scholarly journals Performance, Preference, and Perception in Experiential Learning Assessment

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Jay R Wilson ◽  
Thomas T Yates ◽  
Kendra Purton
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Experience ◽  
Teaching Style ◽  
Assessment Method ◽  
Learning Assessment ◽  
Learning Methods ◽  
Individual Assessment

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods. Une étude pilote a été réalisée afin d’explorer les préférences, la performance et les perceptions des étudiants concernant l’évaluation de l’apprentissage par l’expérience à la suite d’un enseignement par l’expérience. Une expérience d’apprentissage, faisant appel à un enseignement semi-dirigé et à des méthodes d’apprentissage par l’expérience, a été offerte à 13 étudiants bénévoles qui ont ensuite été évalués par le biais d’une étude de cas, d’une présentation, d’un journal et d’un essai, représentant à la fois l’évaluation de groupe et l’évaluation individuelle. La performance des étudiants en ce qui concerne leur compréhension et leur participation a été comparée à leurs perceptions et à leurs préférences. La performance des étudiants indique que bien que le journal (évaluation individuelle) semble être le meilleur moyen pour les étudiants d’exprimer leur compréhension, c’est ce qui les faisaient participer le moins. L’étude de cas et les présentations (évaluation de groupe) étaient ce que les étudiants avaient en général préféré et que les étudiants considéraient comme les meilleurs formes d’évaluation, et ce pour plusieurs raisons (utile, bénéfique, engageant, stimulant, etc.). Il est possible que la nature collaboratrice des évaluations de groupe corresponde au style d’enseignement, ce qui suggère que le moyen employé pour l’évaluation devrait suivre un format semblable à l’expérience d’apprentissage dans les cours où l’on emploie des méthodes d’enseignement par l’expérience. L’essai en tant que forme traditionnelle d’évaluation a été apprécié pour sa structure et parce qu’il pouvait refléter la familiarité des étudiants avec ce type d’évaluation, mais il a été moins apprécié en général du fait qu’il s’agissait d’un exercice individuel. Chaque méthode d’évaluation employée dans cette étude pilote a présenté une certaine valeur, bien que sous différentes formes, et ces résultats indiquent qu’il est utile d’évaluer à la fois de façon authentique et par un mélange de méthodes.

Experiential Learning in Sport Sales: Student Perceptions of Sport Sales Expectations, Skills and Preparation

2010 ◽  
Vol 4 (1) ◽  
pp. 49-59 ◽  
Author(s):  
David A. Pierce ◽  
Jeffrey C. Petersen
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Sport Management ◽  
Learning Experience ◽  
Program Completion ◽  
Learning Assessment ◽  
Realistic Job Preview ◽  
Post Test ◽  
Assessment Of Student Learning ◽  
Management Curriculum

Experiential learning within sport sales is a growing component of the sport management curriculum. Assessment of student learning outcomes within these experiences is important in quantifying the effectiveness of the learning experience. This study utilized a survey to examine the change in students’ perceptions of sport sales as a result of completing an experiential, client-based sport sales program. The methodology included development and analysis of a survey instrument and application of that survey with enrolled and non-enrolled groups with pre- and post-test experiential learning assessment. Student expectations of a career in sport sales significantly decreased after program completion (t(56) = 2.33, p < .05), while their perception of skill level and preparation for a sport sales employment did not significantly change for the experimental group. These findings relate this learning experience to a realistic job preview for the students, which typically decrease an individual’s expectations toward a particular job (Premack & Wanous, 1985).

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

A Case Study on Hosting an Event as an Experiential Learning Experience for Event Education

2015 ◽  
Vol 15 (4) ◽  
pp. 345-361 ◽  
Author(s):  
Weng Si Clara Lei ◽  
Cindia Ching Chi Lam ◽  
Fernando Lourenço
Keyword(s):  
Experiential Learning ◽  
Learning Experience

scholarly journals Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice

2005 ◽  
Vol 2 (2) ◽  
pp. 17-27
Author(s):  
Jo Barraket ◽  
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Social Research ◽  
Learning Experience ◽  
Case Study Analysis ◽  
Teaching Problem ◽  
Case Study Teaching ◽  
Positive Effect

This article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centred teaching methods in a masters-level social research methods subject. The introduction of a range of specific techniques, including case study teaching, problem based learning, groupwork, role-play and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. However, the analysis also found that students continued to place value on more formal teaching methods, and that the value of student-centred techniques in this case rested in the way in which they were integrated with more didactic teaching practice.

scholarly journals Dansk på stedet - skitse til en omgivelsesforankret læringsmetode

2012 ◽  
Vol 7 (13) ◽  
pp. 27-40
Author(s):  
Line Hjorth Christensen
Keyword(s):  
Active Learning ◽  
Experiential Learning ◽  
Learning Theories ◽  
Academic Learning ◽  
Learning Material ◽  
Learning Methods ◽  
Learning Space ◽  
Cultural Event ◽  
And Linguistics

Ud fra en konkret undervisnings- og udstillingscase på Københavns Universitet Amager undersøger artiklen, hvordan det nære fysiske miljø på uddannelsesstedet kan indgå som ressource i en konkret danskfaglig læringssammenhæng. Der tages afsæt i det forhold, at de fysiske omgivelser er et undervurderet aspekt i læringssammenhænge og i en forståelse af, at kunsten bevæger sig frit på tværs af forskellige medier, hvor litteratur og sprog altid er i dialog med andre bevidst formgivne udtryk af ikke-sproglig karakter. Der redegøres for den konkrete case, for kursets og den specifikke øvelses faglige mål, såvel de museologisk danskfaglige som de fagdidaktiske samt for de teoretiske inspirationer og overvejelser, der ligger til grund for at arbejde med udstillingsmediet i danskundervisningen. På den baggrund redegøres der for de studerendes reaktioner på lyrikprojektet i forhold til fagfaglige og didaktiske mål; afslutningsvist opsummerer artiklen med sigte på metodens relevans for danskundervisningen og på humaniora.The article explores how physical and professional surroundings within a university frame can work as an active learning space and learning ”material” in relation to an MA course in museology. The course took place in 2009 at Dept. of Scandinavian Studies and Linguistics, University of Copenhagen, part of the course being coordinated in relation to the cultural event Kulturnatten (Copenhagen Cultural Night).  Based on a specific case study of a curatorial exercise, that of installing a poetry exhibition and authoring an exhibition catalogue, the survey sets out to illuminate learning potentials held within combined tactile and textual mediating processes. In particular interacting with text and objects, turning curatorial strategies into didactic processes and working product orientated with a view to an actual audience is being stressed as a way of expanding traditional academic learning methods. The article draws on aesthetic, experiential learning theories, and museology, stating the necessity of joining what David A. Kolb has described as “the simple perception of experience’ with students” reciprocal action and independent positioning.

scholarly journals The Impact of Multimedia in Course Design on Students’ Performance and Online Learning Experience: A Pilot Study of an Introductory Educational Computing Course

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Torria Davis ◽  
Thomas V. Frederick
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Educational Computing ◽  
Performance Gap ◽  
Quality Matters ◽  
Internal Review ◽  
The Impact

The creation of multimedia assets for online courses is a time intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students totaling 142 were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed, as evidence through end-of-course total points. This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to this lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper. 

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

Students’ Feedback

2011 ◽  
Vol 1 (1) ◽  
pp. 58-65 ◽  
Author(s):  
Chenicheri Sid Nair
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Student Evaluations ◽  
Quality System ◽  
Teaching Environment ◽  
Learning And Teaching ◽  
The World ◽  
Evaluation Information

The collection of stakeholder feedback has been gradually increasing in universities around the world. The most common practice is the use of surveys to evaluate student perceptions of their units (subjects), courses, programs and overall learning experience. The elements of a good quality system involve not only collecting evaluation information but making improvements based on it. This article gives an overview of the importance of student evaluations, the research supporting such feedback and a case study that illustrates how evaluation and improvement enhance the learning and teaching environment.

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