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The Process of Experiential Learning
... A message encouraging participants is included at the end of the module. Modules 2 and 3 are based on an experimental learning model [30]. As part of the engagement strategy of the study, reminder e-mails were sent to all participants to advise them when to complete the survey. ...
... Kolb's experimental learning model [30] elucidated that the effect of this program emerged four weeks postintervention. Through the simulated experience of the EBPH program implementation, participants reflected on their current situation, developed a new concept of behavior at work, and applied this concept [30]. ...
... Kolb's experimental learning model [30] elucidated that the effect of this program emerged four weeks postintervention. Through the simulated experience of the EBPH program implementation, participants reflected on their current situation, developed a new concept of behavior at work, and applied this concept [30]. This may elucidate why the learning experience took effect after some time and not immediately. ...
Background
Health service development aims to close the gap between evidence and practice by adopting and appropriately utilizing the latest findings. To address this gap, dissemination and implementation research has been promoted and developed. Despite promoting evidence-based programs over the years, public health nurses have had few training opportunities in evidence-based public health. This study evaluated the effectiveness of a web-based training in building the basic program implementation capacity of public health nurses with two to five years of experience.
Methods
We developed a simulation-powered web-based training according to an Implementation Degree Assessment Sheet for health programs. This was a randomized, single-blind, parallel-group trial. The primary outcome, the result of implementation capacity for public health nurses, was assessed by the total score of the Implementation Degree Assessment Sheet, and scores for its five domains. The secondary outcome was evaluated by the level of understanding. The primary outcome was analyzed utilizing the t-test and analysis of covariance, whereas the secondary outcome was assessed utilizing the U-test and Quade’s analysis of covariance. Data were collected directly before intervention (T1: baseline), immediately post-intervention (T2), and four weeks post-intervention (T3: endpoint).
Results
The 197 participants were randomly allocated to either the intervention group (n = 98) or the control group (n = 99). A full analysis set of 152 samples and a per-protocol set of 104 samples were analyzed. The intervention group exhibited a significantly higher total score and five domain-wise scores at the endpoint compared with the control group. The disparity between the endpoint and baseline scores was significantly larger for the intervention group for all scores. The level of understanding was significantly higher in the intervention group than in the control group at T2 and T3. The effect size of the total score was higher in the full analysis set (Cohen’s d = 0.5) than in the per-protocol set (d = 0.48).
Conclusions
This web-based training was effective in building the program implementation capacity of participants four weeks post-intervention.
Trial registration
University Hospital Medical Information Network Center Clinical Trials Registry UMIN000048421.
... Pemahaman materi yang lebih baik di kalangan siswa setelah penerapan Kegiatan KEREN dapat dijelaskan melalui teori experiential learning yang diusulkan oleh (Kolb, 2000). Teori ini menekankan pentingnya pengalaman langsung dalam proses pembelajaran, di mana siswa belajar melalui pengalaman nyata yang relevan dengan kehidupan mereka. ...
Penelitian ini bertujuan untuk mengevaluasi efektivitas penerapan Kegiatan KEREN (Keberagaman dalam Rencana Pembelajaran yang Nyata) dalam meningkatkan kualitas pembelajaran di kelas 4 SD Negeri 3 Plosorejo. Kegiatan KEREN dirancang untuk menciptakan lingkungan belajar yang inklusif dan beragam, dengan menekankan pada diferensiasi dalam metode pengajaran. Penelitian ini mengadopsi metode studi kasus dengan menggunakan observasi, wawancara, dan analisis dokumen untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa Kegiatan KEREN berhasil meningkatkan keterlibatan siswa, pemahaman materi, dan interaksi sosial di dalam kelas. Meskipun demikian, penelitian ini juga mengidentifikasi beberapa tantangan, seperti kebutuhan untuk menyesuaikan metode pengajaran dengan kebutuhan individual siswa dan keterbatasan sumber daya. Implikasi dari temuan ini adalah perlunya adopsi metode pembelajaran yang lebih inklusif dan adaptif di sekolah dasar.
... Based on co-citation analysis, Cluster 1 in the shared references data mainly involves education and psychology, containing important literature on learning theories and educational practices (Dewey, 1986;Kolb, 2000;Vygotsky & Cole, 1978). Cluster 2, on the other hand, focuses on university-industry collaboration, innovation, and technology transfer fields (Bruneel et al., 2010;Etzkowitz & Leydesdorff, 2000;Perkmann et al., 2013). ...
This bibliometric analysis studied the development trends, publication and citation counts, research themes and trends, and international cooperation models related to university-industry collaboration from 1970 to 2023. Firstly, using a broader set of search terms related to university-industry collaboration, we conducted a comprehensive search of the global literature from 1970 to 2023 in the Web of Science (WoS) database. Secondly, based on inclusion and exclusion criteria, we ultimately selected 592 articles for analysis. Subsequently, we used VOSviewer and R-biblioshiny as analytical tools to extract and analyze relevant data from the selected articles. The study identified the most influential institutions, journals, authors, and countries in this field. Additionally, based on keyword co-occurrence analysis, research related to university-industry collaboration is distributed across five clusters: (1) innovation and technology transfer, (2) internships and work experience, (3) cooperative education and learning outcomes, (4) collaboration models and partnerships, and (5) collaboration barriers, challenges, and sustainability. Recent research has focused on themes such as technology transfer, barriers, benefits, and the motivations driving collaboration.
Purpose: To increase knowledge about Employee Experience (EX) within the development services sector in Poland and the management of employee impressions in the workplace. Design/methodology/approach: The research was conducted using a partial, ad-hoc diagnostic survey method based on a custom-designed questionnaire. The study was carried out with a purposive sampling method among organizations affiliated with the Polish Chamber of Training Firms (PIFS), focused on providing development services. Findings: Respondents indicated that organizational culture plays a crucial role in shaping their overall experiences as employees in training companies. While the majority recognized that employee experience impacts customer experience, almost half had not yet formed an opinion on the creation of new HR roles, such as experience and sensation module designers. It was found that the surveyed training companies consider a variety of customer experiences when designing development services, with intellectual, emotional, and social experience modules being the most dominant. However, there is insufficient knowledge and experience regarding the experience market and EX within the development services industry in Poland. Research limitations/implications: Due to the low response rate, generalization to the entire population is not possible. The conceptualization of EX in the development services sector requires further empirical diagnostic research. Practical implications: The research findings may be useful for training company owners interested in the experience market and in managing both employee and customer impressions. Social implications: Raising awareness of the experience market and highlighting the importance of the new EX paradigm in human capital management. Originality/value: The article has cognitive value which contributes to the development of management and quality sciences, specifically in the area of human capital development. Keywords: Experience Economy, Employee Experience, Employee Experience Management, Customer Experience, Development Services, Human Capital, Training. Category of the paper: Research paper.
Active learning techniques are taking the classroom by storm. Numerous research articles have highlighted the benefits of active learning techniques on student understanding, knowledge retention, problem solving, and teamwork. One avenue to introduce active learning into the classroom is the gamification of course learning content. Educational escape rooms are one such example in which students solve a series of puzzles related to course content to “escape” within a set time frame. Escape games play an interesting role in motivating students, building communication skills and allowing for multimodal learning, having been shown to increase students’ test results and enjoyment of the course content. In lieu of the traditional escape room format, a fully immersive room(s) with classical escape room puzzles (finding items, riddles, alternative locking mechanisms) is used alongside learning activities, and educators have begun to develop truncated activities for easier applications in larger classrooms. In this review, we explore several escape room activities: immersive, paper-based, Battle Boxes, condensed escape activities, and online/virtual, providing examples of the types of puzzles included therein. We similarly discuss the creation of escape room materials and recommendations for the interested educator, as well as the learning benefits of engaging in puzzle development. Finally, we provide an overview on methods to assess active learning through escape rooms, establishing an overview of empirical evidence towards their effectiveness as a learning tool.
Objective: The objective of this study is to investigate the impact of entrepreneurship education on the development of soft skills in students, using experiential learning theory (ELT) as a foundation to foster these skills through active practices. Theoretical Framework: The study is based on Kolb's (1984) experiential learning theory and active learning models. These theories provide a solid foundation for understanding how learning occurs through experience, emphasizing the development of soft skills. Method: The research follows a qualitative and exploratory approach, with data collection based on bibliographic review and participant observation. The study was conducted in entrepreneurship courses, focusing on the observation of students' soft skills through the application of Kolb’s experiential learning cycle. Results and Discussion: The results show that the application of ELT in entrepreneurship education promotes the development of soft skills. The theoretical and practical implications are discussed in light of experiential learning theory, highlighting the importance of an active approach to education. Research Implications: The research has important implications for the fields of education and entrepreneurship, suggesting that experiential teaching can be an effective tool for developing essential behavioral skills for the labor market. Originality/Value: The study contributes by demonstrating the applicability of ELT in entrepreneurship education, addressing the gap between traditional teaching and the need to develop soft skills in academic contexts.
Pre-vetting inspection is a critical process to enhance safety and environmental protection onboard tanker ships. The current study firstly proposes a serious game design model, namely GAMESIRE 2.0, for crew upskilling in tanker vetting requirements. This study considers recently updated requirements of Ship Inspection Report (SIRE 2.0) Programme of Oil Companies International Marine Forum (OCIMF). Using GAMESIRE 2.0 model, preliminary design of a serious game-based training is conducted in preparation for SIRE 2.0 Clause # 4.2.1, which focuses on navigational procedures on passage planning and execution. Further maritime studies might utilize GAMESIRE 2.0 model to design additional serious games in SIRE 2.0 context. In fact, scope of GAMESIRE 2.0 model can be extended through other maritime inspection regimes such as Chemical Distribution Institute (CDI), Tanker Management Self-Assessment (TMSA), Dry Bulk Management Standard (DRYBMS), etc. Consequently, this study contributes to third-party standards on enhanced safety and environmental protection in tanker shipping industry.
Background
The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course.
Method
Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education.
Results
The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives.
Conclusion
Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [ J Nurs Educ . 2024;63(X):XXX–XXX.]
The continual advancement of new surgical technologies and techniques requires surgeons to acquire new skills throughout the duration of their careers. However, the absence of standardized methods by which they do so and demonstrate competence underscores a need for a unified approach, with the overall goal of mastery and safe patient care. We propose a new framework for ongoing skill acquisition and assessment among practicing surgeons.
We reviewed the education literature’s most relevant models on competence, learning, and assessment and integrated them into a comprehensive approach to training and feedback.
Our framework involves a stepwise progression through five phases: 1. cognitive training, 2. informed observation, 3. structured practice, 4. monitored independence, and 5. maintenance. Each phase involves instruction and assessment activities that are tailored to the learner’s skill level.
The strength of this approach is its incorporation of numerous complementary theories, scope across the learning continuum, opportunities to integrate with existing educational programs, and flexibility to accommodate the real-world needs of learners and educators alike. Subsequent work will assess the feasibility of and learner reception to educational programs which follow this framework and lay the groundwork for further investigation on potential impacts for surgeons, patients, and healthcare systems at large. We hope that this proposal will spur broader discussions on the process by which practicing surgeons learn and are evaluated on new skills.
ResearchGate has not been able to resolve any references for this publication.