Kolb's experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb's model concerns a lack ...of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb's model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed.
Major developments, as well as remaining challenges and the associated research opportunities, are evaluated for three technologically distinct approaches to solar energy utilization: solar ...electricity, solar thermal, and solar fuels technologies. Much progress has been made, but research opportunities are still present for all approaches. Both evolutionary and revolutionary technology development, involving foundational research, applied research, learning by doing, demonstration projects, and deployment at scale will be needed to continue this technology-innovation ecosystem. Most of the approaches still offer the potential to provide much higher efficiencies, much lower costs, improved scalability, and new functionality, relative to the embodiments of solar energy-conversion systems that have been developed to date.
This paper introduces a universal framework for service-based learning which provides information systems students with opportunities to gain invaluable hands-on experience. More specifically, ...through this framework, students can develop hard, soft, and interdisciplinary skills in preparation for their first professional careers upon graduation. In addition to introducing the framework, we provide student testimonials and feedback as well as lessons learned from our experience in efforts to prepare and help other schools interested in offering similar growth opportunities to their students to have a smooth and successful implementation.
Experiential learning (EL), the creation of knowledge through experience, has gained considerable importance in education in recent years. However, little is known about (1) how technology use, which ...has increased since the beginning of the COVID-19 pandemic, influences experiential learning and (2) the implications of these changes for educators and their teaching. Based on qualitative interviews, this study sheds light on how technology-mediated experiential learning (TMEL) draws implications for educators. In particular, we identified four areas in which technology-mediated experiential learning differs from traditional experiential learning that does not involve technology: process and progression, personal growth and skills, relationships and team experience, and outcomes and performance. All four areas present both positive and negative consequences, described in detail. We discuss how these findings have changed the educators’ roles. To this end, we derived three strategies from our data for educators to address these challenges, proposed a new model describing the expanded roles of educators, and derived propositions for future research.
•Teaching experiential learning in technology-mediated environments requires change.•Educators need to extend their existing roles to best support student learning.•In addition to subject matter expertise, the digital expert role is important.•Creating positive learning experiences is central for technology-mediated learning.
Internships give students the opportunity to work for an organization and gain real-world experience. They have been shown to be beneficial in other fields, but equine internships have been lightly ...researched. This study explored student perceptions of equine internships. We hypothesized that participants would report equine internships were valuable and relate that value with compensation, skill acquisition, networking, and job offers. An online survey widely distributed to equine and animal science programs included demographics and questions to determine respondents’ perceived value of their equine internship. Participation in an equine internship within 10 years and completion of 75% of questions were the criteria for inclusion. Of 228 respondents, 186 met criteria for inclusion. Data were examined using frequency counts, correlations, and chi-squared contingency tables (SAS 9.4). Internships categorized as breeding (29%) were most common with western training and performance (18%) the second highest. Participants reported 53% had an internship requirement for their undergraduate degree; this did not affect perceived internship value (P = 0.76). Most indicated their internship was paid (77%) and housing provided (70%). Housing and compensation did not affect whether respondents would recommend their internship (P = 0.61), but internship value tended to be rated higher when housing (P = 0.075) or compensation (P = 0.057) were included. Most (91%) believed what they learned during their internship added to their classroom experience and 71% felt academically prepared for their internship experience. Further, 81% gained new horse-related skills (e.g., grooming, horse handling) and 83% gained soft skills (e.g., communication, teamwork). Respondents gained skills in business management (51%), customer relations (63%), and administrative skills (33%). Over 2-thirds (67%) said they use the skills gained during their internship in their current job or career, and 83% stated they were able to network and make connections within the equine industry. When asked about career opportunities, 47% percent said their internship resulted in a job offer from that organization and 50% said their internship resulted in a different job offer in their area of interest. Overall, 91% of the respondents felt their internship was a valuable experience and 87% would recommend their internship to other students. The perceived value of the internship positively correlated with gaining new equine skills (R = 0.49; P < 0.0001), networking (R = 0.75; P < 0.0001), and job offers (R = 0.24; P < 0.002). These results suggest that equine internships are positive experiences and valuable for students.
While existing notions of experiential learning help reveal the key process and components of learning from a student's perspective, how facilitators make sense of and learn from the dynamics of ...experiential learning are often overlooked. Given their crucial role in shaping experiential learning, it is important to create a deepened empirical understanding of instructor experiences, challenges, and practices for experiential teaching. In this paper, we examine instructors' reflection, sensemaking, and lessons learned as they encounter critical incidents in their own practice. We present our data through a process model that describes instructors' dynamic interactions with learners, starting with what we call "the spark." By revealing how instructors engage in and respond to unscripted moments in experiential teaching, we offer a fuller picture of the relational dynamics that shape their practice. Our findings problematize the existing notions of experiential learning by showing how co-emergence plays out in intra- and interpersonal interactions with the surrounding ecosystem. By introducing an enactive lens, we provide a novel perspective that we present as a "dance," linking vulnerability and the creation of brave-not merely safe-spaces for learning. We highlight the need for adaptive approaches for instructors to help build experiential expertise.
Research summary: Researchers have increasingly emphasized the need to better understand how context affects the value of experiential learning. We address this gap by investigating when ...corporate-level experience ca be leveraged across borders and when experience needs to be country-specific to be valuable. We test our hypotheses using a unique multi-source panel dataset of 379 large MNCs from 29 home countries and their subsidiaries in 117 host countries over a 10-year period, 1999–2008. In contrast to prior research, we find that the ability of a firm to leverage its experience with political risk across borders is limited by the type of risk involved. Experience with nonstate violent conflicts may be transferrable, but only country-specific experience appears to yield measureable benefits for conflicts involving the host country government. Managerial summary: Violent conflicts not only increase social unrest but also impose added costs of doing business. For managers who find themselves in the midst of violent conflicts or who wish to survive and potentially gain a competitive advantage in operating in such challenging environments, is it possible to learn to manage such a seemingly "unmanageable" problem? In contrast to studies that have examined other types of political risk, we find that the ability of a firm to leverage its experience with violent conflict risk across borders is limited. Specifically, only country-specific experiential knowledge about how the host government prepares and manages such conflict risks yields measureable economic benefits for MNCs and their subsidiaries operating in countries during conflict.
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