Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an ...intervention study with primary school English‐foreign‐language learners in Germany (N = 42, Mage = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45‐minute lessons). Drawing on multilingual education and second language motivational research, we encouraged children in the intervention group to use their linguistic resources, and they engaged with two affective‐experiential activities aimed at stimulating attitudinal aspects of learning. We investigated intervention effects through pre‐, post‐, and follow‐up tests. We measured affect after each lesson. The intervention group displayed higher plurilingual ideal self aspirations after the intervention and higher positive affect throughout the intervention. Importantly, the intervention group made significantly larger vocabulary learning gains than the control group despite spending less time on task.
This paper introduces the use of experiential learning during the early stages of teacher professional development. Teachers observe student outcomes from the very beginning of the process and ...experience new pedagogical approaches as learners themselves before adapting and implementing them in their own classrooms. This research explores the implementation of this approach with teachers in Irish second level schools who are being asked to make significant pedagogic changes as part of a major curriculum reform. Teachers’ self-reflections, observations and interviews demonstrate how the process and outcomes influenced their beliefs, resulting in meaningful changes in classroom practice.
•We developed a three phase programme of teacher professional development founded on experiential learning.•Teachers’ shared reflections demonstrate how the programme influenced their beliefs.•Positive outcomes for students were observed by teachers from the very start of the programme.•Directly observable changes in student behaviour and outcomes were biggest motivators to maintain changes.
PurposeThrough the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time entrepreneurship. It is ...critical to evaluate the experiential learning that takes place during the hybrid phase, in order to establish a more nuanced understanding of the dynamic entrepreneurial journey.Design/methodology/approachThis conceptual paper made use of a secondary data analysis of the existing academic literature, in particular using a thematic analysis, in order to propose a conceptual model and associated propositions.FindingsThe proposed conceptual model identifies four factors: fear of failure, perceived risk, entrepreneurial competency development and self-efficacy that are predicted to influence the transition decision. This paper establishes hybrid entrepreneurship as an effective learning ground and path toward full-time entrepreneurship.Practical implicationsProviding insights into the factors that influence the transition, allows policy makers to establish systems and incubators to support hybrid entrepreneurs reach the tipping point at which they have sufficient knowledge to enter full-time entrepreneurship. This paper establishes the importance of developmental policies aimed at encouraging hybrid entrepreneurship. There are also implications for managers of hybrid entrepreneurs to establish policies that encourage a culture of transparency and reap the benefits of enhanced employee development.Originality/valueThe paper has three predominant sources of value. First, offering a multidisciplinary approach by extending an existing theory to a new context; second, through the establishment of a conceptual model, offering propositions readily linked to hypotheses for future empirical assessment and third, enhancing the visibility of hybrid entrepreneurship in the literature to encourage public policy intervention and support.
Design thinking comprises an approach to problem solving that uses tools traditionally utilized by designers of commercial products, processes, and environments (e.g., designing a new car or the ...layout of a new airport). While design thinking was originally introduced as an approach that would work best when infused into the culture of an organization, most early studies of design thinking focused on identifying the specific tools and methods that might be used to solve management problems. Only recently have researchers examined how the implementation of design thinking might relate to organizational-level constructs, such as organizational culture. In this review, we examine empirical research (mostly from the past decade) that relates the practice of design thinking to the development of culture in organizations. Through this review, we identify how the use of specific design thinking tools supports the development of specific organizational cultures and vice versa. In addition, we identify how using design thinking tools produces emotional experiences and physical artifacts that help users to understand why and how specific cultures support the effective use of specific tools. Together, our review findings suggest that the experiential nature of design thinking tools and cultures (i.e., that they require people to actively engage in hands-on work) allows them to support one another. On the basis of this insight, we develop a general framework for organizing design thinking research and identify a number of avenues for future research that might advance our understanding of design thinking in organizational contexts.
Introduction1000 First Days of Life (1000FDL) training program is carried out for 2 years from the 3rd to 6th semester; in this program, students are asked to accompany pregnant women until their ...children are 2 years old. This study aimed to analyse undergraduate medical students' communication skills and empathy levels and determine the association between communication skills and empathy after the training program.MethodsThis is a cross-sectional study in which 176 undergraduate medical students in Hasanuddin University participated; they were enrolled in 1000FDL training program and selected using purposive sampling. Data were collected using Modified Arabic Version of the ABIM's Patient Assessment (MAV-ABIM) and Jefferson Scale of Empathy - Student Version (JSE-S) questionnaires to assess their level of communication skills and empathy. In this study, demographic data were obtained using a semi-open-ended questionnaire. Data were analysed using descriptive statistics, Chi-Square, and Spearman tests.ResultsCommunication skill was very good (83.5%), good (15.9%), and inadequate (0.6%), while the empathy level was high (9.1%), medium (25%), and low (65.9%). There was no significant difference between the level of communication skills (p-value 0.168) and empathy (p=0.145) based on gender, but there was a significant difference between <12 or >12 times interaction with the empathy level (p<0.001). The association between the level of communication showed that the level of empathy was significant (p<0.001, r=0.399).ConclusionUndergraduate medical students had very good communication skills but low empathy levels. There was a positive association between communication skills and empathy level after the training program. The students' empathy level can be improved by increasing the frequency of interaction with patients in experiential learning through training programs.
Good adolescent mental health is a good investment for a country. During the COVID-19 pandemic, many adolescents did not carry out productive activities, possibly changing their mental health. ...Experiential learning facilitates metacognition, shapes adolescent cognitive processes, improves performance and problem-solving, and makes learning more meaningful and authentic. This study aimed to explore adolescents' mental health conditions and how experiential learning affects adolescents' mental health. Using a qualitative approach, the data collection through Google Forms questionnaire, FGDs, and interviews using the HEADSS instrument was conducted in September 2022 in Kebon Gedang Village, Batununggal Subdistrict, Bandung City, West Java Province, Indonesia. This study involved 73 adolescents aged 10-19 years as population. Still, only 59 participants were valid as a sample and willing to participate in making oil-based soap as a change for the monthly activity held by Integrated Health Care. The results showed that experiential learning by making oil-based soap at home improved adolescents' mental health by 80%. Following the learning objectives, this activity developed adolescents into healthy and economically successful individuals while significantly contributing to their community.
This study adopted experiential learning theory to examine the role of leisure in socio-cultural adaptation among international students from China. It explored how international students integrated ...the four steps of experiential learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation, into culture learning in the leisure context. Two rounds of semi-structured in-depth interviews were conducted with 15 first-year Chinese international students attending a large Midwestern university. The findings revealed that leisure could be an effective facilitator of socio-cultural adaptation. Experiential learning strategies such as reflective observation and abstract conceptualization (i.e., seeing beyond stereotypes) and active experimentation (i.e., taking initiative and imitating host nationals' behavior) were used by the students in the leisure contexts to learn about the host culture. International students also encountered confusions and frustrations during the culture learning process.
This work investigates the impact of entrepreneurial experiential learning (EL) on students' entrepreneurial intention (EI), through the lens of entrepreneurial self-efficacy (ESE). To provide a ...comprehensive viewpoint, the direct impact of entrepreneurial attitude (EA) on entrepreneurial intention has also been looked at. This study, has adopted existing scales to measure entrepreneurial intention, entrepreneurial attitude, and entrepreneurial self-efficacy. For experiential learning, a structured scale has been designed on the basis of its existing scales. Data were collected from 669 students, enrolled in entrepreneurial courses/programs. Punjab, Haryana, and National capital region (NCR) are the three Indian regions considered for the survey. The results highlight that there is a positive influence of experiential learning on entrepreneurial intention though β-value is low (0.042). While the β-value with mediation influence of entrepreneurial self-efficacy between experiential learning and entrepreneurial intention was 0.090 (0.697*0.130), which states that entrepreneurial self-efficacy mediates and enhances the relationship between experiential learning and entrepreneurial intention. It was also found that there is a direct and strong influence of entrepreneurial attitude on entrepreneurial intention (β-value, 0.872). Thus, there is a need to focus on entrepreneurial attitude, as it strongly influences the intentions of the students. Overall results have a bearing that experiential learning; entrepreneurial self-efficacy and entrepreneurial attitude emerged as important predictors of entrepreneurial intention and explained 89.6% of variations in the model. Moreover, experiential learning with the mediation of entrepreneurial self-efficacy had more impact on entrepreneurial intention. Thus, there is a need to focus on entrepreneurial self-efficacy as well as experiential learning.
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