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Articles de revues sur le sujet « Experiential learning »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 juillet 2025

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1

Lovemore, Nyatanga. "Experiential taxonomy and experiential learning." Nursing Management 9, no. 8 (1989): 24–27. http://dx.doi.org/10.7748/nm.9.8.24.s13.

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Green, Barbara. "Experiential learning." Bible and Critical Theory 3, no. 2 (2007): 19.1–19.13. http://dx.doi.org/10.2104/bc070019.

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Dunn, Doris, and Mark Chaput Saintonge. "Experiential learning." Medical Education 31 (December 1997): 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.

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Jaison, Bala. "Experiential Learning." Journal of Couples Therapy 2, no. 1-2 (1991): 155–63. http://dx.doi.org/10.1300/j036v02n01_11.

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Glaze, William H. "Experiential learning." Environmental Science & Technology 33, no. 21 (1999): 442A. http://dx.doi.org/10.1021/es9930622.

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Watt, Molly. "Experiential learning." ACM SIGCUE Outlook 20, no. 1 (1988): 25–31. http://dx.doi.org/10.1145/382236.382855.

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Welch, Janet L., Pamela R. Jeffries, Brenda L. Lyon, Donna L. Boland, and Jane H. Backer. "Experiential Learning." Nurse Educator 26, no. 5 (2001): 240–43. http://dx.doi.org/10.1097/00006223-200109000-00014.

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Williams-Perez, Kendra, and Larry Keig. "Experiential Learning." Nurse Educator 27, no. 4 (2002): 165–67. http://dx.doi.org/10.1097/00006223-200207000-00007.

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Salimon, Francina. "Experiential Learning." International Journal of Research Publication and Reviews 03, no. 12 (2022): 2363–66. http://dx.doi.org/10.55248/gengpi.2022.31276.

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Some of the most well-known theories include the Experiential Learning theory as per the Kolb's learning cycle. It plays a major role in the development of the modernisation of current education system is transitioning from a traditional to a individual-centered educational process. The goal of this paper is to demonstrate the implications of these principles. The application of the advantages, problems, and procedures of Kolb's cycle are examined.

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Rahmi, Wifqi. "Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 2 (2024): 115–26. http://dx.doi.org/10.62775/edukasia.v5i2.1113.

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The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster

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Suoth, Daniel, and Jerry Wuisang. "STRATEGI PEMBELAJARAN PRODUK KREATIF DAN KEWIRAUSAHAAN MELALUI PENDEKATAN EXPERIENTAL DAN COLLABORATIVE LEARNING." Literacy: Jurnal Pendidikan Ekonomi 5, no. 1s (2024): 111–19. http://dx.doi.org/10.53682/jpeunima.v5i1s.8696.

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ABSTRAK Tujuan penelitian ini untuk merumuskan secara konseptual rancangan prosedur pembelajaran mata pelajaran Produk Kreatif dan Kewirausahaan dengan menggunakan pendekatan experiental dan collaborative learning. Metode penelitian yang digunakan dalam penelitian ini adalah studi literatur menggunakan berbagai sumber seperti artikel, jurnal, dan dokumen lain yang relevan. Penelitian ini menganalis secara konseptual berdasarkan literatur terkait. Temuan hasil penelitian ini menunjukkan bahwa pembelajaran melalui pendekatan experiental dan collaborative learning dapat dilakukan di kelas a

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Utomo, Dedi Budi, Andi Lestari Sitepu, Rachmat Mulyana, and Nurianna Thoha. "Dampak Model Pembelajaran Experiental Learning Terhadap Peningkatan Kompetensi Operator Pembangkit." PINUS: Jurnal Penelitian Inovasi Pembelajaran 5, no. 1 (2019): 1–13. https://doi.org/10.29407/pn.v5i1.13241.

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Tantangan untuk mempersiapkan operator pembangkit listrik dengan cepat, tepat dan efektif dihadapi oleh PT XYZ Services untuk dapat terus tumbuh, berkembang dan berkontribusi dalam Program Penyediaan Tenaga Listrik 35.000 MW sehingga diperlukan model pelatihan yang tepat untuk mencapai tujuan tersebut. Penelitian eksperimen ini bertujuan untuk mengetahui model pelatihan yang lebih tepat untuk digunakan dalam penyiapan operator pembangkit listrik yang kompeten dalam waktu yang lebih singkat antara model pembelajaran Experiental Learning dan model pembelajaran konvensional serta untuk mengetahui

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Laili, Risqi Nur, and Zeni Hafidotun Nisak. "Peningkatan Self-Leadership Siswa Madrasah Ibtidaiyah Melalui Experiential Learning." Journal of Integrated Elementary Education 2, no. 1 (2022): 63–71. http://dx.doi.org/10.21580/jieed.v2i1.10725.

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Penelitian ini membahas bagaimana penerapan experiential learning dalam meningkatkan karakter self leadership siswa Madrasah Ibtidaiyah. Penelitian tindakan kelas model Kemmis dan Mc. Taggart digunakan dengan 3 siklus untuk menerapkan empat tahap experiential learning dalam setiap siklusnya. Pengumpulan data penelitian menggunakan observasi, wawancara, kuesioner, dan tes karakter self leadership. Hasil uji independent simple t-tes siklus I adalah 0,001 dan 0,001, dan siklus II dan siklus III adalah 0,000 dan 0,000 dengan kesimpulan terdapat perbedaan yang signifikan antara hasil tes awal dan t

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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at t

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Rodriguez Carreon, Vivianna, and Penny Vozniak. "Embodied Experiential Learning." Journal of Awareness-Based Systems Change 1, no. 2 (2021): 31–50. http://dx.doi.org/10.47061/jabsc.v1i2.1179.

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This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses t

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Dopplick, Renee. "Experiential cybersecurity learning." ACM Inroads 6, no. 2 (2015): 84. http://dx.doi.org/10.1145/2743024.

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McCormick, Joel G., Stephen Holland, and Lauren R. Szydlo. "Experiential Learning 2.0." SCHOLE: A Journal of Leisure Studies and Recreation Education 25, no. 1 (2010): 74–78. http://dx.doi.org/10.1080/1937156x.2010.11949651.

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Radford, Scott K., David M. Hunt, and Deborah Andrus. "Experiential Learning Projects." Journal of Macromarketing 35, no. 4 (2015): 466–72. http://dx.doi.org/10.1177/0276146715573834.

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Simosko, Susan. "Assessing experiential learning." New Directions for Teaching and Learning 1988, no. 34 (1988): 61–70. http://dx.doi.org/10.1002/tl.37219883407.

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Regan-Smith, Martha G. "Teachers' Experiential Learning about Learning." International Journal of Psychiatry in Medicine 28, no. 1 (1998): 11–20. http://dx.doi.org/10.2190/a1ck-jy52-bk1g-442y.

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Objective: An experiential model of learning suggests that changing a learner's understanding will lead to the learner choosing to change behavior. A workshop was designed for medical educators to examine their understanding of learning in order to change their behavior as teachers. This article describes that workshop which was presented as part of a conference on successful techniques for education of primary care practitioners. Method: Eighteen medical educators participated in the workshop. The educators were instructed to reflect on a recent personal learning experience. Group discussion

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Cowan, John. "Learning to facilitate experiential learning." Studies in Continuing Education 10, no. 1 (1988): 19–29. http://dx.doi.org/10.1080/0158037880100103.

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Ghazali, Norliza, Ahmad Fauzi Mohd Ayub, Maizura Yasin, Marzni Mohammed Mokhtar, Farah Damia Nasir, and Fadzilah Abd Rahman. "Student Experiential E-Learning in Higher Learning Institutions." Journal of Public Administration and Governance 13, no. 4 (2024): 92. http://dx.doi.org/10.5296/jpag.v13i4.21600.

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The main objectives of this research are to develop the items of students’ experiential e-learning scale, to verify and construct validate the psychometric properties of students’ experiential e-learning measurement model. The study also aimed to investigate the experiential e-learning of students in higher learning institutions in Malaysia. This research is quantitative in nature employing the cross-sectional survey design. The Standards for Educational and Psychological Testing will be adapted in the development of the instrument. Content validity ratio (CVR) and Exploratory Factor Analysis

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Wong, Koon Lin, Eric King-Man Chong, Wing Tat Leung, and Yan Wing Leung. "Experiential learning for civic education: Typologies and learning outcomes." Citizenship Teaching & Learning 17, no. 2 (2022): 183–202. http://dx.doi.org/10.1386/ctl_00090_1.

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Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice o

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Sidiq, Muhamad Fajar, Irna Khaleda Nurmeta, and Luthfi Hamdani Maula. "Model Experiental Learning Dalam Meningkatkan Pemahaman Literasi Finansial Siswa Sekolah Dasar." Jurnal Educatio FKIP UNMA 9, no. 4 (2023): 1631–37. http://dx.doi.org/10.31949/educatio.v9i4.5482.

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Pendidikan literasi keuangan sangatlah penting agar anak memiliki kemampuan untuk memahami, menilai dan bertindak dalam kesejahteraan keuangannya. penlitian ini bertujuan untuk mengetahui meningkatkan pemahaman literasi finansial siswa sekolah dasar dengan menggunakan Model experiental Learning. Metode penelitian yang digunakan adalah quasi experimental dengan desain penelitian nonequivalent control group design. Penelitian ini dilaksanakan di SDN Dayeuhluhur CBM dengan melibatkan dua kelas siswa sebagai kelompok eksperimen dan kelompok kontrol. Kelas eksperimen menerapkan model experiential l

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Ajani, Oluwatoyin Ayodele. "The Role of Experiential Learning in Teachers’ Professional Development for Enhanced Classroom Practices." Journal of Curriculum and Teaching 12, no. 4 (2023): 143. http://dx.doi.org/10.5430/jct.v12n4p143.

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The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Econ

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Pujaningtyas, Sri Wahyu, Berliana Kartakusumah, and Zahra Khusnul Lathifah. "PENERAPAN MODEL EXPERIENTIAL LEARNING PADA SEKOLAH ALAM UNTUK MENCIPTAKAN PEMBELAJARAN YANG MENYENANGKAN." TADBIR MUWAHHID 3, no. 1 (2019): 40. http://dx.doi.org/10.30997/jtm.v3i1.1653.

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Peran pendidik dalam proses belajar mengajar yang dapat membangkitkan motivasi belajar peserta didik yakni dengan menjalankan salah satu tugas yang utama yakni pengelolaan pembelajaran. Kegiatan pengelolaan dan pengaturan pembelajaran yang sangat perlu dijalankan, diantaranya ialah perencanaan, pelaksanaan dan evaluasi hasil pembelajaran. Penerapan peembelajaran model experiental di Sekolah Alam mengoptimalkan alam dan potensi lokal sebagai sumber belajar. Model pembelajaran Experiential merupakan model pembelajaran yang menjdi salah satu model yang diterapkan pada sekolah alam. Penelitian ini

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GAINAU, MARYAM B. "Experiential Learning Model in Improving Learning Outcomes of Christian Religious Education: Papuan Case." International Journal of Psychosocial Rehabilitation 24, no. 8 (2020): 4058–64. https://doi.org/10.5281/zenodo.3820368.

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<em>Experiential learning is a learning process, a process of change that uses experience as learning media or Kolb's Experiential Learning model (2005). The advantage of the experiential learning model is that the results can be felt by students through experience more effectively and can achieve the objectives of learning outcomes to the fullest. Some of the benefits of experiential learning models in building and enhancing group collaboration, in case studies in Papua, include: 1) developing and increasing interdependence among group members, 2) increasing involvement in problem-solving

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Mamatha, S. M. "Experiential Learning in Higher Education." International Journal of Advance Research and Innovation 9, no. 3 (2021): 1–9. http://dx.doi.org/10.51976/ijari.932101.

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India's higher education system is the world's third largest in terms of students, next to China and the United States. In future, India will be one of the largest education hubs. India's Higher Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions and Colleges since independence. The role of colleges and universities in the higher education system in the new millennium has become more complex and challenging due to the emerging scientific research on understanding how people learn is utmost important to justify the quality of higher e

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Haenilah, Een Yayah, Rizky Drupadi, and Ulwan Syafrudin. "Pelatihan Merancang Desain Pembelajaran Daring Berbasis Experiental Learning bagi Guru Paud di Bandar Lampung." Jurnal Pengabdian Pada Masyarakat 8, no. 1 (2023): 258–64. http://dx.doi.org/10.30653/jppm.v8i1.229.

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Kegiatan Pengabdian ini bertujuan untuk para guru PAUD dapat;1) mendeskripsikan konsep pembelajaran berbasis experiential learning; 2) merumuskan tujuan pembelajaran berdasarkan pengalaman belajar; 3) merancang pembelajaran berbasis experiential learning; 4) mengembangkan instrumen penilaian autentik berdasarkan experiential learning; 5) Kegiatan ini sangat bermanfaat bagi guru PAUD dalam merancang dan mengembangkan pembelajaran adaptif di tengah kondisi pandemi, tuntutan teknologi, dan kebutuhan perkembangan belajar anak, sehingga diharapkan dapat mengantisipasi terjadinya defisit kualitas pe

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Saggar, Maya, John McArdle, Alice De Koning, and Anjali Choudhary. "Designing Effective Experiential Curriculum: The Experiential Learning Map." Imagining SoTL 3, no. 2 (2023): 40–63. http://dx.doi.org/10.29173/isotl693.

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Designing experiential student exercises or course modules can be a daunting task for faculty members. Often, not knowing where to begin is a barrier that causes instructors to avoid developing meaningful, high-impact student exercises grounded in experience. Yet, we know that these can be incredibly powerful and transformative pedagogies. The Experiential Learning Map (ELM) is a curricular planning tool that instructors, learning consultants, or students can use to storyboard and develop an experiential lesson. Modelled after best practices in business model ideation, and informed by re

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Yunidawati, Silviana, Bambang Eko Hari Cahyono, and Asri Musandi Waraulia. "IMPLEMENTASI MODEL PEMBELAJARAN EXPERIENTALLEARNING UNTUK MENGEMBANGKAN KREATIVITAS SISWA DALAMMENCIPTAPUISI PADA SISWA KELASVIII DISMP NEGERI2 NGEBELTAHUN AJARAN 2017/2018." Widyabastra : Jurnal Ilmiah Pembelajaran Bahasa dan Sastra Indonesia 7, no. 1 (2019): 26. http://dx.doi.org/10.25273/widyabastra.v7i1.4533.

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<p>Penelitian ini bertujuan untuk: (1) mendeskripsikan pelaksanaan model pembelajaran <em>experiential learning</em>; (2) mendeskripsikan seberapa jauh keefektifan model pembelajaran <em>experiential learning</em>; (3) mendeskripsikan kendala-kendala apa saja yang dihadapi guru dan siswa, serta pemecahannya dalam menerapkan model pembelajaran <em>experiential learning</em> pada siswa kelas VIII A di SMP Negeri 2 Ngebel. Penelitian ini merupakan penelitian deskriptif kualitatif.Data dan sumber data dalam penelitian ini adalah narasumber, peristiwa atau

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Thote, Prashant, and Gowri S. "EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING." International Journal of Research -GRANTHAALAYAH 8, no. 5 (2020): 100–107. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.88.

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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mat

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James, Nikki. "Learning Analytics to Support Experiential Learning." Experiential Learning and Teaching in Higher Education 3, no. 3 (2022): 8. http://dx.doi.org/10.46787/elthe.v3i3.3420.

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Roland, Karen. "Experiential Learning: Learning through Reflective Practice." International Journal for Cross-Disciplinary Subjects in Education 8, no. 1 (2017): 2982–89. http://dx.doi.org/10.20533/ijcdse.2042.6364.2017.0405.

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Kommers, P. "Experiential Learning Through Constructivist Learning Tools." International Journal of Computers and Applications 25, no. 1 (2003): 72–83. http://dx.doi.org/10.1080/1206212x.2003.11441687.

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Prashant, Thote, and S. Gowri. "EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING." International Journal of Research -GRANTHAALAYAH 8, no. 5 (2020): 100–107. https://doi.org/10.29121/granthaalayah.v8.i5.2020.88.

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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mat

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Spencer, Roger W., and Donald F. van Eynde. "Experiential Learning in Economics." Journal of Economic Education 17, no. 4 (1986): 289. http://dx.doi.org/10.2307/1182151.

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Garcia, Beth, and Betty Coneway. "Experiential Learning and Teaching." Experiential Learning and Teaching in Higher Education 3, no. 2 (2022): 5. http://dx.doi.org/10.46787/elthe.v3i2.3405.

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Gokcora, Deniz, and Raymond Oenbring. "Experiential Learning Across Borders." Experiential Learning and Teaching in Higher Education 4, no. 2 (2022): 6. http://dx.doi.org/10.46787/elthe.v4i2.3442.

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Văn Hạnh, Nguyễn. "Assessment in Experiential Learning." Journal of Science, Educational Science 60, no. 8D (2015): 93–98. http://dx.doi.org/10.18173/2354-1075.2015-0259.

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Dastidar, Megha Ghosh, and Megha Pandey. "PBL and Experiential Learning." International Journal of English Learning & Teaching Skills 4, no. 1 (2021): 2766–69. http://dx.doi.org/10.15864/ijelts.4109.

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Knobloch, Neil A. "Is Experiential Learning Authentic?" Journal of Agricultural Education 44, no. 4 (2003): 22–34. http://dx.doi.org/10.5032/jae.2003.04022.

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Maynard, Marianne. "An Experiential Learning Approach." Physical & Occupational Therapy In Geriatrics 5, no. 2 (1987): 51–69. http://dx.doi.org/10.1300/j148v05n02_06.

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Maynard, Marianne. "An Experiential Learning Approach." Physical & Occupational Therapy In Geriatrics 5, no. 2 (1987): 51–69. http://dx.doi.org/10.1080/j148v05n02_06.

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Spencer, Roger W., and Donald F. Van Eynde. "Experiential Learning in Economics." Journal of Economic Education 17, no. 4 (1986): 289–94. http://dx.doi.org/10.1080/00220485.1986.10845175.

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Kayes, Anna B., D. Christopher Kayes, and David A. Kolb. "Experiential learning in teams." Simulation & Gaming 36, no. 3 (2005): 330–54. http://dx.doi.org/10.1177/1046878105279012.

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Gray, Harry. "Experiential Learning with Adults." Self & Society 14, no. 6 (1986): 282–86. http://dx.doi.org/10.1080/03060497.1986.11084812.

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Fumerton, Patricia. "Introduction: Experiential Scholarship/Learning." Huntington Library Quarterly 79, no. 2 (2016): 163–71. http://dx.doi.org/10.1353/hlq.2016.0012.

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de Groot, Mary, Kisha Alexander, Brian Culp, and NiCole Keith. "Experiential Learning in Kinesiology." Pedagogy in Health Promotion 1, no. 3 (2015): 123–33. http://dx.doi.org/10.1177/2373379915594391.

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Wood, Monika Deppen. "Experiential Learning for Undergraduates." Gerontology & Geriatrics Education 23, no. 2 (2003): 37–48. http://dx.doi.org/10.1300/j021v23n02_03.

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