wenhao Li ◽  
Ying Chen ◽  
Jiakai Zhang
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Controlled Trial ◽  
Critical Role ◽  
Moderating Effect ◽  
Learning Program ◽  
Study Results ◽  
Based Instruction

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

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