scholarly journals Starting Point on the Development of Environemental Risk Management Compe-tences: experiential learning

2017 ◽  
Vol 8 ◽  
pp. 109 ◽  
Author(s):  
Irene Martín Rubio ◽  
Ana María Tarquis ◽  
Diego Andina
Keyword(s):  
Risk Management ◽  
Experiential Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Human Action ◽  
Font Size ◽  
Learning From Experience ◽  
Know How ◽  
Starting Point ◽  
Teaching Learning

<p><em><span style="font-family: Times New Roman; font-size: small;">One of the characteristics of the European Space of Higher Education </span><span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;">is to consider university degrees in terms of learning outcomes, and essentially expressed in forms of competence. Competencies represent a dynamic combination of attributes such as knowledge and its application, attitudes and responsibilities that describe the learning outcomes of a particular program.</span></em></p><p><em><span style="font-family: Times New Roman; font-size: small;">Transversal competences, such as competences towards environmental </span><span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;">risk management, are part of the general characteristics of human action in economic and technical environments.</span></em></p><p><em><span style="font-family: Times New Roman; font-size: small;">The training, evaluation and development of professional competences can present different approaches and teaching-learning methodologies. In our study, we focus on learning from experience. With the evaluation of students' learning styles, we can begin to know how our students begin to develop their skills towards environmental risk management. </span></em></p>

scholarly journals Linking learning styles and learning on mobile Facebook

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Yu-ching Chen
Keyword(s):  
Learning Styles ◽  
Social Networking ◽  
Learning Outcomes ◽  
Learning Style ◽  
Social Networking Sites ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Font Size ◽  
And Gender ◽  
Better Than

<p style="margin: 0cm 0cm 12pt; text-align: justify; line-height: 15pt; -ms-text-justify: inter-ideograph;"><span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: Georgia;" lang="EN-US"><span style="font-size: small;">With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.</span></span></p>

Experiential Learning and Learning Styles

2010 ◽  
Author(s):  
Eric Cox
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Experience ◽  
Internal Validity ◽  
Validity And Reliability ◽  
Starting Point ◽  
Democracy And Education

The intellectual foundation of modern experiential learning theory owes much of its roots to John Dewey’s educational philosophy. In his seminal 1916 work, Democracy and Education: An Introduction to the Philosophy of Education, Dewey argued that human knowledge and education are rooted in inquiry, which in turn is rooted in human experience. His ideas, along with those of Jean Piaget, formed the basis of D. A. Kolb’s 1984 book Experiential Learning: Experience as the Source of Learning and Development. Kolb’s theory of learning, which he formulated to better understand student learning styles, became the starting point for the debate on the use of experiential learning. Kolb introduced a four-stage cycle to explain learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. His framework has been adopted to investigate how learning occurs inside the classroom. However, numerous criticisms have been leveled against Kolb’s learning styles approach. One type of criticism focuses on the importance of learning style on student learning, and another focuses on the construct validity, internal validity, and reliability of Kolb’s Learning Style Inventory (LSI). There are several avenues for improving the use of experiential learning techniques, such as the integration of service-learning into the classroom and an institutional commitment to designing a complete curriculum.

scholarly journals Using Learning Styles for Creating and Personalizing Educational Content in Ubiquitous Learning Environments

2020 ◽  
Vol 28 ◽  
pp. 133-149
Author(s):  
Rafael D. Araújo ◽  
Taffarel Brant-Ribeiro ◽  
Hiran N. M. Ferreira ◽  
Fabiano A. Dorça ◽  
Renan G. Cattelan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Objects ◽  
Ubiquitous Learning ◽  
Educational Content ◽  
Multimedia Authoring ◽  
Proposed Model ◽  
Different Types ◽  
Teaching Learning

The fact that people behave and learn in a different pace requires individual differences to be properly considered in the teaching/learning process. Among several cognitive theories that could be used for this purpose, a promising one is to explore the use of students' learning styles (LSs), with several research studies indicating that their use has positive impacts on learning outcomes. At the same time, Ubiquitous Learning Environments (ULEs) have the potential to make the multimedia authoring of Learning Objects (LOs) an automated process, resulting on even larger educational content repositories and increasing the need for more adequate presentation strategies to students. This article presents an approach for creating and personalizing LOs through a probabilistic proposal of the Felder and Silverman Learning Styles Model. A prototype of the proposed model was integrated into a ubiquitous educational platform and experimented in real settings. Results indicate the existence of correlations between different types of interactions carried out by students and their respective LSs.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR LOMPAT JAUH GAYA MELENTING MENGGUNAKAN GAYA MENGAJAR INKLUSI

PHEDHERAL ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 45
Author(s):  
Tomy Priya Dinata ◽  
Waluyo Waluyo
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Research Subjects ◽  
Long Jump ◽  
Qualitative Descriptive ◽  
Using Data ◽  
Teaching Learning ◽  
Academic Year

<p>The purpose of this study is To Improve Results Long Jump learning styles bouncy Students Grade XI IPA 3 SMA Negeri 1 Kartasura Academic Year 2017/2018.<br />This research is a classroom action research are conducted in two cycles, with each cycle consisting of 2 meetings. The research subjects were the students grade XI 3 totaling 37 learners, Source of data derived from learners, teachers, and researchers. Data collection techniques are observation, interviews, documentation or archives are photographs. The validity of the data using data triangulation technique. Data were collected at each observation of the implementation cycle by qualitative descriptive analysis, using techniques percentage to view trends in learning activities.<br />Based on the analysis in chapter IV obtained pre-cycle improvement occurring in the first cycle to and from the first cycle to the second cycle, In the long jump pre-cycle learning outcomes bouncy style on the criteria enough 27.02%, approximately 35.14%, and 37.84% less once the number of learners who pass are 10 learners. In the first cycle of learning outcomes long jump bouncy style in the good category of 13.51%, just 43.24%, 27.03% less, and less once 16.22%, the number of learners who completed 21 learners with a percentage of 56.76%. While on the second cycle of learning outcomes long jump bouncy style in the very good category for 5.41%, good 32.43%, 45.95% enough, lacking 13.51%, and less so 2.70%, The number of learners who complete and pass are 31 learners, of a total of 37 pesra students with a percentage of 83.78%. The increase occurred in the first cycle and the second cycle. Learning outcomes long jump bouncy style has reached the target to be achieved in the second cycle even exceeding the target.<br />From the analysis of the above data it can be concluded thatusing a modification of inclusion style of teaching learning media can improve learning outcomes long jump on the bouncy style of learners in class XI IPA 3 SMA Negeri 1 Kartasura year 2017/2018 Teachings.</p>

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 Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game

2020 ◽  
pp. 105256292095197
Author(s):  
Noushan Memar ◽  
Angelina Sundström ◽  
Toon Larsson
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Business Students ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Learning Approaches ◽  
Business Courses ◽  
Educational Backgrounds ◽  
Questionnaire Surveys ◽  
Teaching Learning

Researchers claim that experiential learning approaches (e.g., gamification) are well-suited to management and entrepreneurship education. However, this research has been conducted mostly in small classroom settings. With the increases in the number of university business students, many business courses have also increased in size. The large classroom setting introduces new pedagogic concerns, in particular regarding the complexity of the teaching–learning environment, as a result of students having diverse educational backgrounds, skills, and learning styles. This article explores this concern in its investigation of the ways in which business higher education can prompt various business behaviors among students in large classrooms.By utilizing the gamification of concepts, we created an experiential learning exercise—the Strategic Business Game. Questionnaire surveys conducted with the 126 university students enrolled into two majors during the game reveal that this educational learning experience prompts the students’ causation and effectuation behaviors. In this educational learning experience, the complexity of the large classroom is seen as an advantage and gives the educators an opportunity to increase the quality of the student interaction. Furthermore, this study emphasizes the appropriateness of experiential learning through gamification on individuals’ business behaviors as revealed in large classes in management and entrepreneurship education.

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>

PENERAPAN MODEL QUANTUM TEACHING UNTUK MENINGKATKAN HASIL BELAJAR PKn SISWA KELAS IV SD NEGERI 19 BALIK ALAM KECAMATAN MANDAU

2017 ◽  
Vol 6 (2) ◽  
pp. 461
Author(s):  
Eltrizar Eltrizar
Keyword(s):  
Learning Outcomes ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Teaching Model ◽  
Percentage Increase ◽  
Average Percentage ◽  
Average Grade ◽  
Fourth Grade Students ◽  
Teaching Learning

The problem in this research is the low of Civics learning outcomes in fourth grade (IV) SD Negeri 19 Balik Alam, this can be seen from the average grade, that is 66,23 (with KKM 70). The purpose of this study is to improve the results of learning Civics fourth grade students SD Negeri 19 Balik Alam with the application of quantum teaching learning model. This research is a class action research (PTK) with 2 cycles. Based on data analysis of research results after applying quantum teaching model, the average percentage of teacher activity in cycle I 66.66% increased to 85.4% in cycle II. The average percentage of student activity also increased by 56.25% in the first cycle increased to 87.49% in cycle II. Student learning outcomes on the basic score with the average class 66,23 and in the first cycle has increased with the average grade grade 71.11 with the percentage increase in learning outcomes 8.87% and the percentage of students who complete 73.07%, and on the second cycle increased again with the average class of 77.60 with the percentage increase in learning outcomes 17.16% and the percentage of students who complete 84.61%. The results of this study showed that the application of quantum teaching model can improve the learning outcomes of fourth grade students of SD Negeri 19 Balik Alam.

PEGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BELAJAR KOGNITIF TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

Akademika ◽  
2017 ◽  
Vol 6 (02) ◽  
pp. 61-70
Author(s):  
Nursanita Nasution ◽  
Acep Nurulah
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Boarding School ◽  
Experimental Comparison ◽  
Eighth Grade ◽  
Learning Models ◽  
Eighth Grade Students

This study aims to determine the effect of cooperative learning models and studentlearning styles on the results of learning Social Sciences. Conventional learning models thatrely on reading books, multiplying practice exercises, teacher explanations in the classroom,students are expected to be more diligent in practicing questions suspected of influencingsocial studies learning outcomes. Conventional models are considered to be less than optimal,because basically students will easily feel bored because they have to open sheets per sheetby understanding the contents of the book and listening to the teacher's explanation in frontof the class verbally.This study uses an experimental comparison method containing activities planned and carriedout by researchers, 2x2 factorial design in this study to find out whether there are differencesin social studies learning outcomes between students who obtain learning with cooperativelearning models and students who obtain conventional learning. The population in this studywere all eighth grade students of Al-Kamil Middle School Islamic Boarding School in CianjurRegency, West Java. Affordable population there are eighth grade students of Al-KamilMiddle School Islamic Boarding School District. Cianjur numbered 120 students. The resultsof this study indicate that there is an interaction effect between learning models and learningstyles on the results of social studies learning at Al-Kamil Middle School Islamic BoardingSchool. Learning outcomes of students who have independent learning styles and followcooperative learning models are higher than students' learning outcomes that followconventional learning models. Likewise the learning outcomes of students who havedependent learning styles and follow cooperative learning models are higher than students'learning outcomes that follow conventional learning models

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