Showing papers on "Experiential learning published in 2014"

Experiential Learning Theory: Previous Research and New Directions

Abstract: Experiential learning theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called experiential learning to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term experiential is used therefore to differentiate ELT both from cognitive learning theories, which emphasize cognition over affect, and behavioral learning theories, which deny any role for subjective experience in the learning process. Another reason the theory is called experiential is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together Dewey's philosophical pragmatism, Lewin's social psychology, and Piaget's cognitive-developmental genetic epistemology form a unique perspective on learning and development. Many of the studies in higher education use ELT and the LSI as a framework for educational innovation.

Peer Learning in Higher Education : Learning from and with Each Other

Abstract: While peer learning is often used informally by students - and for many can form an essential part of their HE experience - this book discusses methods of developing more effective learning through the systematic implementation of peer learning approaches.

It's not about seat time: Blending, flipping, and efficiency in active learning classrooms

Abstract: This study examines the effect of reducing the seat time of a large lecture chemistry class by two-thirds and conducting it in an active learning classroom rather than a traditional amphitheater. To account for the reduced lecture, didactic content was recorded and posted online for viewing outside of the classroom. A second experimental section, also in a blended and flipped format, was examined the following semester as a replication. To measure student subject-matter learning, we used a standardized multiple-choice exam, and to measure student perceptions of the classroom, we used a validated survey instrument. Our findings demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom. Concurrently, student perceptions of the learning environment were improved. This suggests that pedagogically speaking, active learning classrooms, though they seat fewer students per square foot, are actually a more efficient use of physical space.

Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

Abstract: The term Technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived.

Reframing medical education to support professional identity formation.

Abstract: Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the development of practitioners who possess a professional identity. The teaching of medical professionalism therefore represents a means to an end.The principles of identity formation that have been articulated in educational psychology and other fields have recently been used to examine the process through which physicians acquire their professional identities. Socialization-with its complex networks of social interaction, role models and mentors, experiential learning, and explicit and tacit knowledge acquisition-influences each learner, causing them to gradually "think, act, and feel like a physician."The authors propose that a principal goal of medical education be the development of a professional identity and that educational strategies be developed to support this new objective. The explicit teaching of professionalism and emphasis on professional behaviors will remain important. However, expanding knowledge of identity formation in medicine and of socialization in the medical environment should lend greater logic and clarity to the educational activities devoted to ensuring that the medical practitioners of the future will possess and demonstrate the qualities of the "good physician."

Cognitive perspectives on peer learning.

Abstract: The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment. Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated. The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed. This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

Augmented Reality Teaching and Learning

Abstract: This literature review focuses on augmented realities (AR) for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. We summarize research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.

Teachers Learning Technology by Design

Abstract: Although there has been much debate about what teachers need to know about technology, less attention has been paid to how they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use specific software and hardware tools, and instead focus on developing an understanding of the complex set of interrelationships between artifacts, users, tools, and practices. In this paper, we introduce and advocate a Learning By Design approach that can help teachers develop a flexible and situated understanding of technology. In this approach, inservice teachers work collaboratively in small groups to develop technological solutions to authentic pedagogical problems. We introduce the Learning by Design strategy and provide examples of its use in three different courses. We summarize what teachers learn in this approach, focusing on learning about technology, learning about design, and learning about learning.

Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.

Abstract: Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Abstract: Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore Digital Library and other learning technology publications. Forty-three of these articles conducted user studies, and seven allowed the computation of an effect size to the performance of students in a test. In our meta-analysis, research show that ARLEs achieved a widely variable effect on student performance from a small negative effect to a large effect, with a mean effect size of 0.56 or moderate effect. To complement this finding, we performed a qualitative analysis on the design aspects for ARLEs: display hardware, software libraries, content authoring solutions, and evaluation techniques. We explain that AR incur three inherent advantages: real world annotation, contextual visualization, and vision-haptic visualization. We illustrate these advantages through the exemplifying prototypes, and ground these advantages to multimedia learning theory, experiential learning theory, and animate vision theory. Insights from this review are aimed to inform the design of future ARLEs.

A Review of Research on Mobile Learning in Teacher Education

Abstract: Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed to address trends and gaps observed in the literature regarding the integration of mobile learning into teacher education. Six main findings emerged: (a) there is an increasing trend in integrating mobile learning in teacher education contexts; (b) theoretical and conceptual perspectives are scarcely reported; (c) variations exist in perceptions, attitudes and usage patterns; (d) engagement with mobile learning and devices is primarily reported as being beneficial; (e) challenges were scarcely reported; and (f) several pedagogical affordances support mobile learning integration into teacher education settings. These findings have been interpreted to determine their implications on the development of mobile learning experiences in teacher education, including programmatic directions for integration and study.

Authentic Learning Environments

Abstract: Authentic learning is a pedagogical approach that situates learning tasks in the context of future use. Over the last two decades, authentic learning designs have captured the imaginations of innovative educators who see the approach as a means to enable students to develop robust knowledge that transfers to real-world practice. Authentic learning has its foundations in the theory of situated cognition, together with other pedagogical approaches developed over the last two decades, such as anchored instruction. It offers an alternative instructional model based upon sound principles for the design and implementation of complex and realistic learning tasks. The technologies associated with technology-based learning provide ideal conditions for the implementation of the approach, both in blended and fully online courses. New Web-based technologies and mobile devices provide affordances—as both cognitive tools and delivery platforms—for dissemination of polished and professional authentic learning experiences. As educational institutions increasingly embrace the internet and Web-supported learning, the potential exists for authentic learning environments to be used widely to improve student learning. This chapter reviews the seminal and recent literature in the field, and provides a model of authentic learning for the design of learning environments across educational sectors.

An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

Abstract: Introduction Recently, the advancement and popularity of handheld devices and sensing technologies has enabled researchers to implement more effective learning methods (Ogata, Li, Hou, Uosaki, El-Bishouty, & Yano, 2011). Several studies have reported the importance of conducting contextual learning and experiential learning in real-world environments, encouraging the use of mobile and sensing technologies in outdoor learning activities (Chu, Hwang, Tsai, & Tseng, 2010; Hung, Hwang, Lin, Wu, & Su, 2013; Yang, 2006). For example, Chu, Hwang, Huang, and Wu (2008) developed a learning system that guided students to learn about the characteristics and life cycle of plants on a school campus using mobile communication and RFID (Radio Frequency Identification). Most of mobile learning studies emphasize the adoption of digital learning aids in real-life scenarios (Sharples, Milrad, Arnedillo-Sanchez, & Vavoula, 2009; Ogata & Yano, 2004; Wong & Looi, 2011). However, regarding supplementary mobile learning aids, the interaction between digital learning aids and the actual environment needs to be emphasized to enable students to effectively manage and incorporate personal knowledge (Wu, Lee, Chang, & Liang, 2013). For example, it is expiated that students can select a virtual learning object from the actual environment using a mobile learning aid, which allows them to obtain a first-hand understanding of the learning environment and, subsequently, increases their learning motivations and experiences. Such a learning support technology is achievable through the use of Augmented Reality (AR), which combines human senses (e.g., sight, sound, and touch) with virtual objects to facilitate real-world environment interactions for users to achieve an authentic perception of the environment (Azuma, 1997). For example, users who employ mobile devices with AR facilities to seek a target building on a street are able to see additional information surrounding individual buildings when they browse the buildings via the camera of their mobile device. Researchers have documented the potential of employing such facilities to assist students in learning in real-world environments in comparisons with traditional instructions (Andujar, Mejias, & Marquez, 2011; Chen, Chi, Hung, & Kang, 2011; Kamarainen, Metcalf, Grotzer, Browne, Mazzuca, Tutwiler, & Dede, 2013; Platonov, Heibel, Meier, & Grollmann, 2006), which showed that AR technology contributed to improve academic achievement compared to traditional teaching methods. On the other hand, numerous educators have contended that computer technology cannot support the learning process entirely; instead, the primary function of computer technology involves a knowledge building tool for students (Jonassen, Carr, & Yueh, 1998). Effective learning strategies remain the most crucial factor for increasing learning motivation. Therefore, effective learning strategies supplemented with appropriate computer technology can greatly enhance learning motivation (Chu, Hwang, & Tsai, 2010; Jonassen, 1999; Hwang, Tsai, Chu, Kinshuk, & Chen, 2012; Jonassen et al., 1998). Previous studies have highlighted that inquiry-based learning strategies supplemented by computer technology in a scenario-based learning environment can effectively increase learning motivation (Shih, Chuang, & Hwang, 2010; Soloway & Wallace, 1997). Inquiry-based learning strategies are student-centric knowledge exploration activities; the teacher serves as a guide, employing structured methods that train and encourage students to learn proactively (Hwang, Wu, Zhuang, & Huang, 2013; Soloway & Wallace, 1997). When students acquire the methods for problem-solving, they use the obtained information to establish a hypothesis or to plan solutions to the problem (Looi, 1998). Consequently, in this study, an innovative learning approach is proposed to support inquiry-based learning activities with mobile AR. …

Cognitive-Experiential Theory: An Integrative Theory of Personality

Abstract: Cognitive-experiential self-theory (CEST) is a global theory of personality that substitutes an adaptive unconscious for the Freudian maladaptive unconscious. The unconscious of CEST is an associative, automatic learning system, mediated by affect that humans share with other higher order animals that have adapted successfully with it over millions of years of evolution. The system is referred to as an experiential system because it adapts by empirically learning from experience. Humans also uniquely process information with a “rational system,” which is a verbal reasoning system. The two systems operate by different rules and attributes. They operate in parallel and are bi-directionally interactive, both simultaneously and sequentially. Although the systems usually operate in harmony and often synergistically, they also may conflict with each other and otherwise interfere with each other's performance. The influence of the experiential on the rational system can account for the irrationality of humans particularly when attempting to solve interrelationship problems, both interpersonal and intersocietal. According to CEST, despite their remarkable intelligence people often do poorly in solving relationship problems, which fall primarily in the domain of the experiential system, as their experiential processing biases their rational processing. This chapter demonstrates that CEST has theoretical and research implications for elucidating a wide range of psychological issues, including the nature of intuition, the existence of a global factor of experiential intelligence, psychological sources of physical and emotional well-being, psychobiography, and the meaning of dreams. Keywords: CEST; cognitive-experiential self-theory; integrative personality theory; adaptive unconscious; dual-process theory

Gamification for Engaging Computer Science Students in Learning Activities: A Case Study

Abstract: Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors. It has been identified as a promising technique to improve students' engagement which could have a positive impact on learning. This study evaluated the learning effectiveness and engagement appeal of a gamified learning activity targeted at the learning of C-programming language. Furthermore, the study inquired into which gamified learning activities were more appealing to students. The study was conducted using the mixed-method sequential explanatory protocol. The data collected and analysed included logs, questionnaires, and pre- and post-tests. The results of the evaluation show positive effects on the engagement of students toward the gamified learning activities and a moderate improvement in learning outcomes. Students reported different motivations for continuing and stopping activities once they completed the mandatory assignment. The preferences for different gamified activities were also conditioned by academic milestones.

The Self-Explanation Principle in Multimedia Learning

Abstract: Multimedia learning environments combine multiple sources of information (e.g., text, diagrams, and simulations) to help students master cognitively challenging domains. However, in order to benefi t from these environments, students need to make connections among the sources of information. One strategy for encouraging students to think deeply about and cognitively engage with the learning material is prompted self-explanation. Self-explanation is a constructive or generative learning activity that facilitates deep and robust learning by encouraging students to make inferences using the learning materials, identify previously held misconceptions, and repair mental models. In this chapter, we present a framework for categorizing the many forms of prompted self-explanation and highlight ways that self-explanation has been successfully incorporated into multimedia learning environments to improve student learning. In addition, we discuss specifi c forms of self-explanation that may be particularly well suited for multimedia learning environments. We end with a discussion of implications for cognitive theory and instructional design and ideas for future work .

Learning in landscapes of practice : boundaries, identity, and knowledgeability in practice-based learning

Abstract: If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the experience of practitioners and their learning. In doing so, this book is a pioneering and timely exploration of the future of professional development and higher education. The book combines a strong theoretical perspective grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice. These narratives locate the book within different contemporary concerns such as social media, multi-agency, multi-disciplinary and multi-national partnerships, and the integration of academic study and workplace practice. Both scholarly, in the sense that it builds on prior research to extend and locate the concept of landscapes of practice, and practical because of the way in which it draws on multiple voices from different landscapes. Learning in Landscapes of Practice will be of particular relevance to people concerned with the design of professional or vocational learning. It will also be a valuable resource for students engaged in higher education courses with work-based elements.

Learning in the Twenty-First-Century Workplace

Abstract: Human capital resources are key for organizations to gain a competitive advantage. Learning based on formal training and development programs, informal learning, and knowledge sharing influences the development of human capital resources. This article provides a selective review of research on learning that occurs in many different forms and at the individual, team, and organizational levels. It is organized around five themes—thinking differently about learning, reconsidering the form and design of learning, facilitating learning in the workplace, expanding the scope of learning outcomes, and improving methodology in learning research. These themes provide a framework for understanding how learning can contribute to the development of human capital resources and organizations’ competitive advantage. For each theme, relevant research is reviewed, and limitations and future research directions are provided.

Learning Online: What Research Tells Us About Whether, When and How

Abstract: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.

Blended Learning in Higher Education: Three Different Design Approaches.

Abstract: Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.

Designing and adapting materials to encourage learner autonomy

Abstract: This chapter illustrates different levels at which learner autonomy can be worked towards, from relatively superficial awareness raising through to complete autonomy where learners transcend the classroom and take complete charge of their own learning. It explains the importance of the teacher in fostering self-direction and autonomy because of the claim which is often made that proponents of learner-centredness, self-direction and autonomy hold naive views about skills which learners bring to the learning situation. The chapter argues that most learners, at the beginning of the learning process, do not know what is best. It also explains the ways in which learning process skills for enhancing self-directed learning can be incorporated into pedagogical materials. The body of the chapter is devoted to describing and illustrating ways in which materials can be modified in terms of their experiential content and learning procedures so that they might foster the development of autonomy.

Speed of the internationalization process: The role of diversity and depth in experiential learning

Abstract: By analyzing internationalization as a dynamic process, we attempt to explain the speed of international operations in terms of learning acquired in the course of past international activities. We consider that the speed of the internationalization process depends on the type of experiential learning that results from decisions implicit in the internationalization process: choice of location and modes of operation. Firms develop two types of learning activities with respect to the selection of foreign markets and modes of operation: diversity and depth of accumulated international activities. We propose that depth of international activities has an inverted U-shaped impact on the speed of the internationalization process, while diversity of international activities has a U-shaped influence on the speed of internationalization process. The results of our longitudinal study of 889 firms over 23 years (1986–2008) suggest that diversity of international activities promotes long-term learning by exposing the firm to richer experiences, although such learning only takes place over time. Depth of international activities may accelerate the internationalization process in the short term, but it eventually restrains its potential for development in the long term. Our research highlights the short-term vs long-term consequences of different types of decisions related to the internationalization process.

Learning by Observing and Pitching In to Family and Community Endeavors: An Orientation

Abstract: This article formulates a way of organizing learning opportunities in which children are broadly integrated in the activities of their families and communities and learn by attentively contributing to the endeavors around them, in a multifaceted process termed “Learning by Observing and Pitching In.” This form of informal learning appears to be especially prevalent in many Indigenous-heritage communities of the USA, Mexico, and Central America, although it is important in all communities and in some schools. It contrasts with an approach that involves adults attempting to control children's attention, motivation, and learning in Assembly-Line Instruction, which is a widespread way of organizing Western schooling. This article contrasts these two approaches and considers how families varying in experience with these two approaches (and related practices) across generations may engage in them during everyday and instructional adult-child interactions.

Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

Abstract: This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that ‘current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches.

A thematic analysis of the most highly cited scholarship in the first decade of blended learning research

Abstract: Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.

Electronic Textiles as Disruptive Designs: Supporting and Challenging Maker Activities in Schools

Abstract: Electronic textiles are a part of the increasingly popular maker movement that champions existing do-it-yourself activities. As making activities broaden from Maker Faires and fabrication spaces in children's museums, science centers, and community organizations to school classrooms, they provide new opportunities for learning while challenging many current conventions of schooling. In this article, authors Yasmin Kafai, Deborah Fields, and Kristin Searle consider one disruptive area of making: electronic textiles. The authors examine high school students’ experiences making e-textile designs across three workshops that took place over the course of a school year and discuss individual students’ experiences making e-textiles in the context of broader findings regarding themes of transparency, aesthetics, and gender. They also examine the role of e-textiles as both an opportunity for, and challenge in, breaking down traditional barriers to computing.