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Kolb, D.A. & Fry, R.E. (1975). Toward an applied theory
of experiential learning. In C. Cooper (ed.), Theories
of group processes. N.Y.: John Wiley & Sons.
... Sammenfattet så bygger plattformen på yrkespedagogiske prinsipper som i stor grad er erfaringsbaserte utviklet ved Institutt for Yrkesfaglaererutdanning -Oslo Metropolitan University (OsloMet). Flere av prinsippene kan forankres i kritiske tyske filosofi (Negt, 1981), erfaringsbegrepet og erfaringslaering er sentralt med henvisning til Kolb (1974). Prinsippene er: praksis orientering, problemorientering, eksemplarisk laering som forklarer sosiale prosesser og strukturer ut fra enkeltfenomener (Negt, 1981), laering gjennom erfaring (Kolb, 1974), verdiorientering, og samarbeid (HØFY, 2022). ...
... Flere av prinsippene kan forankres i kritiske tyske filosofi (Negt, 1981), erfaringsbegrepet og erfaringslaering er sentralt med henvisning til Kolb (1974). Prinsippene er: praksis orientering, problemorientering, eksemplarisk laering som forklarer sosiale prosesser og strukturer ut fra enkeltfenomener (Negt, 1981), laering gjennom erfaring (Kolb, 1974), verdiorientering, og samarbeid (HØFY, 2022). Bachelorstudienes innhold er i stor grad basert på nyere forskning innenfor de respektive forskningsfelt. ...
... Studentens kompetanse og erfaringer tillates å komme spill gjennom HØFYs pedagogiske plattform (HØFY, 2022), altså skape et tredje rom. Dette er mulig fordi intensjonene i plattformen i stor grad oppmuntrer til studentmedvirkning der erfaringsbegrepet og erfaringslaering er sentralt (Kolb, 1974). Likedan er prinsippene praksis orientering, problemorientering og eksemplarisk laering sentrale elementer (Negt, 1981). ...
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Høyere yrkesfaglig utdanning har i de senere årene fått oppmerksomhet med blant annet fokus på Fagskolen. Høyskolen for Yrkesfag (HØFY) ble etablert i 2019, og i 2020 ble det første kullet bachelor i byggeplassledelse tatt opp. Høsten 2023 har totalt 235 studenter gjennomført eller gjennomfører studiet ved HØFY. Det er viktig for HØFY som utdanningsinstitusjon å få kjennskap til sine studenter og deres erfaringer og kompetanse. Derfor ble det etablert en spørreundersøkelse som er denne artikkelens empiriske grunnlag. Problemstillingen er todelt, den første er mot hvilke ressurser og kompetanse studentene besitter, og den andre delen retter søkelys på hvilke innsatsfaktorer disse kvalifikasjonene kan være i konstruksjonen av et tredje læringsrom, altså grensesnittet «skole – arbeidsliv». Resultatene fra spørreundersøkelsene dokumenterer at studentene har en rik arbeidserfaring, som lærling, fagarbeider og med ulike lederoppgaver, i tillegg solid formell utdanning. Den andre delen av Problemstillingen diskuterer hvordan og hvorfor studentenes erfaringer og kompetanse kan komme i spill under konstruksjonen av et hybrid læringsrom som en hensiktsmessig læringsarena for denne type studenter.
... But in management educations experiential learning will be very useful as it is used in real life situations. Kolb & Fry (1975) in practice the learning cycle is more like a spiral learning process where theory and practice are conceptualised and reconceptualised, with each spiral deepening the student's understanding. Walker (1985) presented the implications for the development of curricula as critical reflection and reflective practice are not innate skills and students needed to be taught these skills alongside core discipline knowledge. ...
Article
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 education. As India need well skilled and highly educated people who can drive our economy forward and also to transfer our country from a developing nation to a developed nation. For attaining this goal, higher education system should make student competencies go beyond the content knowledge, prepare them to direct their own learning, solve problems of academic significance and to move beyond controlled information containment. Ideas must be explored, developed, integrated, and resolved within the context of a particular assignment as knowledge construction at advanced levels take on new meaning. Higher education rather than being the source of content expertise, should be facilitators of knowledge and motivation of action learning preceded by a driving question. Unlike assignments of passive learning, experiential approach recognizes and values unpredictable outcomes. Experiential learning is an approach in which students decide themselves to be personally involved in the learning experience, students are actively participating in their own learning and have a personal role in the direction of learning. Experiential learning is popular with students as it is considered more enjoyable and leads to deeper learning when compared to didactic approaches. Employers prefer hiring students who have learned experientially and yet emerging research indicates that the use of experiential learning in higher education institutions remains limited. The present paper aims to highlight the concept of experiential learning, its importance and advantages, challenges and to point out the opportunities to implement experiential learning in Indian higher education system based on the review of available literature in the field of study.
... David Kolb's experiential learning theory asserts that learners deepen their knowledge through the "experiential learning cycle," which comprises four interrelated stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation [27]. This process is dynamic and cyclical, with learners continuously revising and deepening their cognitive systems through reflection and experimentation [28]. In the concrete experience stage, children acquire initial sensory experiences through direct action and interaction with their environment. ...
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In recent years, with the continuous advancement of educational reform, the importance of scientific education in early childhood has become increasingly evident. Early childhood is a critical period for cognitive development and interest cultivation. Through scientific inquiry activities, young children’s cognitive development, problem-solving abilities, and curiosity about the surrounding world can be effectively promoted. However, the implementation of early childhood scientific inquiry education still faces numerous challenges, such as a lack of systematic theoretical guidance and insufficient strategies for improvement. This study aims to enhance the existing theoretical foundations of young children's scientific inquiry abilities and proposes specific strategies for improvement to foster the comprehensive development of children's scientific literacy.
... Four learning abilities-concrete experience, abstract conceptualization, reflective observation, and active experimentation-combine to generate learning styles [4,11]. Kolb claims that there are four main types of learning styles. ...
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This study shows the relationship between the types of cultural differences and learning styles of Kolb's learning model. Although several cross-cultural studies on learning styles suggest that learning styles may differ from one culture to another, the question of which cultures are associated with which learning styles and abilities has been less explored. This study focuses on the empirical findings of comparative studies on past cross-cultural differences in learning styles, and considers how the propositions generated by the theory tests may reflect their past empirical findings. This research shows that culture is associated with specific learning styles and abilities Keywords-Cultural values, PDI, IDV, MAS, UAI, LTO, high/low context, learning style and ability.
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In 2019, the internal medicine (IM) stage 1 curriculum was implemented in the UK. This introduced a revised 3-year training programme for physicians in training. The new IM stage 1 curriculum emphasised simulation-based education, triggering the integration of simulation training on a national scale in Scotland. Bespoke training courses were developed for IM trainees in Scotland, spanning all 3 years of their training programme. Each course was meticulously designed with input from key stakeholders and trainees, aligning learning objectives with curriculum outcomes. The Scottish IM simulation strategy encompasses a 3-day bootcamp in IM year 1, a 1-day skills day in IM year 2, and a 2-day ‘registrar ready’ course in IM year 3. These courses, delivered at central locations, focus on immersive simulation, communication workshops, and simulation-based mastery learning of procedural skills. Evaluation of the programme includes pre- and post-course questionnaires, data tracking over the training programme, interviews with trainees and faculty, and annual review days to gather feedback and make necessary adaptations. The impact of the programme for trainees includes transfer to clinical practice of communication skills, improved non-technical skills, and increased confidence in procedural skills. Alignment with the IM stage 1 curriculum supports trainees’ annual reviews of competence progression. The IM simulation training also offers valuable social benefits and remains crucial, especially with increased pressure in the NHS. It is our belief that ongoing delivery of this training is invaluable to the IM stage 1 programme in Scotland.
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Higher education cooperation has emerged as a prominent trend in educational exchange. This phenomenological study aims to interpret students’ intercultural experiences and the transformation of intercultural competence under a China–Korea cooperative teaching model. Group interviews with 25 students were conducted to explore their intercultural experiences and the process of their intercultural competence development under the cooperative teaching model. The results reveal that the students’ intercultural experiences come from classroom and non-school-related activities. Intercultural experience in the classroom mainly derives from the teachers’ cultural differences and their intercultural knowledge, while the sources of non-school activities are diverse, covering many aspects of the students’ daily lives. The development of the students’ intercultural competences can be categorized into four stages: (1) the awakening of intercultural awareness, (2) intercultural knowledge improvement, (3) intercultural skills enhancement, and (4) willingness to intercultural attitudes. The findings of this study reveal that international cooperation in animation education can help enrich students’ intercultural experience and enhance their intercultural competence by providing an intercultural educational context, thereby helping students understand and appreciate multicultural art and conduct intercultural communication through animation.
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The Dunning-Kruger Effect (DKE) is a cognitive bias where individuals with limited ability or knowledge tend to overestimate their own competencies, while those who are more skilled often underestimate their capabilities. Identified in a seminal 1999 study by psychologists David Dunning and Justin Kruger, this phenomenon underscores essential concepts in metacognition – the awareness and understanding of one’s thought processes. The DKE manifests across various domains, particularly in educational contexts, leading to significant implications for students, teachers, and administrators within English Language Teaching (ELT). This paper explores the origins and key findings surrounding the DKE, illustrating its detrimental impact on selfassessment and feedback mechanisms. It addresses students’ overconfidence or self-doubt in language proficiency, the challenges teachers face in evaluating their instructional effectiveness, and the potential pitfalls administrators encounter in decision-making and policy implementation. Additionally, the paper discusses the interplay of related biases, such as optimism bias and cognitive dissonance, which further complicate accurate self-evaluation. To combat these challenges, it advocates for enhanced metacognitive training, constructive feedback strategies, and a growth mindset for all stakeholders involved. Ultimately, fostering self-awareness and a reflective practice in ELT settings can lead to improved learning outcomes and a more productive educational environment.
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