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Anggreni, Anggreni. "Experential Learning (Pembelajaran Berbasis Mengalami)." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (March 4, 2020): 186. http://dx.doi.org/10.30736/atl.v1i2.86.
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Learning is the process of changing individual behavior as a result of interaction with the environment. It is a system consisting of components interacting with ano another to achieve the goals of teaching that has already been predetermined. One of the learning model that is often used in learning theory is experiential learning (experience-based) learning. Experiential learning was first introduced by David A. Kolb. Experiential learning is an effort to achieve the goals based on experiences that are constantly changing in order to improve the effectiveness of the learning outcomes themselves. The purpose of this experiential learning model is to influence students in three ways, namely: (a) changing student cognitive structure, (b) changing student attitudes, (c) extending existing student skills. Learning procedure in the experiential learning consists of 4 stages: (a) concrete experience, (b) reflection observation, (c) conceptualization / reflection observation, (d) active experimentation. David Kolb divides one's learning style into four categories: diverger, assimilator, converter and accomodator. Experiential learning is organized and implemented by focusing more on the things that are owned by students. This principle also relates to experience in performing tasks in the usual ways of learning undertaken by students.Keywords: Learning, experiment learning, learning outcomes
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Enns, Carolyn Zerbe. "Integrating Separate and Connected Knowing: The Experiential Learning Model." Teaching of Psychology 20, no. 1 (February 1993): 7–13. http://dx.doi.org/10.1207/s15328023top2001_2.
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I describe the differences between separate and connected knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and suggest that the experiential learning model (Kolb, 1981, 1984) is a useful framework for integrating traditional, separate knowing and connected, collaborative learning. The strengths of this model and a list of activities and examples associated with various learning positions are identified.
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Katz, Noomi. "Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis." Perceptual and Motor Skills 63, no. 3 (December 1986): 1323–26. http://dx.doi.org/10.2466/pms.1986.63.3.1323.
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The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA procedure, both findings provide construct validity for the inventory and support the generalizability to a different culture of the learning process proposed by Kolb.
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SÖNTGENS, KIRSTEN. "Circling the globe: fostering experiential language learning." ReCALL 13, no. 1 (May 2001): 59–66. http://dx.doi.org/10.1017/s0958344001000611.
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This paper describes a Computer Supported Experiential Learning project at the University of Central England (UCE), for which a bid has been successful to the UK Higher Education Funding Councils’ learning and teaching fund to develop innovative teaching and learning strategies. The project is based upon a well-established curriculum model (Kolb, 1984) which has been adapted by the Learning Methods Unit (LMU) at UCE to include technologies each addressing a particular stage in Kolb’s learning cycle. The model recognises that it is insufficient simply to learn new concepts, just as it is insufficient to have an experience in isolation. The learner must make the link between theory and practice through active experimentation and through reflection on the learning process.
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Kaskowitz, Gary. "Factor Analysis of the Model Constructs Suggested by Kolb's Learning Skills Profile." Perceptual and Motor Skills 80, no. 2 (April 1995): 479–86. http://dx.doi.org/10.2466/pms.1995.80.2.479.
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Data from 236 MBA and middle-level managers who completed Kolb's Learning Skills Profile were analyzed using confirmatory and exploratory factor analyses to assess whether Kolb's model of Experiential Learning Theory could be validated at the performance level. An analysis of the Learning Skills Profile correlation matrix showed that Kolb's proposed four factors could be found although not without significant intercorrelation. The two-factor model suggested by the theory, i.e., Grasping of experience and Transformation of experience, did not appear in a confirmatory analysis. Although some support could be found for the factor loadings suggested by Kolb, an alternative loading scheme was found through exploratory factor analysis, wherein results suggested that other explanations might be found for the underlying latent variables proposed by Kolb.
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Lubis, Effi Aswita, Efendi Napitupulu, and Eko Wahyu Nugrahadi. "PENGEMBANGAN MODUL BERBASIS EXPERIENTIAL LEARNING PADA MATAKULIAH PERENCANAAN PEMBELAJARAN AKUNTANSI." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 7, no. 2 (December 2, 2020): 146. http://dx.doi.org/10.24114/jtikp.v7i2.23242.
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Abstrak: Penelitian ini bertujuan: (1) mengetahui kelayakan modul berbasis Experiential Learning pada matakuliah Perencanaan Pembelajaran Akuntansi; (2) mengetahui keefektifan modul berbasis Experiential Learning matakuliah Perencanaan Pembelajaran Akuntansi. Hasil penelitian menunjukkan: Kualitas pelaksanaan pembelajaran pada uji coba terbatas sangat baik dan layak digunakan dalam proses pembelajaran perencanaan pembelajaran akuntansi. Penilaian mahasiswa terhadap Pelaksanaan Pembelajaran menggunakan modul melalui Uji Coba Terbatas layak digunakan dalam proses perencanaan pembelajaran akuntansi. Rata-rata hasil belajar perencanaan pembelajaran pendidikan akuntasi mahasiswa menunjukkan bahwa ada perbedaan yang signifikasi, bahwa yang dibelajarkan dengan menggunakan modul Pembelajaran berbasis Eksperimen Kolb Berbasis lebih tinggi pada hasil pretes, postes dari pada dengan konvensional. Hal ini menunjukkan bahwa model pembelajaran yang dikembangkan mampu meningkatkan hasil belajar mahasiswa dalam pembelajaran perencanaan pembelajaran akuntansi. Kata Kunci: modul, experiential learning, perencanaan pembelajaran akuntansi Abstract: This study aims: (1) to determine the feasibility of a module based on Experiential Learning in Accounting Learning Planning subject; (2) to determine the effectiveness of the Experiential Learning-based module in the Accounting Learning Planning course. The results showed: The quality of the implementation of learning in limited trials is very good and feasible to be used in the learning process of accounting learning planning. Student assessment of the Learning Implementation using modules through Limited Trials is feasible to be used in the accounting learning planning process. The average learning outcomes of students' accounting education learning planning shows that there are significant differences, that what is learned using the Kolb Experiment-based Learning module is higher in the results of the pretest, posttest than conventional. This shows that the learning model developed is able to improve student learning outcomes in accounting learning planning. Keywords: modules, experiential learning, accounting learning planning
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Rosidin, Rosidin. "Optimalisasi Pembelajaran Berbasis Pengalaman (Experiential Learning)." AKADEMIKA 8, no. 2 (December 31, 2014): 151–65. http://dx.doi.org/10.30736/akademika.v8i2.82.
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The mission of Islamic universities to become world-class universities necessitates a serious improvement of the entire element in it. This paper highlights the learning elements as target for urgent improvement required. The problems formulated in this paper are: 1) A normative study as a result of the socalled thematic tarbawi interpretation of the verses of the Qur'an that are relevant to the experience-based learning; 2) A theoretical study discussing one of the experience-based learning models, namely the Kolb's experiential learning (EL); 3) A practical study in the form of ideas that is constructed from normative and theoretical study outcomes with applicable operational measures. The formulation of these problems is qualitatively studied by using library research. The research results are: 1) The stories of prophets (PBUT) and characters in the Qur'an indicate explicitly or implicitly their interaction with experience-based learning; 2) The theory of experience-based learning theories having been tested and are widely applicable is the one of the Kolb's Experiential Learning (EL) that serves three main products, namely (a) the EL Cycle consisting of concrete experience, reflective observation, abstract conceptualization and activeexperimentation; (B) learning strategies that are relevant to the EL Cycle; (C) learning style that is based on EL Cycle, namely divergence, assimilation, convergence and accommodation. 3) The practical study in this research resulted in three recommendations, namely (a) Kolb's EL Cycle-based implementation; (B) Kolb's EL-based learning strategies Kolb; (C) The Facilitation of learning style based on the Kolb's model in learning.
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Yusof, Rohaila, Khoo Yin Yin, Norlia Mat Norwani, Zuriadah Ismail, Anis Suriati Ahmad, and Salniza Salleh. "Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 323–37. http://dx.doi.org/10.26803/ijlter.19.10.18.
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This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model. A quasi - experimental study is implemented to test the effectiveness of an experiential learning model in improving student engagement. Lessons on Business Accounting is structured into an experiential learning cycle and delivered to an experimental group to measure the improvement in students’ engagement. Burch Engagement Model which measures students’ cognitive, emotional, and physical engagement is applied in measuring their engagement level. A pre and post-test design are employed to measure the difference in their engagement level between the control and the experimental group. The respondents of this study are a total of 112 students in Principles of Accounting course. Questionnaires and test sets are the measurement instruments used for data collection. After an eight-week exposure to experiential learning strategy, the post -test score for students’ engagement show an increase in means of the four dimensions of student engagement, with the highest mean in the cognitive in-class engagement, followed by cognitive out-of class, physical and emotional engagement. Improvement in the cognitive score is concluded to be significant across the cognitive levels of Bloom Taxonomy mainly in understanding, application, and analysis. The implications of this study involve improvement of the support system to materialize the experiential learning strategy.
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Ibrahim, Mohd Faisal, Aqilah Baseri Huddin, Fazida Hanim Hashim, Mardina Abdullah, Ashrani Aizzuddin Abd Rahni, Seri Mastura Mustaza, Aini Hussain, and Mohd Hairi Mohd Zaman. "Strengthening programming skills among engineering students through experiential learning based robotics project." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 939. http://dx.doi.org/10.11591/ijere.v9i4.20653.
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This study examined the educational effects in strengthening programming skills among university’s undergraduate engineering students via integration of a robotics project and an experiential learning approach. In this study, a robotics project was conducted to close the gap of students’ difficulty in relating the theoretical concepts of programming and real-world problems. Hence, an experiential learning approach using the Kolb model was proposed to investigate the problem. In this project, students were split into groups whereby they were asked to develop codes for controlling the navigation of a wheeled mobile robot. They were responsible for managing their group’s activities, conducting laboratory tests, producing technical reports and preparing a video presentation. The statistical analysis performed on the students’ summative assessments of a programming course revealed a remarkable improvement in their problem-solving skills and ability to provide programming solutions to a real-world problem.
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Richards, Cameron. "Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework." Journal of Adult and Continuing Education 24, no. 2 (November 2018): 250–71. http://dx.doi.org/10.1177/1477971418808688.
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Many educators interested in notions of ‘learning through or from experience’ are influenced by Kolb’s basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb’s insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers’ concept of informal lifelong education. On this basis, it adapts a ‘lifecycle’ perspective on how the direct or micro ‘here and now’ opportunities for constructive experiential learning ever potentially inform the larger or macro concept of lifelong learning – one also linked to the different formal modes as well as stages of education from schooling for youth through to adult education and later life learning. The paper further links various related lifelong learning challenges of harnessing direct life experience to the larger challenge of a typical knowledge-experience disconnect in modern formal education as well as society. Such a disconnect is exemplified by how lifelong informal learning often seems futile (and a lifetime of experience increasingly meaningless) in the face of the modern ‘work-retirement-death’ narrative still influential in a fast-changing and uncertain world.
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Irhamni, Irhamni, Moh Khasairi, and Mohammad Ahsanuddin. "DEVELOPING NAHWU LEARNING MODEL BASED ON “TRANSLATE SELF-REVIEW” (TSR)." Al-Arabi: Journal of Teaching Arabic as a Foreign Language 4, no. 1 (July 10, 2020): 1. http://dx.doi.org/10.17977/um056v4i1p1-18.
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This article aims to describe the understanding of TSR and its meaning in the context of community language learning and experimental learning. For this reason, literature review and FGD are used as research methods. The TSR model learning method is learning based on translating the mother language into the target language. The TSR learning model has meaning that is relevant to the principles of Charles A. Curran's community language learning model and experiental learning from David Kolb. Artikel ini bertujuan untuk menggambarkan pemahaman Translate Self-Review (TSR) dan maknanya dalam konteks pembelajaran bahasa komunitas dan pembelajaran eksperimental. Untuk alasan ini, tinjauan literatur dan FGD digunakan sebagai metode penelitian. Metode pembelajaran model TSR adalah pembelajaran yang didasarkan pada penerjemahan bahasa ibu ke bahasa target. Model pembelajaran TSR memiliki makna yang relevan dengan prinsip-prinsip model pembelajaran bahasa komunitas Charles A. Curran dan pembelajaran pengalaman (eksperimental) dari David Kolb.
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De Nitto, Carla, Susanna Bianchini, and Maria Teresa Tosi. "Theory, research, clinical practice and training: a virtuous circle through Social Cognitive Transactional Analysis." International Journal of Transactional Analysis Research & Practice 4, no. 1 (January 1, 2013): 59–66. http://dx.doi.org/10.29044/v4i1p59.
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This presentation describes our view of research, strictly linked to clinical practice, in creating theoretical constructs, forming a virtuous circle within our training model, putting together quantitative and qualitative research. We consider our contribution as a meta-level reflection on research.
The Experiential Learning Model of Kolb and Fry (1975) will be used to explain the circular relation between research, theory, clinical practice and training. The authors state that learning, change and growth empower each other through a circular process based on four different aspects: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. We will describe how these elements impact on the different activities that are part of this virtuous circle.
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Havrilla, Emily. "Essentials of Service-Learning for the Community Partner Nurse Leader." POJ Nursing Practice & Research | Volume 1- Issue 3 – 2017 1, no. 3 (August 31, 2017): 1–4. http://dx.doi.org/10.32648/2577-9516/1/3/002.
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Background: Service-learning, congruent with the Kolb Model of Experiential Learning, is an educational strategy that includes instruction, service, and reflection. Through this process students formulate connections between knowledge and service. Service learning courses are developed and implemented through a reciprocal partnership between an academic institution and a community organization. Discussion: Nursing leaders often serve as the community partner contact for a service learning course. The nurse leader has an integral role to fulfill in course development, implementation, and evaluation. The nurse leader needs to be aware of key responsibilities and benefits of the service-learning partnership. Conclusion: Partnership with an academic institution in the implementation of a service-learning course promotes relationships within the community. Through the reciprocal nature of service-learning, agency outcomes may be positively influenced. Keywords: Service-Learning, Community Partnership, Nurse Leader, Nursing, Nursing Education
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Takino, Miyuki. "Becoming BELF users: the learning process of business users of English and its conceptualization." Journal of English as a Lingua Franca 8, no. 2 (November 18, 2019): 235–67. http://dx.doi.org/10.1515/jelf-2019-2020.
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Abstract This paper examines the learning process of users of English as a business lingua franca (BELF) from the users’ own perspective and proposes a working model as a framework to understand this process. The discussion is based on a qualitative analysis of interviews of Japanese business people who have been raised and educated in Japan and have used BELF for professional purposes. The interviews explore the linguistic challenges that they have faced in performing their work in English and how they have dealt with these challenges. The prime focus of the discussion in this paper is how BELF users transformed themselves from “learners of English in the classroom” into “BELF users” during the early stage of their professional career. With this focus, I develop a working model of BELF users’ learning process by taking inspiration from the “Experiential Learning Theory” (Kolb 1984. Experiential learning: experience as the source of learning and development. New Jersey: Prentice Hall). Experiential Learning: Experience as The Source of Learning and Development. New Jersey: Prentice Hall), a widely used theoretical model of the learning process of adults, along with other theories in the field of management. The proposed model of BELF users places “learning from experience” of using English at the centre of the development of their English competence, supplemented by “learning from others” and “learning from studying.” This article concludes with pedagogical implications for professional training and higher education and beyond, as well as theoretical contributions to the understanding of English as a lingua franca (ELF)/BELF. By drawing on the detailed stories of Japanese BELF users, I present a dynamic view of the competence of (B)ELF users by considering the significant changes of their competence over time and space throughout their careers rather than a snapshot of their competence at a particular time.
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Snow, Kathy, Leslie Wardley, Lorrraine Carter, and Pat Maher. "Lived Experiences of Online and Experiential Learning in Four Undergraduate Professional Programs." Collected Essays on Learning and Teaching 12 (June 9, 2019): 79–93. http://dx.doi.org/10.22329/celt.v12i0.5388.
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This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programing, are presented. Using Kolb’s Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning.
Notre article présente les observations et les réflexions de quatre enseignants qui ont mis au point des parcours d’apprentissage expérientiel en ligne pour des étudiants inscrits dans divers programmes professionnels. Nous discutons des difficultés et des possibilités de l’apprentissage expérientiel en ligne par rapport aux attentes des programmes de soins infirmiers, d’éducation et de commerce. De plus, nous présentons la construction et l’élaboration de l’apprentissage en ligne dans un programme de premier cycle universitaire qui conduit à l’élaboration de programmes professionnels. En utilisant le modèle expérientiel de conception de l’apprentissage de Kolb pour structurer la discussion, les enseignants réfléchissent aux réussites dans la mise en œuvre de leurs différentes fonctions de chefs de programme et d’instructeurs. Ils se posent des questions – pour leur propre compte et pour les enseignants – sur la faisabilité de la conception d’apprentissages expérientiels en ligne et se demandent comment cela peut contribuer au perfectionnement de leur pratique professionnelle. Nous nous penchons enfin sur les conséquences de notre étude pour la pratique d’autres éducateurs, au niveau postsecondaire, qui envisagent peut-être l’apprentissage expérientiel en ligne.
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Leonard, D. N. "Table Top SEM Utilization in a High School Nanotechnology Course." Microscopy Today 15, no. 6 (November 2007): 48–53. http://dx.doi.org/10.1017/s1551929500061988.
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A Duke University Talent Identification Program (TIP) nanotechnology course curriculum integrated a Hitachi TM-1000 table top scanning electron microscope (SEM) into the classroom to excite and educate gifted and talented high school students interested in this emerging field of research. Students learned about synthesis, characterization and applications of nanotechnologies to encourage them to begin thinking about why and how properties of matter change at the nanoscale. The syllabus was created to introduce fundamental concepts like introductory quantum mechanics, atomic bonding, allotropes of carbon and applications including nanomedicine, nanoelectronics, nano-textiles, bionanotechnology and nanometals. The classroom environment allowed students to take intellectual risks and the course content was presented through a variety of methods to utilize the Kolb learning model and encompass intellectual, personal, social and practical learning methods. The teaching approaches employed traditional principle based lectures, but also included guest speakers, experiential learning activities and both project or problem based learning laboratories.
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Mouraviev, Nikolai, and Nada K. Kakabadse. "“Rules of engagement”." Journal of Management Development 33, no. 6 (June 9, 2014): 551–63. http://dx.doi.org/10.1108/jmd-04-2014-0028.
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Purpose – The purpose of this paper is to investigate to what extent one can apply experiential learning theory (ELT) to the public-private partnership (PPP) setting in Russia and to draw insights regarding the learning cycle ' s nature. Additionally, the paper assesses whether the PPP case confirms Kolb ' s ELT. Design/methodology/approach – The case study draws upon primary data which the authors collected by interviewing informants including a PPP operator ' s managers, lawyers from Russian law firms and an expert from the National PPP Centre. The authors accomplished data source triangulation in order to ensure a high degree of research validity. Findings – Experiential learning has resulted in a successful and a relatively fast PPP project launch without the concessionary framework. The lessons learned include the need for effective stakeholder engagement; avoiding being stuck in bureaucracy such as collaboration with Federal Ministries and anti-trust agency; avoiding application for government funding as the approval process is tangled and lengthy; attracting strategic private investors; shaping positive public perception of a PPP project; and making continuous efforts in order to effectively mitigate the public acceptance risk. Originality/value – The paper contributes to ELT by incorporating the impact of social environment in the learning model. Additionally, the paper tests the applicability of ELT to learning in the complex organisational setting, i.e., a PPP.
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Doll, William J., and Xiaodong Deng. "Antecedents of Improvisation in IT-Enabled Engineering Work." Journal of Organizational and End User Computing 23, no. 3 (July 2011): 26–47. http://dx.doi.org/10.4018/joeuc.2011070102.
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The success of engineering work depends on the ability of individuals to improvise in response to emerging challenges and opportunities (Kappel & Rubenstein, 1999). Building on experiential learning theory (Eisenhardt & Tabrizi 1995; Kolb, 1984) and improvisation theory (Miner, Bassoff, & Moorman, 2001), this authors argue that information systems facilitate the generation of new product and process design ideas by providing richer feedback, creating shorter learning cycles, and enabling engineers to try a variety of new ideas more easily. An empirical research model of the antecedents of improvisation in IT-enabled engineering work is proposed. This model is examined using a sample of 208 individuals engaged in computer-intensive engineering design work. The multiple regression results suggest that software capability, autonomy, problem solving/decision support usage, system use for work planning, and length of use explain the extent of new product and process ideas that are generated. The practical and theoretical implications of these findings are discussed.
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The, Hery Yanto, and NFN Latifah. "PEMBELAJARAN DENGAN PENGALAMAN LANGSUNG DAN EFIKASI DIRI MAHASISWA DALAM MENULIS KARYA ILMIAH (STUDENTS’ ACADEMIC WRITING SKILLS AND SELF EFFICACY THROUGH EXPERIENTIAL LEARNING)." Metalingua: Jurnal Penelitian Bahasa 16, no. 2 (January 27, 2019): 201. http://dx.doi.org/10.26499/metalingua.v16i2.279.
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Experiential learning is a powerful way to address the learning of academic writing skills. By relecting upon the experience of hands-on writing practices, students acquire new skills and make these skills become the part of their personal development. This mixed-method study describes the STAB Kertarajasa’s students learning of academic writing using experiential learning technique in the Indonesian Language Course. This study also tests the prediction that students’ self-eficacy in writing academic papers changed after they completed the course. Kolb’s theory of experiential learning and Bandura’s theory of self-eficacy are used to provide model for analyzing the indings. This result found that the prediction turns out to be correct, students’ self-eficacy in writing academic papers changed after they completed the course. Students were becoming more conident as they got more experiences and hands-on practices in writing academic papers.AbstrakKeterampilan menulis karya ilmiah dapat dikuasai oleh mahasiswa dengan pembelajaran melalui pengalaman langsung. Dengan melakukan releksi terhadap pengalaman praktik menulis, mahasiswa memperoleh keterampilan baru dan menjadikan keterampilan tersebut sebagai bagian dari perkembangan pribadi mereka. Penelitian dengan pendekatan metode gabungan ini bertujuan untuk (1) mendeskripsikan pendapat mahasiswa STAB Kertarajasa mengenai kegiatan belajar menulis karya ilmiah dengan pengalaman langsung pada mata kuliah bahasa Indonesia dan (2) membuktikan hipotesis adanya perubahan eikasi diri dalam menulis karya ilmiah setelah menempuh kuliah. Konsep Kolb mengenai pembelajaran melalui pengalaman langsung dan konsep Bandura mengenai eikasi diri dijadikan sebagai landasan teori utama untuk menganalisis temuan penelitian. Hasil penelitian menunjukkan bahwa mahasiswa mengalami perubahan eikasi diri setelah menempuh kuliah. Mahasiswa merasa lebih yakin akan kemampuannya dalam menulis karya ilmiah setelah menjalani latihan-latihan melalui pengalaman langsung selama perkuliahan.
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Bergsteiner, Harald, and Gayle C. Avery. "Theoretical Explanation For Success Of Deep-Level-Learning Study Tours." College Teaching Methods & Styles Journal (CTMS) 4, no. 1 (August 3, 2011): 29. http://dx.doi.org/10.19030/ctms.v4i1.5046.
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Study tours can help internationalize curricula and prepare students for global workplaces. We examine benefits of tours providing deep-level learning experiences rather than industrial tourism using five main theoretical frameworks to highlight the diverse learning benefits associated with intensive study tours in particular. Relevant theoretical models are Kolbs Experiential Learning Model, Gregorcs Style Delineator, Felder-Silverman Index of Learning Styles, VARK Questionnaire, and Dunn and Dunns Learning Style Model. Intensive study tours address nearly all the styles and techniques encompassed by these models.
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Zavadska, Galina. "THE TECHNOLOGY OF DEVELOPING HARMONIC HEARING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 530. http://dx.doi.org/10.17770/sie2014vol2.647.
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In Latvia, the development of harmonic hearing takes an important place in the process of training pre-service music teachers, because a music teacher is a conductor of a school choir or a conductor of some other choir collective. The issues relating to the system of properties of harmonic musical hearing have been highlighted in a range of scientific works by different authors (Teplov, 1947; Sloboda, 1988; Petrushin, 1997). However, at present the understanding of the nature and ways of developing harmonic hearing is sometimes quite controversial. This, first of all, can be attributed to the complexity of the interrelations between harmonic hearing and general psychic processes: perception, presentation, reproduction, memory, and thinking. The interconnectedness of general human and specific, individual qualities makes this problem difficult to study. The solution of the problem is made difficult by the fact that a collective teaching at sol-fa classes in a higher education establishment often conflicts with learners’ individual peculiarities and problems of developing their harmonic hearing. Within the frame of the case study the technology of developing harmonic hearing based on the strategy of experiential learning (model by David Kolb, 1984) has been worked out. The presented technology is grounded on individual students’ learning styles and on the author’s model of developing harmonic hearing (Zavadska, 2012b).
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Diken, Fatih, and Nevin Ozdemir. "The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 54–69. http://dx.doi.org/10.31578/jebs.v6i2.231.
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This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model.
Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education
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Sun, Koun-Tem, Chun-Huang Wang, and Ming-Chi Liu. "Stop-motion to foster digital literacy in Elementary School." Comunicar 25, no. 51 (April 1, 2017): 93–103. http://dx.doi.org/10.3916/c51-2017-09.
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Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools. A pesar de que la alfabetización digital en medios se reconoce como una de las competencias esenciales necesarias para vivir en una nueva era de los medios de comunicación, solo acaba de empezar a ganar atención en la educación primaria de Taiwán. Una de las razones es la educación orientada a los exámenes, y como consecuencia, el que se desvíe muy pocos recursos para este aprendizaje informal. La otra razón es que los educadores tienden a pensar en la educación en medios digitales como una serie de operaciones puramente técnicas, lo que podría llevar a los estudiantes de medios digitales a aprender a trabajar sin sentido. Por lo tanto, este estudio diseñó una exhibición de contenidos basada en el modelo de aprendizaje experiencial de Kolb con el fin de enseñar a los estudiantes conceptos de videos stop-motion y técnicas de producción cinematográfica. El experimento diseñado involucró a 247 estudiantes de tercer grado de primaria que fueron agrupados para visitar la exposición experiencial. Los hallazgos sugieren una mejora en los estudiantes de su conocimiento de videos stop-motion. El análisis de los vídeos producidos también muestra que han mejorado su capacidad mediática para representar sus ideas y comunicarse con los demás. A través del análisis de la influencia de la demografía en la prueba de conocimiento, los hallazgos revelan que la exposición experiencial es más efectiva para los estudiantes de primaria femeninos, y que las experiencias anteriores relevantes de los estudiantes no deberían afectar a los conocimientos adquiridos. Teniendo en cuenta estos resultados y observaciones, creemos que la exposición experimental propuesta es una forma prometedora de llevar a cabo la educación en alfabetización digital en las escuelas primarias.
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Cathro, Virginia, Paula O’Kane, and Deb Gilbertson. "Assessing reflection." Education + Training 59, no. 4 (April 10, 2017): 427–42. http://dx.doi.org/10.1108/et-01-2017-0008.
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Purpose The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was interested in how students used RLJs and how educators assessed these RLJs. Design/methodology/approach In total, 31 RLJs, submitted as part of an international communication course involving a global virtual team exercise, were analysed. Thematic analysis was used to identify themes discussed by participants, while content analysis, based upon Kolb’s learning cycle, was used to assess the depth of student reflection. Findings Students appear to have engaged with depth and understanding and were able to articulate their skill level, but there was variance in their reflective ability across different skills. Practical implications An interpretation of Kolb’s (1984) learning cycle as a method to assist educators to assess RLJs is presented. Specifically, educators need to provide more guidance to students to enhance their ability to reflect. The authors suggest that a rubric based on Kolb could fulfil this objective. Originality/value This study responds to the call for more research examining depth of reflection (Lien et al., 2012); it also offers contribution to the variety of models characterising reflective depth (Ash and Clayton, 2009; Chamberlain, 2012; Lien et al., 2012) drawn from experiential learning in the form of written RLJs.
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Fajrin, Anita Megawati, Farid Husin, Anita Deborah Anwar, Johanes Cornelius Mose, Firman Fuad Wirakusumah, and Ishak Nurihsan. "Upaya Meningkatkan Kompetensi Mahasiswa dalam Praktik Asuhan Persalinan melalui Model Pembelajaran Praktik Klinik Kebidanan." Jurnal Pendidikan dan Pelayanan Kebidanan Indonesia 3, no. 1 (July 19, 2017): 13. http://dx.doi.org/10.24198/ijemc.v3i1.62.
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Praktik klinik merupakan bagian penting dari proses pendidikan kebidanan. Sistem praktik klinik kebidanan yang selama ini berjalan masih menuai banyak permasalahan sehingga berdampak pada kompetensi lulusan bidan. Berbagai permasalahan yang ditemui selama praktik klinik tidak mampu diatasi dengan baik, hal ini disebabkan oleh berbagai faktor yang memengaruhi, salah satunya adalah model pembelajaran praktik klinik yang kurang terstuktur yang berdampak pada rendahnya kualitas pengalaman klinik yang dimiliki oleh mahasiswa dan pada akhirnya berdampak pada kompetensi lulusan. Model pembelajaran yang dikembangkan dalam penelitian ini adalah model experiential learning yang dikembangkan oleh Kolb dengan menggunakan metode bedside teaching. Model pembelajaran ini akan memberikan kesempatan pada mahasiswa untuk mendapatkan pengalaman klinik sesuai dengan tahap perkembangannya. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh penerapan model pembelajaran praktik klinik terhadap peningkatan kompetensi mahasiswa dalam memberikan asuhan persalinan. Penelitian ini menggunakan metode kuantitatif dengan rancangan penelitian quasi experimental pre-posttest design with nonequivalent control groups. Subjek penelitian ini adalah mahasiswa D-III Kebidanan yang telah lulus mata kuliah asuhan persalinan. Subjek dibagi menjadi 2 kelompok yaitu kelompok kontrol dan kelompok perlakuan. Kelompok kontrol adalah mahasiswa yang melakukan praktik klinik di RSUD Soreang sejumlah 26 orang, sedangkan kelompok perlakuan adalah mahasiswa yang melakukan praktik di RSUD Majalaya sejumlah 27 orang. Analisis yang digunakan adalah uji T tidak berpasangan, Mann Whitney, Chi-square, dan regresi logistik. Hasil penelitian menunjukkan model pembelajaran meningkatkan kompetensi mahasiswa sebesar 40,7% dengan OR 17,2 (IK 95% 2-146). Simpulan penelitian ini adalah model pembelajaran praktik klinik berpengaruh terhadap peningkatan kompetensi asuhan persalinan mahasiswa.
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Fujimoto, Yuka, and Charmine E.J. Härtel. "Organizational diversity learning framework: going beyond diversity training programs." Personnel Review 46, no. 6 (September 4, 2017): 1120–41. http://dx.doi.org/10.1108/pr-09-2015-0254.
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Purpose To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research. Design/methodology/approach This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research. Findings This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Research limitations/implications The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers. Practical implications This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes. Social implications Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization. Originality/value There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.
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Renaud, Vianna. ""Peer to Peer Employability Coaching and Mentoring; a case study of Bournemouth University in the UK,." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 176–79. http://dx.doi.org/10.32674/jcihe.v11iwinter.1834.
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The purpose of this research is to identify the impact of a peer to peer employability coaching and mentoring initiative within the higher educational context. Whilst peer to peer assisted learning initiatives have been proven to positively impact student learning and the overall Student Experience, such a program with a focus on employability in relation to the mandatory ‘sandwich placement’ component of many UK undergraduate academic programs has not been looked at.
Using a post 92 public institution located in the South West of the UK, a constructivist lens was applied upon a theoretical framework of the works of Kolb and Experiential Learning, Vygotsky and the Zones of Proximal Development, and Whitmore with the GROW Model of Coaching. Volunteer first and final year participants were randomly paired up. Following semi structured interviews with all participants, their feedback was directly used in the session development and guideline notes.
Consisting of four intervention sessions throughout a six month period, the student pairs discussed and explored their ideas and experience with the concept of ‘employability’, particularly linked to the compulsory sandwich placement. Termed as the M-Coach, the final year student role, and the M-Coachee, the first year student role, the engagement was both of a mentoring and coaching perspective. Implementing the GROW Model of Coaching into the sessions
Whilst this project is still in progress, there has been a significant impact observed from both participant groups. The M-Coachees have been the first ones amongst their peers to have a developed social media presence with LinkedIn account, secured summer work experience, and feel more confident about the placement search process. The M-Coaches unanimously felt pride in their ability to coach and mentor their younger peers and gained more perspective from reflecting upon their own personal placement journey which supported their graduate role search.
In conclusion, this project has shown to create a positive impact on the student experience with all completing participants confirming that they would have felt this initiative would have greatly added to their university experience.
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Towns, Marcy Hamby. "Kolb for Chemists: David A. Kolb and Experiential Learning Theory." Journal of Chemical Education 78, no. 8 (August 2001): 1107. http://dx.doi.org/10.1021/ed078p1107.7.
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Kartveit, Kate. "Journalism teaching and experiential learning." Žurnalistikos Tyrimai 2 (January 1, 2009): 34–48. http://dx.doi.org/10.15388/zt/jr.2009.2.72.
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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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Hopkins, Richard. "David Kolb's Experiential Learning Machine." Journal of Phenomenological Psychology 24, no. 1 (1993): 46–62. http://dx.doi.org/10.1163/156916293x00035.
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AbstractThis article is a review of David Kolb's program of work on learning styles and experiential learning, which I find to be a problematic instance of psychologism. I argue that Kolb's approach ignores the process nature of experience and that attractive as it may be instrumentally, it ultimately breaks down under the weight of its structuralist reductions. Kolb attempts to account for experiential learning without a coherent theory of experience, such as might have been found in phenomenology, which he virtually ignores. Thus, Kolb neglects the constitutive effects of the noetic-noemic corelationship and the intentional reality of the person. I contrast Kolb's formulations with John Dewey's much more resilient conception of "habit" and close with a critical analysis of various ways in which Kolb's learning-style instruments are used for aggressive intervention in people's lives.
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Heath, David, and Catherine Rodman. "Experiential learning for the classroom and beyond." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8b30r.
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This poster will exhibit the benefits of using experiential learning techniques facilitated through The EDGE – The Mason Center for Outdoor Experiential Learning. Theoretical foundations of experiential learning (Dewey, 1925/1998; Itin, 1999; Kolb, 1984) will be highlighted that will contribute to student development and academic growth. Research (Baker, Jensen, & Kolb, 2002) has shown experiential learning to be an effective approach in strengthening class discussions that are essential in innovative and dynamic learning environments. The EDGE is a Mason resource that Faculty can utilize to support foundational learning components such as critical thinking, communication, resource management, and productive relationships as well as provide opportunities for facilitated group reflection. Faculty and Staff will become aware of The EDGE’s offerings as a tool to establish a thriving learning environment and to increase their students’ confidence, competence, capacity and collegiality.
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Menon, Pushpa R. "Experiential Learning: Folklore as a Learning Experience." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 1963–75. http://dx.doi.org/10.15864/ijelts.3202.
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New Education policies are designed keeping in mind the increased significance of acquiring 21st century skills. The system of rote-learning and text-based learning that was introduced by the British in India. is being replaced by new pedagogical skills and teaching methodologies. Learning is now affected through direct or virtual experiences or based on actual hands on activities. This paper intends to study the concept of Experiential Learning as expounded by Kolb. It recommends the various activities that can be used for Experiential Learning. It also throws light on the various parameters of defining and assessing the outcome of an experience. The paper also briefly traces the history of folklore and discusses the potential of folk stories and other tales from the past as an effective medium in Experiential Learning. Stories have the innate ability to keep the learner enthralled and ensure active involvement and reflection of the learner. Besides giving opportunities for developing language and other skills, exposure to folklore can also bring in awareness for environmental, social and gender related issues. Use of folklore can help the learners to weave across continents and culture and to take the experience beyond a classroom.
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Miettinen, Reijo. "Miten kokemuksesta voi oppia?" Aikuiskasvatus 18, no. 2 (May 15, 1998): 84–97. http://dx.doi.org/10.33336/aik.92491.
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Artikkelissa käsitellään sitä, miten David Kolb perustelee teoksessaan Experiential Learning kokemusoppimisen malliaan, mitä hän esittää John Deweyn siitä sanoneen, sekä verrataan tätä esitystä Dewey-tutkijoiden tulkintaan kokemuksen ja reflektiivisen ajattelun luonteesta Deweyn filosofiassa.
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Verna, Ida. "Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”." International Business Research 13, no. 11 (October 23, 2020): 77. http://dx.doi.org/10.5539/ibr.v13n11p77.
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This work aims to investigate the effect of a holistic approach to teaching on both the educator’s learning and teaching styles and on student performance. To this end, an experimental holistic approach was adopted, L’Ascolto®, which uses the Deming PDCA cycle for the design (Plan), management (Do), evaluation (Check) and improvement (Act) of teaching processes. The aim is to encourage educators to “train” their flexibility in learning by following the Kolb Experiential Learning Cycle. The paper is presented as an original study aimed at empirically examining the effects of an experimental holistic approach (L’Ascolto®) on the educator’s experiential learning process in a university accounting course. On one hand, the results show positive student performance, while, on the other, the positive effects of the educator’s experiential learning emerge, as evidenced by the different teaching styles adopted during the course (flexibility).
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Hayati, Riza Sativani. "Pendidikan lingkungan berbasis experiential learning untuk meningkatkan literasi lingkungan." Humanika 20, no. 1 (November 10, 2020): 63–82. http://dx.doi.org/10.21831/hum.v20i1.29039.
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Damage to the ecosystem and decline in the amount of biodiversity continues. Ecosystem damage due to human activities has become a global problem. This destructive activity reflects the low of the community’s environmental literacy. Environmental education can be a solution to improve community’s environmental literacy. The objectives of environmental education are (1) awareness; (2) knowledge; (3) attitude; (4) skills; and (5) participation. One effective method in environmental education is based on experiential learning. This article aims to explain the concept of environmental education based on experiential learning which can be an alternative integration of environmental education in schools. This article discusses the urgency of environmental literacy, how environmental education can improve environmental literacy, and detailed concepts of how to implement environmental education based on experiential learning in schools. Experiential learning-based environmental education means instilling Kolb’s learning cycle in learning and environmental education programs. The Kolb cycle consists of: (1) Concrete Experience; (2) Observation and Reflection; (3) Forming Abstract Concept; (4) Testing in New Situation. Experiential learning based environmental education will provide provisions for students to be able to design pro-environment actions or participate in providing solutions to environmental problems.
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Feng, Chen-Yu (Crystal), Wei Song, David D. Schein, and Paul Clark. "Evaluating Experiential Learning Approaches for Asian Students at North American Universities." International Education Studies 14, no. 10 (September 8, 2021): 14. http://dx.doi.org/10.5539/ies.v14n10p14.
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In recent years, experiential learning modality has become an integral part of business education in international programs. Although extensive research has been conducted in the experimental learning arena, the research regarding international students, especially the rapidly growing number of Asian students, with a significant percentage from China, is still limited. This study utilized a mixed-methods design using Kolb Experiential Learning Theory (ELT) to investigate the preferred experiential learning (EL) pedagogical practices for Asian students while studying at North American universities. This study revealed that students with a positive attitude toward EL could fundamentally strengthen their learning outcomes. In contrast, well-balanced learning styles should be emphasized instead of ranking the priority of learning preferences or taking only one learning approach. The limitations of the study and the future direction of related research are also presented.
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Manolis, Chris, David J. Burns, Rashmi Assudani, and Ravi Chinta. "Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory." Learning and Individual Differences 23 (February 2013): 44–52. http://dx.doi.org/10.1016/j.lindif.2012.10.009.
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Cho, Eunjoo, Kathleen R. Smith, and Stephanie K. Hubert. "Delivering Experiential Learning Through Virtual Study Tour and Alternative Internship Options During a Pandemic." Journal of Family & Consumer Sciences 113, no. 2 (April 1, 2021): 14–20. http://dx.doi.org/10.14307/jfcs113.2.14.
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The unprecedented impact of COVID-19 recreated our learning environment. With nearly all institutions shifting to remote teaching during the outbreak, our program was quickly tasked to transition to online instruction for two experiential courses: The May intersession New York study tour for undergraduate students and the summer internship program for graduating seniors whose internships were cancelled or could not be secured due to the pandemic. We integrated experiential learning through appointment journaling in the May intersession New York study tour and through weekly activity reports in the virtual alternative summer internship. Throughout the entire process and in logical sequence, students in both courses were able to engage in the experiential learning cycle developed by Kolb (1984). These modifications successfully connected students to fashion companies and exploratory career experiences.
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Compton, David A., and Cynthia M. Compton. "Progression of Cohort Learning Style During an Intensive Education Program." Adult Learning 28, no. 1 (July 25, 2016): 27–34. http://dx.doi.org/10.1177/1045159516634044.
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The authors describe an intensive graduate program involving compressed classroom preparation followed by a period of experiential activities designed to reinforce and enhance the knowledge base. Beginning with a brief review of the andragogical issues, they describe methods undertaken to track learning styles via the Kolb Learning Styles Inventory (Version 3.1) among a cohort from matriculation to 2 months post-graduation when the individuals were in practice. Finally, the outcome of the study and potential implications of each finding are described.
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Kihm, Holly S., and Jayetta Slawson. "Performance-Based Learning: A Case Study in Experiential Education." Journal of Family & Consumer Sciences 112, no. 2 (June 1, 2020): 65–71. http://dx.doi.org/10.14307/jfcs112.2.65.
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Experiential education is a highly prized and effective interdisciplinary methodology to supplement classroom instruction and to improve student learning. Experiential theories have a wide reach, traceable to Aristotle, Plato, and Socrates. John Dewey's pivotal work Experience and Education, first published in 1938, is canonical in academic scholarship and has been expanded on throughout the 20 th century, most notably by Kolb's scholarship spanning the 1980s to present day (Dewey, 1938). David Kolb's four-stage learning cycle is still used across disciplines in scholar's conversations on useful methods for helping students grasp complex academic content and experience transformative learning opportunities (Kolb, 2015). Four senior-level projects carried out in a special topics course in Family and Consumer Sciences at Southeastern Louisiana University provided students with an opportunity to rehearse the research skills they will need after graduation. These experiential learning projects focused on the obesity epidemic in the United States; they had a significant impact on student learning, not only for professional preparation, but also for emphasizing a topic of social significance.
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Gapari, Muhamad Zaril. "Efektivitas Model Pembelajaran Kolb dalam Meningkatkan Hasil Belajar Siswa IPS Kelas XI MA Mu’allimin NW Pancor." ISLAMIKA 3, no. 1 (January 31, 2021): 108–22. http://dx.doi.org/10.36088/islamika.v3i1.1021.
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Learning economics is not enough to memorize the material alone, but also need to learn to solve problems on your own in everyday life. This can be achieved if the Kolb model learning is applied in classroom learning activities because Kolb learning can stimulate students' thinking higher in problem-oriented situations. Kolb learning provides opportunities for students to be able to develop observations in solving problems in everyday life. This technique can provoke an independent personality. From this fact, researchers are interested in conducting studies on the application of Kolb's learning model to the ability to solve economic problems of class XI MA students. NW Pancor. This study aims to determine the effectiveness of using the Kolb learning model on learning outcomes (IPS) Economics of class XI students on the accounting information system material of MA. Mu'allimin NW Pancor. The method used in this research is the experimental method. The research design used is by using a Quasi experimental design. The population in this study were all students of class XI MA. Mu'allimin NW Pancor, which consists of 2 classes, namely class XI. IPS.I and XI. IPS. 2. Class XI. IPS.I as the control class and XI. IPS.2 as an experimental class. While the data analysis technique uses the T test. After the data analysis was carried out, the price of tcount = 13.18 and ttable = 2.0042 at the 5% significance level with dk = 56. Because tcount> ttable (13.18> 2.0042) then H0 was rejected and Ha was accepted, which means that learning using the Kolb model is more effective than conventional learning models . Based on the results of testing the hypothesis above, it can be concluded that the use of the Kolb model is effective in improving student learning outcomes in class XI. in MA. Mu'allimin NW Pancor.
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Ariani, Diana. "Model Blended Learning Dengan Menerapkan Experiential Learning." Jurnal Pembelajaran Inovatif 1, no. 2 (August 21, 2018): 8–15. http://dx.doi.org/10.21009/jpi.012.02.
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Artikel ini berisi ulasan model pembelajaran Blended Learning yang dirancang khusus dengan menerapkan Experiential Learning. Model yang diulas adalah Model APKL merupakan model yang diperuntukan untuk mengembangkan blended learning dengan menerapkan experiential learning. APKL itu sendiri merupakan akronim dari Analisis, Pilih, kembangkan dan Lakukan. Mengapa model ini memfokuskan pada blended learning dan tidak pada model online learning, karena dengan Blended Learning dapat memberikan pengalaman belajar secara tatap muka dikombinasikan dengan berbagai modalitas pembelajaran dan konteks aplikasi berbasis teknologi.
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Budde, Antje, and Sebastian Samur. "Making Knowledge/Playing Culture." Theatre Research in Canada 40, no. 1-2 (March 20, 2020): 83–101. http://dx.doi.org/10.7202/1068259ar.
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(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.
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McBurnett, Lauren R., Margaret M. Hinrichs, Thomas P. Seager, and Susan Spierre Clark. "Simulation Gaming Can Strengthen Experiential Education in Complex Infrastructure Systems." Simulation & Gaming 49, no. 6 (May 6, 2018): 620–41. http://dx.doi.org/10.1177/1046878118767729.
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Background Despite federal directives to strengthen the resilience of critical infrastructure systems, existing education programs have not kept pace with ambitious policy goals. As post-war infrastructure ages, it is increasingly necessary for graduates to master systems thinking to understand the complex and interdependent nature of infrastructure. Whereas in traditional physical science and engineering courses, learning would take place in laboratory exercises, the scale and criticality of infrastructure present obstacles to experimental and experiential learning activities. Aim This article describes the experience of an educational simulation game, called the LA Water Game, to teach management of ageing water infrastructure as a complex socio-technical system. Method A total of over 200 participants in 16 workshops completed an introductory lecture, experimental scenario development, experiential game play, and participated in reflective group discussion. Qualitative data was collected during game play and debriefing interviews and was used to assess participant learning outcomes. Results Participant feedback affirmed that simulation gaming can reinforce the experimental, experiential, and reflective phases of the Kolb Learning Cycle. Subjects displayed cognitive and affective engagement, intrinsic motivation, and often reported improved understanding of complex systems attributes, including interdependencies, feedback loops, nonlinearity, and stochasticity.
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Glendon, Kellie, and Deborah L. Ulrich. "Unfolding Cases: An Experiential Learning Model." Nurse Educator 22, no. 4 (July 1997): 15–18. http://dx.doi.org/10.1097/00006223-199707000-00009.
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Dean, Robert L., and Jerry W. Giliey. "A production model for experiential learning." Performance + Instruction 25, no. 3 (April 1986): 26–31. http://dx.doi.org/10.1002/pfi.4150250309.
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Alvarez, Antonio G., and James J. Welsh. "Adventure: A Model of Experiential Learning." Children & Schools 13, no. 1 (October 1990): 49–57. http://dx.doi.org/10.1093/cs/13.1.49.
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Gemmell, Robert M. "Learning styles of entrepreneurs in knowledge-intensive industries." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 446–64. http://dx.doi.org/10.1108/ijebr-12-2015-0307.
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Purpose The purpose of this paper is to explore whether there is a prevalent entrepreneurial learning style trait associated with successful knowledge industry entrepreneurial practice. Design/methodology/approach The paper reviews prior entrepreneurship studies utilizing experiential learning theory and examines the learning style preferences of 168 knowledge industry entrepreneurs to deduce a hypothesized entrepreneurial learning style. The entrepreneur participants’ Kolb Learning Style Inventory scores are modeled to explore causal links to individual and firm level entrepreneurial success. Findings Preference for the Kolb Active Experimentation (AE) learning mode over Reflective Observation (RO) predicts adoption of a key entrepreneurial innovation behavior and significant entrepreneurial performance benefits. In contrast to published theories, the RO learning mode exhibits surprising negative effects on entrepreneurial performance. Data analysis also reveals that 90 percent of sampled co-founder/partners had at least one partner with the hypothesized entrepreneurial style. Research limitations/implications The study fills a major research gap in entrepreneurial learning literature by identifying learning style traits associated with entrepreneurial success. The study findings can also be used by educators, practitioners and investors to help identify, appraise and develop entrepreneurial talent. Originality/value The study provides novel insights into the learning styles of practicing technology entrepreneurs by establishing a significant preference within this community for the AE and Concrete Experience learning modes. The study illustrates the negative effects of the RO learning mode which has previously linked to successful entrepreneurial practice.
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Leggett, Nicole. "A Fish Out Of Water: Developing Intercultural Understanding Of Students In Higher Education." Australian Journal of Teacher Education 45, no. 12 (December 2019): 43–56. http://dx.doi.org/10.14221/ajte.202v45n12.3.
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Experiential learning is a critical, dynamic and powerful element of learning in Higher Education. Often named international and domestic study trips or study tours, this educational strategy has the potential to transform the lives of students through engagement with another community or culture. This qualitative study explored the effects of experiential learning during a two-week study tour to Italy, involving two groups of students from an Australian University during 2017 and 2018. Students enrolled in the Bachelor of Education (Early Childhood/Primary) degree, who were in their third year of studies, could enrol in the elective course entitled ‘Intercultural Understandings’ which offered four international destinations. The aim of this study tour was to immerse students in the social-cultural facets of life in Italy as well as gain first-hand experience from educators in early childhood centres in Reggio Emilia. Dewey’s (1938) philosophy of education that enabled the learner to not only learn from teachers and texts, but to learn through experience, underpins this study. In addition, a conceptual framework offered by Kolb (2014) provides a tool for analysing and demonstrating the potential of incorporating experiential learning through higher education. Findings from this study, revealing both intentional and incidental learning, support the philosophy that education is to not only educate the mind, but to develop more complex types of intellectual development necessary for effective citizenship.
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Lattacher, Wolfgang, and Malgorzata Anna Wdowiak. "Entrepreneurial learning from failure. A systematic review." International Journal of Entrepreneurial Behavior & Research 26, no. 5 (July 7, 2020): 1093–131. http://dx.doi.org/10.1108/ijebr-02-2019-0085.
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PurposeFailure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.Design/methodology/approachThis systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.FindingsThe literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.Originality/valueThis review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.