Showing papers on "Experiential learning published in 2017"

The Leaders New Work: Building Learning Organizations

Abstract: Over the past two years, business academics and senior managers have begun talking about the notion of the learning organization. Ray Stata of Analog Devices put the idea succinctly in these pages last spring: “The rate at which organizations learn may become the only sustainable source of competitive advantage.” And in late May of this year, at an MIT-sponsored conference entitled “Transforming Organizations,” two questions arose again and again: How can we build organizations in which continuous learning occurs? and, What kind of person can best lead the learning organization?. This article, based on Senge’s recently published book, The Fifth Discipline: The Art and Practice of the Learning Organization, begins to chart this new territory, describing new roles, skills, and tools for leaders who wish to develop learning organizations.

What defines mindfulness-based programs? The warp and the weft.

Abstract: There has been an explosion of interest in mindfulness-based programs (MBPs) such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy. This is demonstrated in increased research, implementation of MBPs in healthcare, educational, criminal justice and workplace settings, and in mainstream interest. For the sustainable development of the field there is a need to articulate a definition of what an MBP is and what it is not. This paper provides a framework to define the essential characteristics of the family of MBPs originating from the parent program MBSR, and the processes which inform adaptations of MBPs for different populations or contexts. The framework addresses the essential characteristics of the program and of teacher. MBPs: are informed by theories and practices that draw from a confluence of contemplative traditions, science, and the major disciplines of medicine, psychology and education; underpinned by a model of human experience which addresses the causes of human distress and the pathways to relieving it; develop a new relationship with experience characterized by present moment focus, decentering and an approach orientation; catalyze the development of qualities such as joy, compassion, wisdom, equanimity and greater attentional, emotional and behavioral self-regulation, and engage participants in a sustained intensive training in mindfulness meditation practice, in an experiential inquiry-based learning process and in exercises to develop understanding. The paper's aim is to support clarity, which will in turn support the systematic development of MBP research, and the integrity of the field during the process of implementation in the mainstream.

Impact of mobile technology on student attitudes, engagement, and learning

Abstract: Mobile devices and collaborative learning environments are common tools in education but not all collaborative learning is structured the same. This study evaluated student learning in three different collaborative learning environments, both with and without mobile technology, to assess students' engagement, critical thinking, and attitudes toward collaborative learning. The results indicate that mobile technology is associated with positive student perceptions of collaborative learning but with increased disengagement by students during class. In addition, the level of students' critical thinking was more closely associated with the tools used to construct written responses than with the collaborative learning environment style. Students constructing paragraph responses on a mobile device demonstrated significantly less critical thinking than those who used a computer keyboard or wrote responses by hand. Speech and eye contact are strong indicators of student engagement in groups.Technology serves important functions but often distracts from engagement.Critical thinking is more evident in typed or written versus texted essays.

Stop propagating the learning styles myth

Abstract: We all differ from each other in a multitude of ways, and as such we also prefer many different things whether it is music, food or learning. Because of this, many students, parents, teachers, administrators and even researchers feel that it is intuitively correct to say that since different people prefer to learn visually, auditively, kinesthetically or whatever other way one can think of, we should also tailor teaching, learning situations and learning materials to those preferences. Is this a problem? The answer is a resounding: Yes! Broadly speaking, there are a number of major problems with the notion of learning styles. First, there is quite a difference between the way that someone prefers to learn and that which actually leads to effective and efficient learning. Second, a preference for how one studies is not a learning style. Most so-called learning styles are based on types; they classify people into distinct groups. The assumption that people cluster into distinct groups, however, receives very little support from objective studies. Finally, nearly all studies that report evidence for learning styles fail to satisfy just about all of the key criteria for scientific validity. This article delivers an evidence-informed plea to teachers, administrators and researchers to stop propagating the learning styles myth.

Lifelong Learning in Higher Education

Abstract: Lifelong learning lifelong eduction as a system learners and learning processes lifelong learning and institutions of higher education lifelong learning and instructional methods changing institutions to lifelong learning evaluating lifelong learning - some practical ideas for academics.

Learning analytics to unveil learning strategies in a flipped classroom

Abstract: Prior education studies have consistently emphasized the importance of sustained and active student engagement to aid academic performance and achievement of learning outcomes (e.g., Hockings, Cooke, Yamashita, McGinty, & Bowl, 2008; Michael, 2006). The positive impact of such active learning models on academic outcomes has been well established, particularly, in the STEM (Science, Technology, Engineering andMathematics) disciplines. For example, Freeman et al. (2014) demonstrated that students undertaking STEM courses incorporating active learning models received (on average) higher academic grades and were less likely to fail in comparison to peers in more traditional and lecture based modes of teaching. While active learning has clear benefits for student learning outcomes, the process of implementation is often more complex than first anticipated (Gillies & Boyle, 2010; Hung, 2011). For instance, student engagement in active learning does not occur spontaneously and educators must employ careful consideration of the curriculum design, activity sequencing and progression as well as the diversity of learners, including learners' prior experience and motivation, background and knowledge. Flipped learning (FL) is a form of blended learning that requires students' active participation in learning activities both before and during face-to-face sessions with the teacher (Lage, Platt, & Tregua, 2000). However, students frequently lack the necessary skills, time, and/ormotivation to fully participate in pre-class activities and therefore do not commit to the level of involvement in the learning process that effectively complements the intended design (Lai & Hwang, 2016; Mason, Shuman, & Cook, 2013). Clearly, the reasoning for why students may or may not engage in pre-class activities is complex and multi-dimensional. However, if provided with a deeper insight into the types of learning strategies students employ in such active learning models, teaching staff can make better informed decisions regarding student support and course design processes (Stief & Dollar, 2009). Despite the increasing popularity of FL and similar active learning models, there has been limited attention devoted to understanding

Medicine as a Community of Practice: Implications for Medical Education.

Abstract: The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

Blended Learning: An Innovative Approach

Abstract: Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right attitude, handsome budget and highly motivated teachers and students for its successful implementation. As it incorporates diverse modes so it is complex and organizing it is a difficult task. The present paper discusses the concept of blended learning, its main features and prerequisite of its implementation. Scope of blended learning in Indian educational system is also discussed .The present paper also tries to explain that how blended learning is an approach that needs to be adopted.

A Study of Experiential Quality, Perceived Value, Heritage Image, Experiential Satisfaction, and Behavioral Intentions for Heritage Tourists:

Abstract: This study aims at identifying the dimensions of experiential quality and examining the interrelationships among experiential quality, perceived value, heritage image, experiential satisfaction, and behavioral intentions for heritage tourists. The dimensions of experiential quality are built on a basis of reflective indicators, and a multidimensional and hierarchical model is used as a framework to synthesize the effects of experiential quality, perceived value, heritage image, and experiential satisfaction on behavioral intentions perceived by heritage tourists. Analysis of data from 427 tourists in the Historic Center of Macau indicates that the proposed model fits the data well. The results reveal that there are four primary dimensions and 10 subdimensions of experiential quality perceived by heritage tourists. In addition, the results indicate that outcome quality is identified as the most primary dimension of experiential quality perceived by heritage tourists.

Teacher-Student Curriculum Learning

Abstract: We propose Teacher-Student Curriculum Learning (TSCL), a framework for automatic curriculum learning, where the Student tries to learn a complex task and the Teacher automatically chooses subtasks from a given set for the Student to train on. We describe a family of Teacher algorithms that rely on the intuition that the Student should practice more those tasks on which it makes the fastest progress, i.e. where the slope of the learning curve is highest. In addition, the Teacher algorithms address the problem of forgetting by also choosing tasks where the Student's performance is getting worse. We demonstrate that TSCL matches or surpasses the results of carefully hand-crafted curricula in two tasks: addition of decimal numbers with LSTM and navigation in Minecraft. Using our automatically generated curriculum enabled to solve a Minecraft maze that could not be solved at all when training directly on solving the maze, and the learning was an order of magnitude faster than uniform sampling of subtasks.

Wisdom in Context

Abstract: Philosophers and psychological scientists have converged on the idea that wisdom involves certain aspects of thinking (e.g., intellectual humility, recognition of uncertainty and change), enabling application of knowledge to life challenges. Empirical evidence indicates that people’s ability to think wisely varies dramatically across experiential contexts that they encounter over the life span. Moreover, wise thinking varies from one situation to another, with self-focused contexts inhibiting wise thinking. Experiments can show ways to buffer thinking against bias in cases in which self-interests are unavoidable. Specifically, an ego-decentering cognitive mind-set enables wise thinking about personally meaningful issues. It appears that experiential, situational, and cultural factors are even more powerful in shaping wisdom than previously imagined. Focus on such contextual factors sheds new light on the processes underlying wise thought and its development, helps to integrate different approaches to stud...

Learning English with Augmented Reality: Do learning styles matter?

Abstract: This study attempted to develop and compare two Augmented Reality (AR) educational game systems for third graders to learn English vocabulary in free and situated surroundings. One system was developed based on a self-directed learning approach which did not restrict the learning sequence, while the other was based on a task-based learning approach which limited the learning sequence. The flow experience, cognitive load, foreign language learning anxiety, and learning effectiveness of the students with different learning styles (i.e., serial or global) were assessed. The results showed that the students using the self-directed or task-based AR educational game system had similar and high learning effectiveness, although those using the self-directed system revealed higher flow experience. However, the students with a serial learning style had lower mental effort and foreign language learning anxiety regardless of using the self-directed or the task-based AR educational game system. It was found that the challenge and control of the system conformed to the students' proficiency. The learning objects (e.g., pen, pencil, book, chair, desk, eraser, ruler, etc.) did not have a restrictive learning sequence. Providing free learning steps was preferable, and restricting which step to begin with was not necessary. This study confirms that the mental efforts of students are greater when they experience more learning anxiety at the same time; however, it is not the case that lower learning anxiety and mental effort is better for learning. On the contrary, a little learning anxiety and mental effort, but not too much, is helpful for learning.

The use of mobile learning in PK-12 education

Abstract: With the increase in mobile device affordances, there has been a concomitant rise in the level of interest in investigating the breadth, purpose and extent of mobile learning in education. This systematic review provides a current synthesis of mobile learning research across 20102015 in PK-12 education. This includes a aggregated quantitative and qualitative analysis of the specific mobile learning activities as they connect to learning theories, specifically behaviorist, constructivist, situated, and collaborative learning. Major findings include that the majority of the studies focused on student learning followed by designing systems. Science was the most common subject researched and elementary schools was the most often studies setting. The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning. This has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers, collaborators, and creators of knowledge. Qualitative coding show 40% of researchers designed mobile activities that fit with the behaviorist approach to learning.Science was the most common subject researched at 53%.Elementary schools were the most often studied setting comprising 56% of the studies.63% of the studies focused on the student learning rather than the device.The majority of the studies took place in formal educational contexts at 50%.

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

Abstract: The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students’ learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.

An emerging ecosystem for student start-ups

Abstract: New initiatives in student entrepreneurship programs are moving rapidly beyond traditional classroom teaching to experiential learning, which is associated with improved employment outcomes for students (Gosen and Washbush in Simul Gaming, 35:270–293, 2004). Unfortunately, we lack a framework to understand the ecosystem required to enable our students to launch successful startups. In this article, we develop such a framework. The elements of this framework include university mechanisms to facilitate student entrepreneurship, along with a continuum of involvement from pre-accelerators through to accelerators; the involvement of a variety of entrepreneurs, support actors and investors; the particular nature of the university environment and the external context; and their evolution over time. We also consider the important issue of funding mechanisms.

Value of Augmented Reality at Cultural Heritage Sites: A Stakeholder Approach

Abstract: As the pace of augmented reality (AR) adoption quickens, cultural heritage sites have begun to focus on the opportunities provided by this new and innovative technology. However, small organizations often fear making large investments in AR without a proof of concept due to the risk of failure. Therefore, it is imperative to explore the perceived value of AR from multiple stakeholders’ perspectives to ensure the long-term viability of technological innovations in small cultural heritage organizations. The present study uses a small museum in the UK to explore the perceived value of the implementation of AR within the museum context using a stakeholder approach. Qualitative data were gathered from twenty-four stakeholders via focus groups and interviews. This case study shows that AR has economic, experiential, social, epistemic, cultural and historical, and educational value from both internal and external stakeholders’ perspectives. AR is considered to be a way to preserve history, enhance visitor satisfaction, generate positive word-of-mouth, attract new target markets and contribute to a positive learning experience. This paper contributes to the knowledge gap in the area of stakeholders’ perceived value of AR for cultural heritage tourism.

Development of an instructional design model for flipped learning in higher education

Abstract: In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research.

Technology Acceptance and User Experience: A Review of the Experiential Component in HCI

Abstract: Understanding the mechanisms that shape the adoption and use of information technology is central to human--computer interaction. Two accounts are particularly vocal about these mechanisms, namely the technology acceptance model (TAM) and work on user experience (UX) models. In this study, we review 37 papers in the overlap between TAM and UX models to explore the experiential component of human--computer interactions. The models provide rich insights about what constructs influence the experiential component of human--computer interactions and about how these constructs are related. For example, the effect of perceived enjoyment on attitude is stronger than those of perceived usefulness and perceived ease of use. It is less clear why the relations exist and under which conditions the models apply. We discuss four of the main theories used in reasoning about the experiential component and, for example, point to the near absence of psychological needs and negative emotions in the models. In addition, most of the reviewed studies are not tied to specific use episodes, thereby bypassing tasks as an explanatory variable and undermining the accurate measurement of experiences, which are susceptible to moment-to-moment changes. We end by summarizing the implications of our review for future research.

Strategies for Improving Learner Metacognition in Health Professional Education

Abstract: Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings.

Experiential Learning Theory as a Guide for Experiential Educators in Higher Education

Abstract: Core concepts of Experiential Learning Theory—the learning cycle, learning style, and learning space—have been widely used by experiential educators in higher education for nearly half a century. We examine the latest thinking about these three concepts and highlight some exemplary applications from the many disciplinary applications of experiential learning in higher education. I think that only slight acquaintance with the history of education is needed to prove that educational reformers and innovators alone have felt the need for a philosophy of education. Those who adhered to the established system needed merely a few finesounding words to justify existing practices. The real work was done by habits which were so fixed as to be institutional. The lesson for progressive education is that it requires in an urgent degree, a degree more pressing than was incumbent upon former innovators, a philosophy of education based on a philosophy of experience. John Dewey, Experience and Education This inaugural issue of Experiential Learning & Teaching in Higher Education marks a milestone in the growing awareness and use of experiential learning as a learning platform in education. Since the early 1970s, the principles and practices of experiential learning have been widely adopted to create curricula and conduct educational courses and programs. Many of the non-traditional Electronically published Month 01, 2016 © 2017 Southern Utah University Press & Design. Correspondence should be sent to David A. & Alice Y. Kolb, Experience Based Learning Systems, Inc., HC 1 Box 124, 75 Ulua Road, Kaunakakai, HI 96748, USA.

Robot education peers in a situated primary school study: Personalisation promotes child learning.

Abstract: The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time

Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns

Abstract: Scholars have indicated the importance of considering anxiety in language learning. They have also pointed out the potential of integrating learning content into gaming contexts. However, few have explored in-depth the learning processes in game-based learning environments while also taking students' learning anxiety into account. To address this issue, a problem-based English listening game was developed, and 77 ninth graders took part in the study by playing the game. A quasi-experiment was conducted to evaluate students' learning achievement, learning motivation and English anxiety. In addition, progressive sequential analysis was employed to explore the learning behavioral patterns of students with different levels of English anxiety. According to the three learning phases, it was found that the gaming approach benefited the students' learning achievement and motivation. Moreover, the students with higher levels of English anxiety progressively performed more complex learning and gaming behaviors in the gaming context, and had better learning achievement than those with lower levels of anxiety.

Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners' Oral Proficiency.

Abstract: Introduction The development of communicative competence is an overarching learning objective, and exposure to communicative practice is generally recognized as an essential element of successful foreign language learning and teaching (Council of Europe, 2001). Oral proficiency in a foreign language is the prerequisite for communication of ideas and intelligent conversation. The ability to speak a language is synonymous with knowing the language, since speech is the most basic means of human communication (Folse, 2006). However, inadequate communication and interaction between teachers and students, excessive teacher-led lectures, and relatively fatiguing test-based teaching methods still suppress the development of student communicative competence. Even with years of English learning, English as a foreign language (EFL) speakers still have difficulty mastering English oral skills and are hesitant when speaking English out loud. Technology, with distinctive features such as mobility, reachability, personalization, spontaneity, and ubiquity, is widely used to facilitate language teaching and learning. In particular, given the benefits and possible learning affordances that mobile-assisted language learning (MALL) offers, incorporating mobile devices appropriately can "have the potential to revolutionize the way we work and learn" (Peters, 2007, p. 1). In recent years, as young users in Asia have been communicating with each other via mobile messaging applications (such LINE, WhatsApp, and WeChat), research into the role of such instant and text messaging technologies in education has revealed their positive effects on providing platforms for socializing, sharing information, and communicating (Sweeny, 2010). Flipped learning is an alternative approach that integrates technology into language learning, and that contributes to ample opportunities for students to learn (Chen Hsieh, Wu, & Marek, 2016; Hung, 2015; McLaughlin et al., 2014; Overmyer, 2012). In a conventional class, new knowledge is introduced in the classroom, usually via lecture, and students practice using the knowledge at home, via homework. Flipped learning reverses this paradigm, with information introduced to students before class using technology (such as mobile devices). This allows more advanced learning activities during in-class time, meaning students are given more opportunities to participate in meaningful engaging activities, thus enhancing the learning outcomes (Boucher, Robertson, Wainner & Sanders, 2013). Studies have shown that flipped learning significantly enhances student learning performance (Chen, Hsieh, Wu, & Marek, 2016; Deslauriers & Wieman, 2011; Hung, 2015; McLaughlin et al., 2014; Sahin, Cavlazoglu, & Zeytuncu, 2015), student engagement (Chen, Hsieh, Wu, & Marek, 2016; Jamaludin & Osman, 2014), and produces enhanced learning outcomes (Chen, Hsieh, Wu, & Marek, 2016; Baepler, Walker & Driessen, 2014; Moravec, Williams, Aguilar-Roca, & O'Dowd, 2010). Bishop and Verleger (2013) contended that a flipped classroom is an educational technique that consists of two important components: (1) the use of computer technologies such as video lectures, and (2) the involvement of interactive learning activities. In fact, flipped learning effectively cultivates student autonomy and arouses student awareness (Yang, 2013), by allowing students to "proceed at their own pace, guide themselves to additional content, and assess their own learning gains" (McLaughlin et al., 2013, p. 196). Furthermore, flipped instruction provides autonomous supportive learning contexts that not only adopt students' different perspective and thoughts but support students' autonomous self-regulation (Reeve, 2009). Simply put, the core of flipped learning is to provide a learning community where students develop knowledge through constructive learning experiences, peer interaction and, collaboration. …