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What Do We Actually Mean by Experiential Learning?
Abstract
The concept of “experiential learning” is used in a wide range of connections and situations with a different meaning and content. It is the aim of this article to try to find a common definition or demarcation of the concept. First, some earlier attempts are examined. However, they are not found satisfactory, and it is claimed that to come closer to an appropriate definition, it is necessary to relate to a comprehensive and contemporary general understanding of learning and from this to try and discern which kinds of learning could be termed experiential and which could not. The article then attempts to perform this task and concludes by suggesting a definition or formulation characterizing some important features of experiential learning seen in contrast to nonexperiential learning.
... 9 Kolb's model focused on the linking of learning in four dimensions -concrete experience, reflection, nonfigurative conceptualization, and practical application. 9,12 Together, these four dimensions of learning provide learners the ability to turn hypothesis into theory through the means of practical testing in a real-life experience and heightens a learner's capacity to troubleshoot, innovate, think outside the box when problemsolving or decision-making, and think strategically. EL creates opportunities for learners to examine and test interpersonal skills in a professional setting. ...
... Brandon and Illeris noted the Dewey model guides learners through observation, recollection of knowledge, and judgment. 12,15 As in Kolb's dimensions of EL, there is a cross-context of content and socialization that translate experience into learning. 8 ...
... The outcomes of this study echoed Kolb's dimensions of learning; concrete experience, reflection, nonfigurative conceptualization, and practical application. 9,12 The majority of students in this study purported the EL activities helped them close the loop between theoretical and applied learning. 1,3,4,5 Most students posited EL helped the development and utilization of critical thinking skills. ...
Purpose: The purpose of this study was to describe student perceptions of their learning following experiential learning (EL) activities in a foodservice management course. Nutrition and dietetics education programs have a range of competencies students must learn and demonstrate throughout their curriculum. Learning styles differ amongst students and research has demonstrated they prefer to engage in EL (direct experience) activities to develop their knowledge. Foodservice management is one area of the curriculum that teaches students the basic functions of management; planning, organizing, directing, controlling, and staffing related to food, materials, facilities, and human resources. While this can be taught didactically, engaging in EL for this content may be a more valuable form of pedagogy to improve student understanding and use of content. Methods: After undergoing review and gaining approval from the Institutional Review Board, 196 nutrition and dietetic students from a regional comprehensive institution with an accredited undergraduate didactic program in dietetics were invited to participate in two experiential learning activities. At the conclusion of the activities, students completed an 8-question survey of their experiences. Results: Over 88% of students agreed EL activities promote better understanding of course content and 90% of students were in agreement that EL activities create an environment conducive to applying theory. Additionally, over 81% of students agreed that the activities encouraged the utilization of critical thinking skills, and 76% believed the activities promoted the value of teamwork and working independently. Finally, students were asked to respond to how the EL activity helped them understand course content and objectives. Two predominate themes emerged in the review of the open-ended responses. The first, EL helped connect and reinforce didactic theory to the real world ultimately assisting students to better prepare themselves for their career. The second focused on learning styles and students’ appreciation for the non-traditional way of learning, outside the classroom, with hands-on application. Conclusions: The results of the study provide support for the use of EL activities in foodservice management courses in a dietetics program. Participation in EL activities helped students close the loop between theoretical and applied learning. EL helped the development and utilization of skills employers are seeking such as critical thinking, teamwork, and independence. EL allows students to be hands-on in their learning and engage in activities aligned with theory and content necessary to meet competencies for entry-level practice in the field. Future research should include other types of foodservice establishments where a registered dietitian nutritionist is employed to determine if those environments have a positive impact on student learning.
... A aprendizagem no trabalho tem sido um tema de relevante importância para a área organizacional (Illeris, 2007;Noe et al., 2014), com uma demanda de maior atenção ao desenvolvimento das pessoas (Cleveland et al., 2015). ...
... Conceitualmente, o desenvolvimento profissional refere-se ao crescimento e ao amadurecimento do conhecimento, das habilidades e das atitudes do trabalhador, adquiridos ao longo da vida e resultantes de ações formais ou informais de aprendizagem no trabalho (Mourão, Porto, & Puente-Palacios, 2014). Envolve, portanto, a construção de competências pela prática profissional e reflete-se na práxis e nas interações sociais no ambiente de trabalho, incluindo as transformações identitárias dos indivíduos e as competências coletivas desenvolvidas em equipe (Illeris, 2007;Paquay, Wouters, & Nieuwenhoven, 2012). ...
... Considerando as hipóteses e o objetivo da pesquisa, realizou-se um estudo inferencial, de corte transversal cujo método é detalhado a seguir. (Paquay et al., 2012), muito possivelmente em função da aprendizagem experiencial e da reflexão proveniente da prática (Illeris, 2007;Mourão, 2018 ...
O mundo globalizado demanda atuação estratégica da gestão de pessoas no ambiente laboral. O objetivo deste estudo foi investigar a influência da percepção de estratégias de gestão de pessoas sobre a percepção de desenvolvimento profissional. A amostra (de conveniência) contemplou 562 profissionais de diferentes áreas de atuação em organizações públicas e privadas, sendo que 15,4% ocupavam cargos gerenciais. O questionário continha a Escala de Percepção Evolutiva do Desenvolvimento Profissional; e a Escala de Percepção de Políticas de Gestão de Pessoas. Os resultados da análise por equações estruturais apontaram um modelo com bom ajuste, em que a percepção de políticas que estimulam o envolvimento com o trabalho e o treinamento são preditores da percepção de desenvolvimento profissional. As conclusões corroboram a literatura da área acerca da influência das políticas de gestão de pessoas sobre as percepções dos trabalhadores e convidam à reflexão daqueles que pesquisam e atuam na área.
... Although positive emotions are associated with wellbeing and learning, the learning process can also be challenging and uncomfortable, leading to negative emotions like fear and frustration (Bengtsen & Barnett, 2017;Biesta, 2005). Illeris (2007) points out that in experiential learning the cognitive strain from authentic work assignments forces students to restructure existing knowledge, further pushing them out of their comfort zones. This complex process underscores the sentiment that learning can hurt (Biesta, 2005, p. 63), highlighting the confronting, stressful, and demanding nature of these educational experiences. ...
... Educators must be adept at facilitating discussions that enable all students to express their ideas and feelings about fun without fear of judgment. At the same time, the analysis presented here touches on the importance of students stepping out of their comfort zone and expressing their thoughts, opinions, and feelings during PBWIL (Biesta, 2005;Illeris, 2007). For example, the authors' individual and group-based reflections revealed that groups engaging in creative exercises and sharing personal stories, dreams, and goals-sometimes pushing their comfort zone (e.g., identifying and filming themselves as furniture in a hotel room)seemed to express more positive emotions, joy, and interest in each other. ...
Project-based work-integrated learning (PBWIL) is a unique type of WIL practice where students engage collaboratively on industry projects, addressing the needs of industry partners under the guidance of a teacher/educator. This complex pedagogical approach requires deep expertise from educators in securing industry partnerships, managing student groups, and providing essential learning support while also monitoring and supporting students' wellbeing. While PBWIL is seen as an effective and scalable WIL model, it exposes students to stressors that can negatively impact their wellbeing. In this paper, researchers present findings from a twelve-month group-based autoethnography, exploring the implementation of a fun model (Hains-Wesson et al., 2023) to improve students' PBWIL experiences. The findings underscore the importance of purposefully integrating fun into PBWIL to enhance positive emotions and relationships among students, aligning with positive psychology principles. The paper concludes by offering key recommendations on instigating fun in PBWIL environments using a tested fun model.
... In this theoretical field, John Dewey -an American philosopher who influenced EL studies (Kolb, 1984) and who, although he did not explicitly use the term -is considered one of the architects of experiential learning (Illeris, 2007). For Dewey (1959), education is a phenomenon that derives directly from life, a process of reconstructing and reorganizing the experiences that will guide the future course. ...
... In terms of teaching methods, scaffolding activities and reduced conflict environments can be effective, along with teacher sensitivity to student responses and engagement (Bell, 2015;Bell & Bell, 2020;Bell & Liu, 2019). In addition, EL is supported by active methods such as project-based learning (Pittaway & Cope;2007;Richardson & Hynes, 2008), challenge-based learning (Costin et al., 2013;Mason & Arshed, 2013), and peer learning. Project-based learning is the basis for many of the experiential practices developed. ...
This study aims to enrich the understanding of experiential learning in undergraduate entrepreneurial education by exploring the nature of experiential practices and their interconnections with other learning theories. It fills the gap between entrepreneurial education and the theoretical foundations guiding its practices. An integrative review revealed six categories of experiential practices and identified pragmatic strategies for implementation. The interaction with social, situated, and transformative learning highlights the complexity of teaching entrepreneurship and efforts to harmonize experiential learning with the field, aiming for authentic strategies that boost students' critical professional development. Resumo Este estudo objetiva enriquecer a compreensão da aprendizagem experiencial na educação empreendedora dos cursos de graduação, explorando a natureza das práticas experienciais e suas interconexões com outras teorias de aprendizagem. Preenche a lacuna entre a educação empreendedora e os alicerces teóricos que guiam suas práticas. Utilizando o método de revisão integrativa, revelou seis categorias de práticas experienciais e identificou estratégias pragmáticas para implementação. A interação com a aprendizagem social, situada e transformadora destaca a complexidade do ensino do empreendedorismo e os esforços para harmonizar a aprendizagem experiencial ao campo, visando estratégias autênticas que impulsionem o desenvolvimento profissional crítico dos estudantes. Palavras-chave: Aprendizagem experiencial. Educação empreendedora. Ciclo de aprendizagem experiencial. Aprendizagem ativa. Teorias de aprendizagem.
... In the most objective way, the experiential activity takes place with the partial help of the teacher and enables learners to promote their own ability to acquire knowledge and understanding [4]. Not only that, this form of experiential education can bring a variety of emotions to learners and bring a positive impact to the next lesson through practice [5]. ...
... Second, schools and classrooms can organize their own more critical topics, announce specific times, and ask students to prepare more. This is an activity that can bring about critical thinking as well as contribute to improving vocabulary and practicing orderly grammar in the process of self-answering and learning for each question [5]. ...
The twentieth century is the time when the application of education officially begins in the direction of experiential activities and is realized by progressive-minded educators. It can be said that the Vietnamese education system is gradually applying this method to help learners from elementary school to high school students to apply the knowledge that learners have experienced themselves to apply in the classroom. in a more productive and proactive way. With the desire to find out the great benefits and to be able to apply Japanese language learning in the long-term in the direction of experiential activities, this article is completed based on the results of a survey from 20 students. study Japanese at universities in Ho Chi Minh City. The results show that the majority of students feel that learning Japanese in the direction of experiential activities will be a very good and useful method when learning hard skills and soft skills to be more active in learning and useful. going to work in the future.
... With respect to the premise of self-directed learning, SDL scholars (e.g. Garrison 1997;Hiemstra 1994;Kim et al. 2014;Illeris 2007;Merriam et al. 2007;Vann 1996) have theorized that self-direction is a continuum that exists in every individual, and it does not strictly mean that all learning situation will take place in isolation from others. Hence, the SDL model places emphasis on meaningful learning for personal, professional and societal development (Candy 1991;Kurbanoglu et al. 2006). ...
... Quinn and Sinclair 2016;Sinnott et al. 2015;Zimmerman and Kitsantas 1997), which implied that self-directed learning can be motivated and influenced. So our findings supported and added to the extant literature on the theoretical framework of self-directed learning (Candy 1991;Illeris 2007), especially because of the understudied population (emerging adults/students) in self-directed learning literature. Adult education and VET have overtime been linked with lifelong education. ...
Learning is not static but dynamic and it is not restricted to an externally imposed direction of learning. Thus, helping an individual to actualize self-direction in learning is a potential model for enhancing information literacy skills and learning outcomes. This study, therefore, employed the theoretical framework of self-directed learning skills to foster students’ lifelong learning tendencies and intentions for vocational skills upgrading via an enhanced information literacy self-efficacy. We employed a quasi-experimental design, with a three-wave survey. The participants were 163 students of Adult and Vocational Education programmes from two universities in Nigeria. The repeated measure MANCOVA results revealed that our intervention increased the participants’ self-directed learning skills, lifelong learning tendencies, and intentions to participate in skills upgrading upon graduation. The mediation tests showed information literacy self-efficacy as a mediator of the relationship between our intervention and the students’ lifelong learning tendencies, as well as with intentions for skills upgrading.
... These are, in turn, easily transferred to their future careers. Above all, it promotes active participation in experiences like internships, fieldwork, project collaboration, simulation, and case studies (Illeris, 2007;Bartle, 2015;Kolb et al., 2014). These activities prove to be fundamental for bridging the voices of purely academic theories and the realities of the workplace where students will not only develop the professional skills without exception, but also very important interpersonal skills in a professional context (Pandita & Kiran, 2023;Huisman et al., 2019;Jackson et al., 2023). ...
The low absorption of university graduates into the labor market is a crucial issue that must be addressed, with many graduates experiencing a mismatch between their expertise and the job roles they choose. The aim of this study is to investigate the mediating role of employability skills in examining the effect of experiential learning on graduate learning satisfaction. This study uses a quantitative approach. Data were collected from 297 graduates of the Office Administration Education Study Program in Central Java via an online questionnaire using a 1-5 Likert scale. Data analysis was conducted using Structural Equation Modeling (SEM) with the warpPLS software, including validity testing, collinearity, and the relationships between variables through path coefficients. The research results support all hypotheses, showing a significant positive relationship between employability skills and graduate learning satisfaction, experiential learning and employability skills, experiential learning and graduate learning satisfaction through employability skills. The findings conclude that employability skills successfully mediate the impact of experiential learning on graduate learning satisfaction. It is recommended that educational institutions strengthen the implementation of experiential learning opportunities, such as internships and work integrated learning, to better meet the expectations of local industries and improve students' employability skills.
... Lifelong learning (Han et al. 2024) underscores the importance of continuous development throughout one's lifespan. In more detail, experiential learning (Illeris 2007) highlights learning through experience, while transformative learning (Mezirow 1997) focuses on critical reection and the alteration of existing beliefs and assumptions. Self-directed learning (SDL), rooted in Andragogy (Knowles 1968), emphasizes the importance of autonomy and responsibility in the learning process. ...
This study explores the potential integration of Self-Directed Learning (SDL) principles into Strategic Human Resource Management (SHRM) practices within Greek Public Employment Services (PESs), managed by the Manpower Employment Organization (DYPA). A systematic literature review, following the PRISMA framework, investigates how SDL influences individual behaviour, communication, and organizational design. Key strategies identified include fostering supportive learning environments, promoting autonomy, continuous learning, and feedback mechanisms, which enhance employee engagement, skill development, motivation, and collaboration. Despite the study's contributions to SHRM and adult education literature, limitations exist, including language barriers, publication bias, and the specific focus on the Greek public sector context. These findings offer valuable insights for improving organizational performance and employee well-being in similar public service settings.
... O definiție generală este formulată de Illeris (2007), potrivit căruia învățarea reprezintă orice progres care duce la o schimbare permanentă a unui organism viu, și care nu se datorează exclusiv procesului de maturizare biologică sau celui de îmbătrânire. ...
Observing the socio-economic and educational inequality of the Romanian population and the heterogeneity of technology use, either at home or at school (or both), we need to consider digital inequality in students' access to and use of ICT in and outside the house and for multiple purposes that can lead to different outcomes.
Given the lack of research on the relationship between ICT use and academic performance on samples of Romanian pre-university students, this paper responds to this need by providing a perspective on this phenomenon. To this end, we analyse the literature to identify indicators of differentiated ICT use and assess the impact of these indicators on students' school performance - using regression modelling of PISA 2018 data - and then apply the same indicators to the school performance of eighth-grade students in Bihor County, Romania.
... Experiential learning is an approach that aims to integrate direct experience, observation (perception), cognition, and action into a unified process (Illeris, 2007;Prkosova cki et al., 2020). Rather than focusing solely on abstract knowledge of concepts and principles, it continually incorporates learners' personal experiences into the learning process (Kolb, 1984; Figure 1). ...
The present research investigates the effects of an active and experiential learning approach on eighth-grade students’ mathematics achievement employing a quasi-experimental research design. A total of 231 students from four Slovenian primary schools participated in the study, with 101 students assigned to the experimental group (EG) and 130 to the control group (CG). The study’s objectives included assessing whether students exposed to active learning methods would outperform their peers in solving mathematical problems across three cognitive levels (basic and conceptual knowledge, simple problem-solving, and complex problem-solving). The initial homogeneity test revealed significant differences between the groups, prompting a multivariate analysis of variance to control for school-related influences. Results indicate that the EG, exposed to the experimental approach, exhibited substantial improvements in all knowledge areas compared to the CG. While no significant differences were found in the initial test, the EG outperformed the CG significantly on the final test (η² = .009), across all levels of knowledge, with effect sizes ranging from .006 to .383. The findings support the integration of active and experiential learning in mathematics education, showcasing its positive impact on student outcomes. Policymakers and educators are encouraged to consider and implement such approaches to enhance overall educational effectiveness and foster deeper understanding and problem-solving skills in students.
... Traditional programs frequently rely more on formal learning, or knowledge-based learning via abstract texts. When it comes to changes in attitudes, values, and beliefs, rather than sheer knowledge, experiential, emotional, and social learning is more effective than formal learning Day, 2010;DeRue & Wellman, 2009;Illeris, 2007;Nesbit, 2012). In this regard, IDG promotes nature-based leadership development programs as an important trajectory for inner transformation, leading to new avenues for sustainable change. ...
... Instructional activities, like PBL and practical hands-on sessions facilitate active learning by requiring learners to engage the tasks at hand with an active thought process and responses under the guidance of the instructor progressively [5]. Apart from building the knowledge in the subject, the learners also acquire experience in task execution and problem solving in these activities [6], [7]. However, these approaches are challenging for teaching robotics with conventional instructional frameworks due to limited physical resources and contact hours. ...
With robots becoming increasingly ubiquitous, robotics education has become an integral subject in engineering curricula. The extensive prerequisites ranging from mechanics, electronics and computing make the initial learning curve of the subject unnecessarily steep with traditional learning approaches even for engineering students. This paper presents and investigates a pedagogical framework for teaching Robotics via Experiential Active Learning with Immersive Technology (REALITy). The framework includes a learning paradigm that assimilates the syllabus with experiential hands-on operation of a robot arm for task-driven lab activities facilitated by teaching method that is augmented with virtual interface and mixed reality devices. The immersive teaching platform is assessed through a user test based on a representative lab activity on robot programming for task automation using three modes of interaction for learning, namely, physical, virtual and mixed reality interaction. The mixed reality interaction mode demonstrated significant easing of the learning curve compared to pure physical interaction with the robot hardware and is associated with a lower task load index according to learners’ feedback. By exploring this pedagogical framework, we hope to enhance robotics education via experiential active learning by leveraging late-breaking immersive technology.
... In this way they can better challenge the increasing complexity of the current socioeconomic and environmental scenarios (Barth and Michelsen, 2013;Savage et al., 2015). Moreover, exploiting their personal traits and skills, managers can better and quickly deal with social dimension of interactions, communication and cooperation typical of societally situated contexts (Illeris, 2007). ...
Purpose
Sustainability is increasingly at the forefront of the public debate in Europe and the world. However, despite this increased interest, research seems to have partially ignored the importance of its social dimension and the issues related to social equity, people care, protection and personal development at all stages of society and, consequently, of business. Accordingly, this paper aims at investigating the “soft” dimensions of sustainability, integrating its mainstream “technical storyline” with a “human/social storyline”.
Design/methodology/approach
In this paper a taxonomy of the main key drivers of the soft dimension of sustainability is proposed and tested on a sample of Italian companies. Through interviews with their managers, actions and needs in terms of sustainability soft drivers are identified.
Findings
The achieved results demonstrated that the case companies differently integrated the soft dimensions of sustainability within their companies. All the sample companies are aware of the role of social sustainability. According to the proposed taxonomy, the systemic drivers of soft sustainability are the main shared ones.
Originality/value
The paper provides new insights into the essence of the organizational soft dimensions and their centrality in the overall achievement of sustainability for companies. It also offers managerial insights into how to effectively manage these dimensions and policy implications about the need for clearer consideration.
... Essas competências, fortalecem, no campo pedagógico, os direitos de aprendizagem e desenvolvimento de todos os alunos e são definidas como [...] a mobilização de conhecimentos (conceitos e procedimentos), habilidades (práticas, cognitivas e socioemocionais), atitudes e valores para resolver demandas complexas da vida cotidiana, do pleno exercício da cidadania e do mundo do trabalho (Brasil, 2018, p. 8 (Illeris, 2007), motivação intrínseca versus extrínseca (Lepper;Henderlong, 2000), natureza social da aprendizagem (Vygotsky, 1988) e metacognição (Veenman;Van Hout-Wolters;Afflerbach, 2006), por exemplo, fundamentam, cada vez mais, propostas pedagógicas firmadas em novas perspectivas de aprendizagens e a utilização de novas tecnologias educacionais, tendo em vista os objetivos curriculares estabelecidos. ...
Este trabalho tem o objetivo de fazer um levantamento de dados sobre a importância que 30 estudantes egressos do Ensino Médio atribuem à participação na equipe de robótica educacional ‘Café-com-Byte’ para a sua formação pessoal, considerando as 10 competências gerais da Educação Básica previstas na Base Nacional Comum Curricular (BNCC). Os participantes responderam a um questionário no qual atribuíram uma nota de 0 a 10 para avaliar o desenvolvimento de cada uma das competências gerais descritas BNCC, considerando a sua participação na equipe. No geral, os sujeitos da pesquisa consideraram que a participação na equipe contribuiu para o desenvolvimento de todas as competências, em especial aquela relacionada diretamente ao pensamento computacional.
... The experiential learning theory introduced by David Kolb suggests that knowledge is created through experience transformation [15]. According to Kolb, through experiential learning, students can reflect on their experiences and integrate their observations into logical concepts that will then be used to solve problems [16]. ...
... Influenced by the work of other theorists including John Dewey, Kurt Lewin, and Jean Piaget, Kolb developed an influential theory about experiential learning. Differing from cognitive and behavioral theories, experiential learning uses real life experience to construct knowledge and meaning within a student's field of interest (Cherry, 2020;Illeris, 2007). This technique allows students to interact with the subject they are learning and builds their knowledge by having multiple experiences. ...
Experiential learning has become a popular form of teaching in higher education in recent years. This learning modality focuses on giving students stimulating and hands-on experiences that simulate a real-world environment. This paper examines an innovative experiential learning project undertaken by students at Southern New Hampshire University (SNHU) during the Fall 2021 semester. The students worked closely with the owner of an entrepreneurial firm to evaluate the export readiness of one its products. By the end of the project, students were able to apply the concepts learned in the classroom to real-world situations. This paper discusses the outcome of the project as well as the benefits of experiential learning for both students and faculty.
... Kolb developed a theory with four elements and proposes that, for experiential learning to occur, one must complete all four: concrete experience, reflective observation, abstract conceptualization and active experimentation. The literature (Borg and Stranahan, 2002;Girvan et al., 2016;Gilmore et al., 2020;Illeris, 2007;Lee, 2008;Lim and Bloomquist, 2015;McCarthy, 2016;Pittaway and Cope, 2007;Wurdinger and Allison, 2017) consistently reports three key assumptions of experiential learning: ...
This paper explores the use and impact of experiential learning initiatives in an entrepreneurial university. Data are taken from two sources: interviews with eight academic managers and six focus groups with learners. A mix of narrative structuring and thematic analysis is used to explore the design, delivery and assessment of experiential learning. The authors apply Kolb's Experiential Learning Theory as their theoretical lens. Experiential learning evokes a mixed reaction from academic managers and students. The paper identifies three key themes (design, delivery and outcomes) which help to capture the complex mix of direct and indirect effects that experiential learning initiatives can have at both individual and institutional levels. The authors conclude that embedding experiential learning is a valuable part of the development of an entrepreneurial university.
... Additionally, experiential learning involves transactions between the learner and their environment. This hands-on learning approach has been implemented through co-operative education, internships, and study placements (Austin & Rust, 2015) and offered as part of academic curricula, giving students opportunities to transfer knowledge from the academic to work environment (Illeris, 2007). By applying knowledge to practice, students are more likely to consolidate and master their classroom learning. ...
The rapidly aging population and the increasing number of chronic and degenerative diseases associated with aging have led to a rise in demand for aptly trained health-care professionals to address the changing needs of the aging population. However, there is a drastic shortage of health-care professionals in geriatric care as the challenge to attract younger generations into geriatrics and gerontology continues. To this end, experiential learning – an engaged learning process where students learn by doing and reflecting upon those experiences – may lead to better applied knowledge, skills, competence, and interest regarding care for older adults. This study examines experiential learning in the form of a “Living Lab” – a field-based practicum education model – and how it promotes student learning in terms of interaction with, and knowledge and attitudes about, geriatric inpatients living with mental health conditions in a specialty psychiatric hospital in Canada. Using qualitative narrative inquiry, we explored students’ (n = 14) experiences of participating in a Living Lab. Three interconnected themes were identified and collectively suggested that participation in the Living Lab improved student self-efficacy, knowledge, and skills to work with the geriatric population. It also helped reshape student attitudes toward this population.
... Traditional programs often rely to a bigger extent on formal learning, that is, knowledge-based learning through abstract texts. When it comes to changes in attitudes, values, and beliefs -rather than pure knowledge -experiential, emotional, and social learning is more effective than formal learning [19][20][21][22][23]. On that account, Inner Development Goals (IDG) [24] was recently founded, a non-profit organization for inner development that receives input from world-leading scientists and opinion leaders. ...
Against the backdrop of dramatically increased complexity, speed of change, great uncertainty, and lack of confidence, the call for “new leaders” has become louder. These contemporary challenges demand more than just a change in leadership competences. Scholars and practitioners have argued that a more fundamental shift in mindset is required. At the same time, leadership development is largely based on cognition-based learning to improve competences – skills and abilities (skillset) – through classroom exercises in traditional venues. This is in contrast to addressing the capacities of leaders – their inner resources (mindset) in the face of complex leadership challenges. Yet, changing mindsets is not easy and requires different training than competency-focused programs. However, a stay under primitive conditions in pristine nature does something to us. People relax, reflect, or even transform. Three consecutive empirical studies, conducted by the author, suggest that such a wilderness journey promotes the transformation towards purposeful, authentic leadership.
... Experience creates opportunities for learning; analysis and reflection on the experience develops the learning. This can include educational experiences beyond the formal setting, such as study-abroad programmes, activities in nature, hands-on experiences, etc. Hoover (1974), Illeris (2007), Passarelli and Kolb (2012) Disorienting experience ...
Purpose
A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks.
Design/methodology/approach
The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed.
Findings
Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment.
Originality/value
The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems.
... The result of this study contributes some initial insights to further development of the literature in learning in SMEs through TPD programs such as conferences, seminars or workshops. These kinds of activities feature not only the transfer of information but also the benefits of networking (Cotter and Cullen, 2012;Illeris, 2007). ...
Purpose
This study aims to explore the benefits of participation in a topic-relevant business conference as a learning and professional development apparatus for senior managers of small- and medium-sized enterprises (SMEs). It analyzes the experiences of 12 Australian SME senior managers who participated in a Belt and Road Initiative (BRI) business conference in Hong Kong.
Design/methodology/approach
Data were collected through pre- and post-conference attendance interviews. Kirkpatrick and Kirkpatrick’s (2005) four levels framework was used to analyze the effectiveness of business conferences on the participants at four different levels of the framework: reaction, learning, behavior and results.
Findings
This study finds that the business conference has shown effectiveness for the participants at the reaction (Level 1), learning (Level 2) and behavior (Level 3), indicating that participation in a topic-relevant business conference is useful for the learning and professional development of SME managers. However, only a moderate level of results (Level 4) was identified from attending the BRI conference, which implies that the content and quality of the business conference may influence the achievement of expected results.
Originality/value
This paper contributes a new understanding of the benefits of topic-relevant business conference participation as a learning and professional development apparatus for SME senior managers.
... El aprendizaje experiencial involucra la adquisición de conocimientos a través de la captación y transformación de la experiencia concreta, que se refleja en nuevas abstracciones y aplicaciones de la misma (Kolb, 1984;Kolb, Boyatzis, y Mainemelis, 2001). A partir de ello, este aprendizaje produce cambios, a nivel cognitivo, conductual y actitudinal en los estudiantes (Cayne, 2014;Illeris, 2007;Wright, 2000;Yeo y Marquardt, 2015). Ofrece a los estudiantes la oportunidad de practicar los conocimientos adquiridos en una situación real, modelando los comportamientos y procedimientos apropiados para desempeñarse en ésta (Knobloch, 2003). ...
Se utilizó la metodología de aprendizaje experiencial en la asignatura de Psicología de la Adultez, de la carrera de psicología en una universidad chilena. El objetivo de este estudio de caso fue que los estudiantes pudieran aplicar y practicar sus conocimientos en una situación real y contextualizada, y que esto promoviera el logro de un aprendizaje profundo. La implementación se llevó a cabo por docentes y ayudantes en clases, ayudantías y actividades en terreno, en las que los estudiantes realizaron una variedad de actividades, entregando los productos correspondientes. La experiencia fue valorada por docentes y estudiantes, con efectos positivos en relación al desempeño de los estudiantes y a la forma en que se vincularon con el contexto y su futuro rol como psicólogos. Se concluye que el aprendizaje experiencial es una metodología de enseñanza valiosa, entregando directrices para incorporarla en el ámbito de la educación superior e introducir a los estudiantes a su rol profesional.
... Experiential learning is beneficial because it exposes children to hands-on experiences and active engagement with activities promoting critical thinking [24]. Experiential learning-based approaches can be a useful strategy to improve children's knowledge, attitudes, and behaviors towards healthy eating because they enable children to experiment, explore, play, and become familiar with materials and concepts that are related to the targeted behaviours [25,26]. ...
Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to 2020. Eligible studies included children 0–12 years, assessed effect of experiential learning on outcomes of interest compared to non-experiential learning and were open to any setting. The quality of studies was assessed using the revised Cochrane risk of bias tool by two independent reviewers and effect size was calculated on each outcome. Nineteen studies were conducted in primary school, six in pre-school and one in an outside-of-school setting and used nine types of experiential learning strategies. Cooking, taste-testing, games, role-playing, and gardening were effective in improving nutrition outcomes in primary school children. Sensory evaluation, games, creative arts, and storybooks were effective for preschool children. Multiple strategies involving parents, and short/intense strategies are useful for intervention success. Experiential learning is a useful strategy to improve children’s knowledge, attitudes, and behaviors towards healthy eating. Fewer studies in pre-school and outside of school settings and high risk of bias may limit the generalizability and strength of the findings.
... Instilling an understanding of how systems engineers, domain engineers and project managers come together as multi-disciplinary teams to develop solutions to real world problems To do this, systems engineering education has employed a mixture of traditional, lecturebased learning, and experiential, more practical teaching and learning practice. The intention behind this, from an andragogical perspective, is to facilitate student learning of the essential concepts and components of the subject (Bligh, 1998;Bonesso et al., 2015;Garside, 1996), whilst allowing a positive and interactive hands-on experience through experiential application and learning (Pugsley & Clayton, 2003;Illeris, 2007). Cranfield University's Systems Engineering MSc ("Systems Engineering MSc", 2021) achieved this by employing two different types of course module, as described at figure 1 over page. ...
... One of the options that can be taken to achieve the optimum learning objectives is to actively involve students in building their knowledge (Illeris, 2007;Sheafer, 2017). Student involvement should be established as students are required to be able to interact with the environment, so that learning tends to be meaningful when compared to teacher-centered learning (Lokse, Lag, Solberg, Andreassen, & Stenersen, 2017;Todd, 2010). ...
... Learning experiences can be described as a concept which overall captures the importance of experiences made in real-life activities (e.g. Dewey 1916Dewey /1985Illeris 2007). In our study, this concept is used with the intention of understanding how teachers' experiences of participating in informal learning activities can contribute to their developing knowledge and skills considered relevant to their teaching assignments. ...
In the literature, informal learning is considered to be of great importance to employees’ development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers’ informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: 1) The culture, structure and materials of the workplace are important parts of teachers’ conditions for informal learning. 2) The teachers’ informal learning activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers’ informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred. 3) The police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.
... Involves the acquisition of knowledge through the capture and transformation of concrete experiences, which originates new abstractions and applications (Kolb, 1984;Kolb et al., 2001). This learning produces changes at cognitive, behavioral and attitudinal levels in students (Cayne, 2014;Illeris, 2007;Wright, 2000;Yeo & Marquardt, 2015). Moreover, it offers the opportunity to put into practice the knowledge acquired in real situations, modeling the appropriate behaviors and procedures to be carried out (Knobloch, 2003). ...
There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.
... Founded in social cognitive and self-regulation theories [18,19], the experiential training involves seeing virtual actors (i.e., live humans superimposed on a virtual background) correctly demonstrate skills use, practicing skills in virtual environments, and receiving praise from virtual actors for correct skills use. Experiential skills training is designed to enhance confidence for implementing basic weight loss skills in real-world settings (i.e., selfefficacy, the proximal outcome of this intervention) [23,24] Experience Success is a fully automated online based VR intervention for experiential training in basic behavioral weight loss skills. Skills training occurs in virtual environments where challenges typically experienced by individuals losing weight (e.g., selecting from a variety of foods ranging in calories and healthfulness, peer pressure to overeat and be inactive, environmental cues for overeating, common barriers to physical activity) are presented. ...
Background
Behavioral lifestyle intervention (BLI) is recommended as a first-line treatment for obesity. While BLI has been adapted for online delivery to improve potential for dissemination while reducing costs and barriers to access, weight losses are typically inferior to gold standard treatment delivered in-person. It is therefore important to refine and optimize online BLI in order to improve the proportion of individuals who achieve a minimum clinically significant weight loss and mean weight loss.
Study design
Five experimental intervention components will be tested as adjuncts to an established 12-month online BLI: virtual reality for BLI skills training, interactive video feedback, tailored intervention to promote physical activity, skills for dysregulated eating, and social support combined with friendly competition. Following the Multiphase Optimization Strategy (MOST) framework, the components will first be refined and finalized during Preparation Phase pilot testing and then evaluated in a factorial experiment with 384 adults with overweight or obesity. A priori optimization criteria that balance efficacy and efficiency will be used to create a finalized treatment package that produces the best weight loss outcomes with the fewest intervention components. Mediation analysis will be conducted to test hypothesized mechanisms of action and a moderator analysis will be conducted to understand for whom and under what circumstances the interventions are effective.
Conclusion
This study will provide important information about intervention strategies that are useful for improving outcomes of online BLI. The finalized treatment package will be suitable for testing in a future randomized trial in the MOST Evaluation Phase.
... Hence, the contextual setting of m-learning can influence its effectiveness. For example, experiential learning theory suggests that the individuals learn through their ongoing interactions with their surrounding environment as they find meanings to problems and develop their understanding (Illeris, 2007). Similarly, Kolb's (1984) learning theory posits that knowledge may result from a combination of direct experiences and socially acquired understandings (Matthews & Candy 1999). ...
This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and development of their human resources. The research involved semi-structured interviews and an online survey. The research participants were expected to share their opinions about the costs and benefits of using m-learning applications (apps). The findings reported that the younger course participants were more likely to embrace the m-learning technologies than their older counterparts. They were using different mobile devices, including laptops, hybrids as well as smartphones and tablets to engage with m-learning applications at work, at home and when they are out and about. This contribution has identified the contextual factors like the usefulness and the ease of use of m-learning applications (apps), individual learning styles and their motivations, time, spatial issues, integration with other learning approaches, as well as the cost and accessibility of the m learning technology. In conclusion, this contribution identifies future research avenues relating to the use of m-learning technologies among businesses and training organisations.
... Although a number of experiential learning models have been proposed, Kolb's (1984) model has the reputation of being well developed and researched (Armstrong & Mahmud, 2008) and continues to have a significant influence on the fields of HRD, management learning and management education (Illeris, 2007;Kisfalvi & Oliver, 2015;Li & Armstrong, 2015;Ng et al., 2009;Tomkins & Ulus, 2016;Yamazaki & Kayes, 2004). For example, in HRD research, Chang (2017) extended Kolb's (1984) model from a neuroscientific perspective, whereas Yeo and Marquardt (2015) developed an integrated framework that combines action learning with experiential learning. ...
Although Kolb’s experiential learning model has been widely used and remains among the most influential frameworks in the fields of human resource development, management education and higher education, it has been criticized for failing to propose a second‐order learning process. The purpose of this study was to revise Kolb’s model by addressing its limitations. The revised model consists of (1) expected and unexpected experiences, (2) the management of emotions, (3) reflective analysis, (4) abstract conceptualization, (5) unlearning, and (6) active experimentation. Developed from the revised model, we created a checklist for debriefing experience‐based training programs. The contribution of this study is its development of a framework and a checklist for deep experiential learning.
This study addresses the complex challenges of childhood obesity, food poverty and environmental degradation by developing a planetary health framework for school food in education. Drawing on Dewey's experiential learning philosophy, it adopts an integrative approach where school meals and food education converge. Rooted in the planetary health model, the research explores the interdependence of human and environmental health within the context of school food. Employing a convergent mixed‐methods approach, we conduct interviews, a web‐based survey and observations in English primary schools to explore multiple stakeholders' perspectives on sustainable school food. Findings underscore three defining characteristics of sustainable school food: reversion to scratch cooking, prioritising local and agroecological food procurement and promoting plant‐based meals. Findings stress the convergence of health and environmental sustainability within school food, highlighting the need for a planetary health approach to school food where meals and education are integrated into school food experiences. Experiential food education, such as cooking and farm visits, supports sustainable school meals provision and their use as a pedagogical tool, embedding sustainable food practices into pupils' everyday school experiences. The study underscores the role of ethical leadership in allocating scarce resources and empowering often marginalised stakeholders such as catering staff and local producers to mobilise school food partnerships. Such partnerships generate mutual benefits, such as supporting local agroecological food production and challenging the dominance of processed foods in school menus from large corporations.
The archaeologists who study childhood are ourselves the end product of an approach to learning that is antithetical to how learning occurred in one of the most evocative of foraging cultures: the Inuit. Archaeologists-to-be in most societies undergo direct instruction – ie formal teaching – throughout the many years of their education, starting in preschool. At all levels, from preschool through doctoral studies, learners are encouraged to ask, and are rewarded for asking, questions about everything. Each learner encounters many teachers, who provide active instruction and formally and rigorously evaluate the learner’s progress in acquiring the information or skills being taught. In stark contrast to this, Inuit children were expected to learn on their own, through observation and experimentation. Both direct instruction by adults, and the asking of questions by children, were actively discouraged. In today’s jargon, Inuit foragers emphasise experiential learning. This paper will summarise some of the ethnohistorical information concerning Inuit learning and explore some of the archaeological correlates and implications of emphasising that mode of learning.
There are few validated positive youth development (PYD) programs in different regions of China. Utilizing 15 PYD constructs extracted from effective programs in the United States and with the support of the Hong Kong Jockey Club Charities Trust, colleagues from five universities in Hong Kong developed the P.A.T.H.S. Program in Hong Kong. In the past two decades, the research team trained 9,415 potential program implementers, supported the implementation in 300 + high schools in Hong Kong (357,839 participants) and evaluated the impact of the project. Because of its overall success, the P.A.T.H.S. Program was transplanted to mainland China with the support of the Tin Ka Ping Foundation, with adaptation of the curriculum materials. Before, during, and after the COVID-19 pandemic, the research team also trained 1,589 teachers and related professionals, provided guidance on the implementation in 30 + schools (84,000 + participants), and evaluated the impact of the program. This paper reviews the achievements, effects, and impact of the P.A.T.H.S. Program in China and beyond. It also highlights several observations and reflections regarding the future development of positive youth development programs in China as well as around the globe.
Buku “Kreativitas dan Inovasi” ini adalah karya komprehensif yang mengulas berbagai model dan metode pembelajaran inovatif untuk anak usia dini, menawarkan panduan terperinci mengenai strategi-strategi yang efektif dalam lingkungan pendidikan. Buku ini mengeksplorasi Model Pembelajaran Sentra dan pembelajaran melalui sudut, serta pendekatan Reggio Emilia dan Montessori, dengan penjelasan mendalam tentang penerapan masing-masing metode dalam ruang kelas. Model Pembelajaran Sentra mengorganisir ruang kelas menjadi pusat-pusat tematik yang memfasilitasi eksplorasi anak-anak, sedangkan pembelajaran melalui sudut fokus pada tema-tema tertentu untuk merangsang kreativitas. Pendekatan Reggio Emilia menekankan peran lingkungan sebagai guru dan dokumentasi proses belajar anak, sementara Montessori menggunakan materi terstruktur untuk mendukung keterampilan motorik halus dan kognitif.
Selain itu, buku ini menggali model pembelajaran kooperatif yang mendorong kolaborasi antara anak-anak dan Experiential Learning yang menekankan pada pembelajaran melalui pengalaman langsung, memfasilitasi interaksi sosial positif dan keterampilan problem-solving. Di antara inovasi penting yang dibahas adalah Model Pembelajaran Berbasis Proyek (PBL) yang menggunakan makanan Jepang, khususnya “Anmitsu”, sebagai media pembelajaran yang disebut Model Pembelajaran AnmitsuKane. Pendekatan ini menawarkan cara unik dan menyenangkan untuk mengajarkan berbagai konsep kepada anak-anak, mengintegrasikan aspek sensorik, motorik, dan kognitif melalui makanan sebagai alat pembelajaran. Dengan memanfaatkan makanan untuk mengajarkan matematika, sains, dan bahasa, Anmitsu tidak hanya menarik perhatian anak-anak tetapi juga memfasilitasi pemahaman konsep dasar secara lebih kontekstual dan aplikatif.
Bagian akhir buku menyatukan berbagai model dan metode yang dibahas, menawarkan panduan praktis untuk implementasi yang efektif dalam lingkungan pendidikan anak usia dini. Dengan studi kasus dan tips evaluasi, buku ini membantu pendidik dan orang tua menciptakan lingkungan belajar yang mendukung perkembangan holistik anak-anak, memfasilitasi pengalaman belajar yang menyenangkan dan produktif.
This chapter explores how coaching builds academic citizenship, graduate qualities and entrepreneurial abilities at a university of technology (UoT). The research shows how coaching may shape academic citizens, graduates and entrepreneurs using Kolb’s experiential learning theory (Kolb, Experiential learning: Experience as a source of learning and development, Prentice Hall, 1984). Coaching’s influence on staff, students and graduates is maximised by connecting UoTs’ criteria with Kolb’s experiential learning phases (Kolb, Experiential learning, Bauer, 1984). Coaching’s vital role in promoting academic citizenship and graduate qualities via the experiential learning lens is highlighted in the chapter. This focus clarifies the university’s responsibility in shaping responsible and inventive citizens. Bringing theory and practice together in this UoT setting advances higher education, academic progress and experiential learning.
The evolution of mathematics coincided with advancements in its teaching. The 19th and 20th centuries marked a pedagogical revolution in mathematics education. This paper argues that Bruner’s (1966) model, Gagné’s (1985) taxonomy, innovative teaching methods emphasizing research and problem-solving, and the inclusion of data analysis topics have shaped modern mathematics education. Additionally, the paper explores transformative trends, emphasizing mathematics literacy and the integration of virtual reality (VR) and artificial intelligence (AI) in education. This evolution emphasizes practical, contextually relevant approaches. VR enhances engagement and comprehension of abstract concepts, while AI offers personalized learning experiences, fostering deeper understanding and skill development.
In response to the pressing challenges posed by the current societal development trajectory, the idea of sustainability as an alternative, safe, and just development paradigm has received wide traction in different societal sectors. Higher education institutions are recognized as key players in fostering societal change by equipping students with competencies that support them in solving sustainability challenges. One essential ability of a sustainability-competent students is to assess a given problem from multiple sustainability perspectives. This ability requires elaborated conceptions of the abstract idea of sustainability. Currently, higher education institutions, however, seem to fall short in sufficiently equipping students with elaborated sustainability conceptions.
Embedded in research on higher education for sustainable development (HESD) and conceptual change, this dissertation empirically investigates how studying at such an institution affects changes in and developments of undergraduates’ sustainability conceptions. An exploratory literature review identified gaps in prior research, underscoring the need for systematically investigating sustainability conceptions. Based on this, sustainability conceptions were defined as individual representations of the abstract idea of sustainability and an assessment instrument to measure changes in sustainability conceptions was developed. Further, this dissertation employs a mixed-methods approach consisting of a multi-cohort longitudinal study combined with narrative interviews that allows for long-term monitoring of changes as well as analyzing students’ subjective perceptions of their learning processes.
This dissertation indicates that an undergraduate program with an initial mandatory sustainability-related first semester module in combination with further optional sustainability-related learning offers has shown certain potential in instigating changes of sustainability conceptions within all students of different subjects. The results suggest that undergraduates are gradually less likely to associate the economic and ecological dimensions with the concept of sustainable development over the course of three years. However, the changes were only subtle and often only significant in relation to students’ subject affiliations. Notably, students in environmental science exhibit changes towards elaborated sustainability conceptions. This indicates that continuous engagement with sustainability throughout the entire study program is beneficial for elaborated conceptions. The results also add evidence to the notion that effects of sustainability-related learning offers are highly intertwined with the students’ subjective meaning-making processes. In line with findings from conceptual change research, this dissertation highlights the importance of emotions and values in these processes. Thus, creating relevance of the sustainability-related learning offers for all students already in the first semester seems to be a key factor for preventing loss of interest and in consequence less elaborated sustainability conceptions.
While the insights presented in this research are primarily focused on a higher education institution of medium size that has already implemented sustainability in a whole institution approach, it holds significant implications for researchers and practitioners aiming to analyze and enable conceptual change in students from different subjects.
The terms "experiential learning" and "learning communities" both appear on current lists of high impact practices in higher education. But while internships have consistently been the subject of pedagogical study over the past fifty years, the study of learning communities, after an initial flurry of activity in the 1990s, declined precipitously. With our institution's Washington D.C. Summer Study Program as its focus, this study proposes to use qualitative and quantitative methods to analyze the quality of students internship experiences, asking the question How does an internship completed within a learning community increase a student experiential learning and subsequent civic engagement? We also hope, through focus groups, to better understand the underlying causal process between the students experiences and their subsequent civic engagement and long-term career success.
Background:
Solo-being intentionally solitary in nature-is receiving growing attention as a valuable outdoor education program component. Its practice and history have been researched in the context of experiential learning, but few studies have explicitly examined how solo experiences can affect dimensions of well-being. This study investigated a broad range of well-being pathways provided by being solo, based on data from Norway, Germany, and New Zealand.
Methods:
Using qualitative content analysis (QCA), the solo debrief responses of 40 participants (26 females, age: 19-64 years) were analysed, applying the PERMA-V framework (emotions, engagement, relationship, meaning, achievement, and vitality). Variations in the reports were explored as a function of the national sample, gender, age, prior solo experiences and expectations.
Results:
The study suggests that hedonic and eudemonic well-being pathways, represented by the six PERMA-V pillars, interrelate strongly. The experience of a range of positive emotions and connecting process during solo highlights two of the most frequent findings related to well-being pathways. The secondary findings suggest minor variations in the well-being pathways for the different national samples, gender and age. Expectations and prior experiences with solo were identified as context factors with minor impact. Further, the data-driven analysis identified specific physical activities, landscape features, sense-activation, perception of time and 'good' weather as relevant to the specific experience.
Conclusions:
Solo experiences provide for well-being-related pathways in a multitude of ways, which highlights the well-being potential of solo implementation across practical fields beyond outdoor education, such as wilderness therapy, and environmental and planetary health initiatives. Future studies should continue to explore solo's well-being potential in different settings, especially in the context of non-Western samples.
Purpose
Supply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is developed at work, but little is known about how this takes place. Drawing on constructivist learning theory, the authors investigate how SC professionals develop their competence at work.
Design/methodology/approach
The study takes off from a theoretical framework of workplace learning mechanisms, followed by a series of in-depth interviews with an expertise panel of profoundly competent and experienced SC professionals.
Findings
The results provide detailed insights into the learning process of SC professionals. The key findings show that SC professionals use a wide range of learning mechanisms throughout their careers, and that the contribution and complexity of these mechanisms differ and change dynamically with seniority. The findings also show that learning mechanisms should not be viewed as isolated phenomena, but closely related to every-day SCM work as well as learning attitude.
Research limitations/implications
By conceptualizing learning as a process, and congregating the fragmented literature into a framework of workplace learning mechanisms, this research provides a theoretical reference point for future studies. The empirical findings bring a new level of detailed knowledge on how SC professionals learn at work.
Practical implications
The results can assist SC professionals, HR managers and academic program leaders in their quest to develop competence in the field of SCM.
Originality/value
This paper makes a unique contribution to the human aspects of SCM literature by presenting the first study that investigates in depth the crucial but complex process of how workplace learning takes place for SC professionals in practice.
This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.
Objective
Commercial online weight management programmes are popular and easily accessible but often lack training in empirically validated behaviour change strategies and produce suboptimal outcomes. This study evaluated the effects of a Web‐based virtual reality (VR) programme for enhancing behavioural skills training and weight loss when offered as an adjunct to a commercial online weight management programme.
Methods
N = 146 adults with overweight/obesity (body mass index [BMI] 27‐40 kg/m²) were randomized to 6 months of no‐cost access to the Weight Watchers (WW) online platform alone or enhanced with the Experience Success (WW + ES) programme, consisting of four Web‐based VR sessions for training in behavioural weight‐loss skills related to the home environment, the workplace, physical activity and social situations (i.e., a party at a friend's house). Weight was measured at the research centre at baseline, 3 and 6 months.
Results
Both groups achieved statistically significant weight loss across the trial, with no difference in mean ± standard error (SE) weight loss between WW and WW + ES at 3 months (2.7 ± 1.1 kg vs. 4.2 ± 1.1 kg, respectively; P = .086) but greater weight loss in WW + ES at 6 months (2.6 ± 1.3 kg vs. 4.9 ± 1.3 kg, respectively; P = .042).
Conclusions
This study demonstrates the potential of Web‐based VR skills training to enhance outcomes of commercial online weight management programmes that are widely accessible. Compared with traditional didactic methods for online skills training, VR simulation provides opportunities to learn behavioural skills via modelling and experiment with skills in real‐world situations. More research is needed to identify specific behavioural mechanisms by which ES may improve outcomes.
The four dimensional design approach focuses on cognitive, emotional, social, and psychomotor dimensions of learning. It relies on balanced differentiation of educational activities. Such a differentiation aims at increasing learners’ motivation. In this paper, we examine the adoption of the four dimensional design to a non-core blended course designed and led at the War Studies University in Poland. Data collected from 59 respondents through structured interviews and the analysis of learning outcomes revealed that the four dimensional instructional design approach applied to a blended course keeps students motivated and engaged in the learning content. Our results suggest that university instructors should incorporate the four dimensional approach into instructional strategies to maximise learners’ motivation and learning outcomes.
Purpose of the study: The purpose of this study is to investigate Saudi student's academic, cultural, and social benefits gained through their involvement in experiential learning programs (ELPs) at higher institutions in the US. Methodology: The study employed an interpretive qualitative design. Data collection comprised 16 individual semi-structured interviews with junior and senior Saudi male and female students enrolled in the colleges of business and engineering. Main Findings: Findings revealed an overall level of satisfaction among participants, especially with respect to gains in academic knowledge, personal growth, and leadership skills. ELP workplace challenges largely related to the educational, social, and cultural backgrounds of the study participants. Sociocultural benefits were inconsistent, most notably regarding gender and group interactions between Saudi and American members. Implications: Involving in such experiential Learning Programs increased potential participation in such practices for Saudi students when they go back to work in their home country after completing their study abroad. Novelty: The study addresses ways to improve the ELP experience for Saudi students, improve EL programs for organizers, and other prospective Saudi students who decide to study in the west.
During the last decade, the issue of lifelong learning, which was once launched as a project of emancipation, has become more integrated into the labour market and employment policies of governments and international organizations such as the EU and OECD. The most important concrete result of this has been a rapid increase in adult education programmes and incentives for adults to join them. In some cases, these incentives almost assume the character of compulsion. The Danish Adult Education Research Project (1997–2000) has been dealing with the broad adult education systems mainly serving poorly educated and unemployed adults. The project has consistently sought to investigate current adult education from the perspective of the learners. Empirical activities have comprised observation of teaching sessions and daily life, and individual and group interviews of participants. Most adult learners approach education in very ambivalent ways. The majority of participants enter the programmes because they are more or less forced to do so, and not because of an inner drive or interest. In practice, they typically develop a variety of psychological defence strategies to avoid learning that challenges their identity and personal ways of thinking, reacting and behaving. In general, it seems to be basically characteristic of adult learning that: adults have very little inclination to really learn something they do not perceive as meaningful for their own life goals; adults in their learning draw on the resources they have; and adults take as much responsibility for their learning as they want to take (if they are allowed to do so). These characteristics are significantly different from general assumptions behind most educational programmes. Thus, such programmes are not fit to fulfil the ideals of lifelong learning, and often it would be better to move resources from educational arrangements to clarifying, guiding and motivating activities. Education should only take place when the learner has understood and accepted that the arrangement is in his or her own interest.
Part One is given over to a presentation of the theoretical hypotheses. It was well to begin with these since the experiments, taken up in Part Two, were inspired by them. Finally, there is the critique (Part Three). It seems clear that Professor Flavell is more interested in the experiments than in the theory, which sometimes gives me the impression--perhaps not of having been misunderstood, but, if you will--of having been understood on certain issues more from without than from within. But since the great majority of readers are not likely to be primarily oriented toward the theory either, the emphasis he has chosen is probably the most useful one. Professor Flavell concluded his book with a critical section that may lead the reader to take his positive comments about the system much more seriously than if he had blindly and uncritically gone along with me on all points. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
• This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)