Showing papers on "Experiential learning published in 1982"

The Experiential Aspects of Consumption: Consumer Fantasies, Feelings, and Fun

Abstract: This paper argues for the recognition of important experiential aspects of consumption. Specifically, a general framework is constructed to represent typical consumer behavior variables. Based on this paradigm, the prevailing information processing model is contrasted with an experiential view that focuses on the symbolic, hedonic, and esthetic nature of consumption. This view regards the consumption experience as a phenomenon directed toward the pursuit of fantasies, feelings, and fun.

Reasoning, learning, and action

Abstract: This article presents a review of the book "Reasoning, Learning and Action," by Chris Argyris.

Learning how to learn : applied theory for adults

Abstract: Most adults do not know how to learn properly irrespective of their level of education. In this volume the author provides both a theoretical and practical model of learning how to learn. The author then looks at the understandings and skills required to take advantage of educational opportunities and how one might learn in different situations. The final part of the book is aimed at adult educators and trainers who wish to use the concept of learning how to learn in their own practice. Practical exercises are also given.

The Impact of Experiential Education on Adolescent Development

Abstract: This article summarizes the findings of a national study of 27 varied programs and concludes that experience-based educational programs can have a significant positive impact on the social, psychological, and intellectual development of adolescents.

Cross‐cultural experiential learning for teachers

Abstract: (1986). Cross‐cultural experiential learning for teachers. Theory Into Practice: Vol. 26, Educational Perspectives, Then and Now, pp. 519-527.

Taught Cognitive learning in its Immediate Environments: A Neglected Topic in the Anthropology of Education1

Abstract: Through ethnographic inquiry into “taught” cognitive learning, the anthropology of learning can provide analytically descriptive narrative accounts of the reflexive calibration between individual teachers and learners as they construct learning environments for each other. Levels of organization comprehended in such study should include individual cognitive functioning, together with the social, political, and cultural factors in which the learning environment is embedded, but it is the pedagogical encounter itself-the adaptive transaction between the individual and the immediate learning environment-that should occupy the center of analytic attention. This requires a shift in research focus since to date the anthropology of education has shown rather little concern for cognitive learning that has been deliberately taught. COGNITIVE LEARNING, LEARNING ENVIRONMENTS, TEACHING, TEACHER-LEARNER INTERACTION, MANIFEST CURRICULUM.

On teaching and learning in college

Abstract: Teaching and Learning in College: Reflection on Theory and Practice is designed to acquaint graduate students with the roles and responsibilities of the contemporary teacher-scholar in higher education and the process of course design at the college level. It is an unusual course in that it is offered through the GRADUATE STUDIES department in an effort to reach out to all graduate students across disciplines.

A review of the research of Ference Marton and the Goteborg Group: A phenomenological research perspective on learning

Abstract: This article reviews the work of Ference Marton and his group of researchers at the University of Goteborg in Sweden. It describes and explains research into: what students learn; how students approach studying; the relationship between approach to study and learning outcomes; what students understand learning to consist of; and whether it is possible to manipulate students' approach to studying in order to influence the learning outcomes. This review is intended to build up an overall picture of learning as seen from a phenomenological research perspective.

Early Field Experience Influence on Performance In Subsequent Coursework

Abstract: Pre-student teaching field experiences are held to be desirable in the preparation of teachers. To illustrate this position, the Commission on Education for the Profession of Teaching (AACTE, 1976) endorsed a field-oriented approach to teacher education. Similarly, spokespersons for competency-based education (Elam, 1971; Houston, 1974) and teacher centers (Andrews, 1980; Devaney, 1976; Edelfelt, 1972) have accepted a field-based approach for the preparation of teachers. The rationale for placing emphasis on early field experiences is associated with teacher educators’ desire to make their programs more realistic, practical and stimulating. Logically, field experiences can fulfill these qualities, thereby enhancing the perceived overall effectiveness of a teacher preparation

Independent Adult Learning

Abstract: This research examines the nature and extent of independent adult learning A sample of twenty-five independent learners was assembled, all of whom had achieved local or national recognition for their achievements in their respective fields of interest Their expertise had been developed without the benefit of class attendance or participation in any other form of planned instruction These adults were judged to have assumed the overall responsibility for their learning They developed evaluative procedures as these seemed appropriate, they planned intermediate and terminal learning goals, and they devised patterns of problem-solving They were adept at using existing information sources to their advantage and created learning networks of fellow enthusiasts for the exchange of information and advice They also showed considerable entrepreneurial and promotional skills in prompting non-enthusiasts to develop an interest in learning The independent learners' experiences were compared with those of a sample of ten correspondence students It was hoped that by contrasting the correspondence students' perceptions of the institutionalised, prescriptive framework within which they worked with the independent learners' attempts to explore their fields of knowledge, the distinctive features of the latter would be thrown into even sharper relief Although the correspondence students were separated from their tutor and fellow students, such physical separation did not imply cognitive independence The material to be studied and the rate of its assimilation, as well as the evaluation of progress, were all the responsibility of the correspondence institution The method used to investigate these activities was that of the informal, semi-structured interview These conversations were tape-recorded and then transcribed and the subjects concerned were invited to confirm the accuracy of the transcripts The study concludes with some suggestions as to the way in which independent adult learning might be supported by adult education agencies

Consistency in Learning Strategies.

Abstract: This article examines the reported use of surface and deep level learning strategies by first-year student teachers at an Australian College of Advanced Education. Students responded to a brief questionnaire measuring the learning strategies they adopted in different assessment situations. The article describes the development of this questionnaire, its factorial structure, and the predictive validity of its factors. High levels of achievement, on both objective tests and essay assessments, were found to be associated with the reported use of deep strategies. Three-mode factor analyses revealed high levels of consistency in the strategies reported for various learning contexts, implying that these were stylistic behaviours rather than strategic approaches to learning which were situation specific. The notion of consistency in learning strategies was considered in light of recent literature suggesting a greater extent of cognitive flexibility.

The pupil's view of mathematics learning

Abstract: This article reports an exploratory study which set out to examine how 14-year-old pupils perceive good and bad learning experiences in school. In particular, it describes the significant features in learning experiences which were associated with mathematics. Eighty-four pupils were asked, in semi-structured interviews, to tell stories about times when they had felt particularly good or particularly bad when learning. A story consisted of a ‘critical’ event actually experienced by the pupil and what the pupil had felt at the time. The structure of the interview used and the means by which the qualitative data were analysed are discussed, as well as the main findings of the research.

Promoting self-control of learning

Abstract: The process of learning with understanding was investigated by case study of three male students learning genetics at a tertiary college. Five conclusions regarding the process arise from the study. These conclusions are: (1) Learning outcome is determined by decisions made by the learner. These decisions are influenced by learner perceptions and interpretations. (2) Inadequate learning is due to ineffective decision-making. This ineffective decision-making is associated with specific, recurring learning deficiencies. The main types of deficiency, deficient processing tendencies and misconceptions, cause inadequate performance and preclude learning with understanding. A total of seven tendencies was observed. Each learner applied tendencies idiosyncratically. Tendencies also generated particular misconceptions which further inhibited learning. (3) It takes energy to learn with understanding, or to unlearn a misconception. (4) Learners often are unaware of their deficiencies. This lack of awareness generates inappropriate attitudes. (5) Increased learner awareness of the nature and process of learning changes attitudes and procedures. The major implication of this study relates to promoting self-control of learning. It is proposed that improved learning will result from increasing learner awareness of the nature and process of learning, and by training learners in procedures for enhancing self-evaluation and decision-making.

Social learning theory: The role of modeling in the exercise of leadership

Abstract: This paper explores learning through modeling as it relates to the exercise of leadership. The paper distinguishes between modeling as a natural learning occurrence versus a planned effort to change behavior. The emphasis is on the issue of how appointed leaders can utilize models to influence employee behavior. Research results and implications for managerial leadership are discussed.

The Relationships Between Cooperative, Competitive, and Individualized Learning Preferences and Students’ Perceptions of Classroom Learning Atmosphere

Abstract: Learning preferences and perceptions of classroom learning atmosphere were compared for a sample of 279 Sydney secondary school students in Grades 7 and 11. Students completed both the Learning Preference Scale—Students and the Classroom Learning Atmosphere Scale—Secondary twice, once for their English classes and once for their mathematics classes. Grade 11 students prefer both more cooperative and more competitive contact than do Grade 7 students. English generally is seen as more appropriate for cooperative contact than is mathematics, though girls prefer competing in English more than boys do, and boys prefer competing in mathematics more than girls do. Personal cooperative learning preferences are clearly related to perceptions of actual classroom emphasis on interpersonal relationships and personal development in three of the four Year × Subject groups. Grade 11 mathematics differs in that both students with high cooperative learning preference and students with low cooperative learning preference p...

A Job Is a Job Is a Job...Or Is It

Abstract: Researchers and policy makers have treated adolescent work experience as a unidimensional phenomenon and have ignored possible differences among jobs along the very dimensions of working posited as developmentally significant: opportunities for learning, initiative and autonomy, and interaction with others. Behavioral observations support the hypothesis that different work settings expose adolescent workers to substantially different experiences. The six job types differ on all indices of opportunity for initiative and autonomy and half the indices of opportunity for social interaction. But, work settings differ little in opportunities for learining and provide few such opportunities. The implications of the place of work experience in the socialization and education of youth are discussed.

Personality and Learning: The Rissman Trilog and the Experiential Learning Cycle

Abstract: G. Kelly's model of learning proposes a disruption, re-processing, and re-ordering of an individual's personal universe as new data are incorporated. Kolb's learning cycle identifies 4 steps in learning: reflecting, patterning, experimenting, and accepting. The Trilog (A. Rissman) provides a model of ego state collaboration, and is useful in clarifying contributions of ego states to the steps in learning. Patterns of specific collaboration between ego states is used to analyze impact on the learning processes of seeking for alternatives, formation of compromises, and the establishment of judgements. The relative ease of collaboration between ego states is considered, and the relevance of this to the learning process explored. A Learning Hexagon is presented to depict the relationships of varieties of ego state collaboration.

External Validation of Simulation Games

Abstract: For more than two decades, simulation games have been used in educational settings to provide experiential learning for participants. Substantial progress has been made in evaluating the pedagogical value of such games. The preponderance of published research has examined the internal validity of games-that is, the educational value of simulations in teaching specific material to participants (Greenlaw and Wyman, 1973). Other research has examined individual characteristics that have an impact on game performance, including group cohesiveness (Norris and Niebuhr, 1980), scholastic achievement (Vance and Gray, 1967; Wolfe, 1978a), and cognitive processing elements of players (Wolfe and Chacko, 1980). In contrast, few studies have been reported that examine the external validity of games. Perhaps a reason for limited study is a failure by researchers to agree on the meaning of external validity. Wolfe (1976) defines the concept as the transferability of academic insights into useful and effective real-world orientations, perceptions, and business career practices. Supporting this concept of external validity would be extremely complex since experimental and control groups in longitudinal study would be required. A second concept of external validity that is more amenable to study concerns the degree to which games correspond with the real-life situations they are designed to simulate. In other words, are games valid representations of reality, given the limitations of abstract simulation?

Learner Characteristics and Learner Performance: Implications for Instructional Placement Decisions:

Abstract: Learning style is defined, and the various elements of learning style are discussed in reviewing selected research regarding learner characteristics and learner performance. Procedures for identifying learning styles are described, and possible cultural influences on learning styles are noted. Practical guidelines for instructional placement are suggested, and areas calling for further research are outlined.