Science method
Experiential Learning - Science method
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Questions related to Experiential Learning
It strikes me that the vast majority of research in the subject of air pollution is concerned with ambient air pollution conditions. Episodic air pollution has less coverage. There are clear reasons for this e.g., monitoring is limited because you would need to know where the fire (for example as the source) is going to be and be capable of then monitoring it.
My research has been focussed on a unique dataset which arises from monitoring during these events in Britain. This has shown that uncontrolled open fires at waste management sites dominate as the cause of episodic air pollution incidents. But of course, we see increasing (?) reports of forest fires occurring world-wide. The same concerns arise here.
I welcome thoughts on the research avenues.
I'm looking for studies on different types of experiential learning, how these activities impact students, and what types of learning have significant impacts on a range of learning outcomes. I'm particularly interested in business students and experiential learning involving aspects of sustainability, but also looking for studies with all kinds of university students, all types of experiential learning, i.e., projects, consulting, study abroad, buildings and campuses as living laboratories, etc., and relationships to learning outcomes.
Nowadays we experience the impact of artificial intelligence as well as educational technology in teaching teaching-learning process. To make our learners more active how can we integrate artificial intelligence as well as educational technology for Experiential learning?
Leadership is very important yet underdeveloped trait which is not given its due importance.
I have just been accepted in a PhD program in Environmental Science. After the first meeting with the program coordinator, I have been informed that I have to perform an 'Experiential learning' for one semester in order to 'learn how to do research'. Based on the explanation I received It's a kind of internship, like the compulsory academic internship I did some years ago at undergraduate level but here it will be in a research institution or lab. And what's very surprising for me is that during this internship-like semester what I will be doing should not have any link with my research interest nor with my PhD project. So dear friends, my questions are:
- Has anyone of you ever heard about this kind of "internship" at PhD level?
- Do you think I could get any benefit from this kind of "internship" or it is a pure waste of time?
I'm now wondering if I would change a program or university. Please I need your comments to help make this issue clear.
Best,
Alcade
Have you been curious about the experience of qualitative research participants?
Often when we explore lived experience in qualitative research, participants tell us about some aspects of their life in such a way that they may have never told someone before. When going through such research procedures (like interviews or focused groups) have you been curious about the influence of your designed research procedures on participants' lives? Have you wondered how to do research on the impacts of research participation and the ethical dimensions and issues surrounding such procedures?
i am writing a research proposal which is about the experiential learniing in EsP in this time of pandemic. I need concrete answers about the strategies applied in experiential learning. Thank you!
Hello. I am doing a study to understand the effects of an experiential learning module on the employable skill development of MBA students. I am doing a quasi experiemental design. I want to know if it is okay to use mean calculation of pretest scores as a basis to divide the groups into control and experimental groups?
Looking forward for answers.
Thank you
Shruti Srinivasan
This is the main inquiry question for my PhD studies. I'm asking it with the geographic particularity because of the need for ecoliteracy to be sensitive to bioregions and cultural differences. Your ideas are welcome!
Lockdown every now and then universities closed as other institutions. Teaching design online is emerging with new normals as we are witnessing in other fields. For my major studio subject, I have to spend hours staring at gleaming laptop screen, giving students feedback on their designs and discussing possibilities out of their process work. There's no in-person interaction, we are not experiencing materials with students to share creative alternates, gestures are limited to convey subtleties and no in-classroom movements to give your backbone some relaxation. On the flip side, there are positive aspects of distance education I can give each student sufficient time to discuss her work, my design vocabulary has been drastically improved and I can reflect on my teaching better than ever as there are a lot of data that I can access about my class. COVID-19 brought me more time for my family and work-life balance seems an achievable task. What's your thought on experiential learning during the pandemic?
Hi everyone, i saw this figure and i'm really struggling to understand it, can anyone please help me. Its about the relationship between experiential learning and incremental behaviour/learning. In the article, they describe it like this "The following figure shows that by implementing experiental knowledge the firm will gain tacit knowledge and this will in turn decrease the perceived uncertainty about the market, which will reduce the need for incremental behaviour. The consequence of this is that there is actually a negative relationship between experiental learning and incremental behaviour (Forsgren, 2002)."
The sign between incremental learning and perceived uncertainty is a + so why is there a decrease? Does this mean that the more one engages in experiential learning, the lesser the incremental behaviour? I would appreciate if someone could explain this to me. Thank you.

On the first page of his book, "Experiential Learning", David S. Kolb (1984) writes: "Human beings are unique among all living organisms in that their primary adaptive specialization lies not in some particular physical form or skill or fit in an ecological niche, but rather in identification with the process of adaptation itself-in the process of learning. We are thus the learning species, and our survival depends on out ability to adapt not only in the reactive sense of fitting into the physical and social worlds, but in the proactive sense of creating and shaping those worlds" In what way is experiential learning similar to this a part of the learning process in schools you know? - and; How is it done in practical terms?
I'm seeking advice on resources for a proposed theoretical dissertation on a radical ecopedagogy. I'm looking to utilize a hermeneutic method that would be informed by ecodiscourse analysis as well as ecolinguistics. At this point, the following are some of the subfields/approaches I'm planning on utilizing: ecopedagogy, ecoliteracy, liberatory pedagogy, critical pedagogy, dialectical development, ecopsychology, ecofeminism, and deep ecology.
We are considering adding experiential learning in our engineering curriculum in the soph/jr years. Some of the experiential learning will be formal (classes) and others informal (professional societies, mini baha etc). We were wondering if there are literature results where the effectiveness of adding these opportunities was measured? We have done a comprehensive search and have found no direct studies. thanks for your time!
We are considering adding experiential learning in our engineering curriculum in the soph/jr years. Some of the experiential learning will be formal (classes) and others informal (professional societies, mini baha etc). We were wondering if there are literature results where the effectiveness of adding these opportunities was measured? We have done a comprehensive search and have found no direct studies. thanks for your time!
I am currently researching the outcomes of experiential learning activities in kindergarten - grade 12 (K-12) classrooms in a small, eastern Canadian province. In particular, I am looking at the development of performance-related competencies as a result of creating and launching a small school-based business. I would welcome a discussion from anyone who is doing something similar, and perhaps even a research collaboration (e.g., a comparative study of data from Canada and another country).
Project website: https://www.ihublearningnb.ca/
This is peripheral to my research, but I'd like to know if/how content is cemented in learners by putting it in the art forms closest to their hearts. Experiential learning and active education are some possible sources for such validation.
the Libyan educational system is characterized by using traditional methods of teaching. how can we introduce experiential learning such as service learning in the curricula?
I want to empirically evaluate a conceptual model of succesful ageing and I'm wondering about it's design (mixed method). I appreciate any suggestion or comment about method and design, also challenges.
I am a Ph.D. research student of Texila American University. I have entered into the Thesis (Dissertation) phase and requires a Ph.D. Guide. My area of study is Ph.D. in Management with a focus on Supply Chain Management.
I will like to work on a topic related to "Integrated Clinical Samples Referral Network Design in Nigeria"
The guide should hold a Ph.D. degree with interest in SCM, with a minimum of 5 publications in peer-reviewed journals, have at least 5 years post graduate teaching experience and currently teaching P.G students, with experience in guiding Ph.D. students for their thesis work.
If anyone that meets the above criteria is willing to help me, I will be glad to be contacted for further discussion.
Warm regards
Hello. I am new to this site. I am a beginning a masters student and I am interested in how organizations can assist people with disabilities to formulate positive identities via creating communities of peers similar to how other marginalized communities form communities and teach each other through modeling, affirmation etc. Any advice on where to stat is appreciated.
Trying to crowd source a little here. We have used a couple different measures of text comprehension and have not felt particularly wed to either of them. We want a reasonable measure that allows us to administer it as part of a battery in the lab and offers decent reliability and validity. What do others see as the best options for elementary to middle school students? (I am not sharing what we have used because I want to see if one or both emerge without my bringing them up.)
I have a datalab project looking at NEET aged people in 2015 which has education breakdown - perhaps a proxy for low skilled. We have migrant info. migrants are not a focus of the current project but may be for follow up work. I am keen to share the code and encourage others to be using our first results and building a community of enquiry. regards, Deb
I'm interested in knowing the methodology others have used to develop and validate a framework in general and a framework for designing a training programme in particular.
I adapted some measuring items from various sources to measure formal, non-formal and informal education. However, my supervisor perceived the adapted instruments are suitable for survey and not experiment. Any tips on differences and perhaps links to instruments for experiments are welcomed. Thanks in advance :)
I would like to know if there is any analytical or theoretical framework for the analysis of how student-researchers monopolies language in writing dissertations. Kindly acquaint me with tools available for qualitative and quantitative evaluation.
Research variables for which I am intending to go for analysis are 'idea development, explicitness and signposting'.
Hi,
Entrepreneurial learning takes place in a context. What are the relevant contextual factors that may affect this learning among entrepreneurs in SMEs?
My research project regards outdoor environmental education in natural contexts such as forests and mountains. I am researching relevant authors in order to develop a good theoretical framework.
Previous research has used various methodologies to study learning experiences including Interpretive phenomenology, descriptive ethnography, narrative and critical incidents etc. I am confused which one is more suitable to study for exploring the learning experiences of entrepreneurs in small and medium enterprises in terrorism struck harsh environment like Kyber Pakhtunkhwa province of Pakistan and Afghanistan etc.
Response from senior colleagues will be highly appreciated.
Regards
Arif
Do any such tests exist?
The SL placement office provides booklet on issues re security; risks; procedures; completing online time log. We are interested in developing a training tool and quiz that would encourage students to first identity presuppositions and stereotypes they may have when volunteering with diverse community partners in our city, and learn more about potential social impacts of intersecting factors such as poverty; gender; colonialism, addiction, mental health (etc) to help foster students' empathy, active listening, communication and helping relation skills. Thank you for your suggestions !
I am currently working on a project to measure nursing students` learning outcomes. This project will be guided by ELT. Any researcher has any information about applying ELT to measure nursing students` learning outcomes?
Grateful for your assistance. Does anyone know of any texts which discuss how organisations fit within the Experiential Learning Cycle? Particularly, can undertaking an activity - in this case, an emergency exercise - provide an organisation the opportunity to go through the 'active experimentation' phase, or is this restricted to individuals and teams/groups?
Many thanks,
Neil
I am working with the assumption that experiential learning methodologies enable people with diverse experiences, such as different levels of education or variations in formal power, or gender to equally meet set learning objectives in training situations. A woman member of a village leadership coalition attending a particular training situation, for instance, observed that she had learnt a great deal from EASUN's training compared to many other situations where they are given a lot of papers (handouts) but end up internalizing extremely little (she used the expression: "where we end up learning nothing").
As more exciting and innovative technologies such VR simulation, are introduced to educational and training environments, will simulation proceed to be a technology 'fad' or the future of learning??
Business simulation games are widely used in business schools all over the world. However, I find few research publications about it specially from Spain. Who are the key researchers in this field. Business simulation games are part of experiential learning approach to develop higher order skills.
And if Experiential Learning is based on Constructivism, what procedures or methods have you applied to evaluate your students (in sustainability education)? Are these procedures different from traditional methods of evaluation such as (objective) exams and essays? How do you evaluate the Construction of Mental Models of your students? Best wishes and happy new year!
I am starting content analysis to determine the dimensions of a construct and would love advice on coding instructions, and how to ensure reliability and validity as I will not have a team of researchers (so no inter-coder reliability or intra-coder reliability).
Any resources I should read?
Is there any research connecting effectuation theory with experiential learning, design thinking or adductive reasoning?
Can you advise me a report or paper on Experiential Learning in (Sustainability) Higher Education? Or another evolution of this approach to education and learning?
While it is established that previous experiential learning is worthy of acknowledgement, there is no clear insrument for measuring and classifying such learning. A lot of work have focused on portfolio buolding etc. In my view, there is a need for an internationally recognised and accepted instrument. How can such a tool be developed?
I would like to have assessment ideas for international advance pharmacy practice experiences
What should we value more, our intelligence or our experience?
Interested in grounded theory approaches in the non therapeutic aspects of this field.
I am looking for information mainly focusing on outdoor learning as a tool within the youth work process