In March 2020, when the World Health Organization declared COVID-19 a pandemic, more than 90% of the world’s student population went through an unprecedented and sudden transition to distance ...learning. Although this was a challenging time for instructors across all disciplines, entrepreneurship educators faced the unique dilemma of preserving the experiential nature of entrepreneurship education in the online environment. We look at how entrepreneurship educators addressed experiential learning through online education during the pandemic and some of the solutions adopted given the experiential, hands-on nature of entrepreneurship education. We review the first wave of literature on the topic, and we offer the results of a recent survey of entrepreneurship educators who are members of the United States Association for Small Business and Entrepreneurship (USASBE). In doing this, we have added to a growing literature on the shift of entrepreneurial education to an online setting.
Generative Artificial Intelligence (AI), especially machine learning models that autonomously generate human-like content, has recently attracted significant attention in the education sector. This ...paper explores the potential of generative AI, including tools like ChatGPT, to shift from traditional outcome-oriented educational practices to a more balanced approach that values both the learning process and its outcomes. Traditionally, education has emphasized achieving predefined results, but the advent of generative AI tools, which enable students to easily produce tangible results, calls for a reevaluation of these practices. This shift suggests a need for a broader focus that encompasses the entire learning process leading to the final product, thereby promoting an educational practice that equally emphasizes both the journey and the destination of learning. Recognizing that the implementation of such practices, facilitated by generative AI, still requires exploration, this paper proposes a solution that integrates the experiential learning cycle and learning portfolio. This approach is designed to demonstrate the realization of process-outcome-balanced educational practices through the use of a pedagogical AI agent.
Prior research suggests that corporate boards and directors play important roles in firm strategy and performance. In this paper, we examine an important yet under‐explored avenue and focus on their ...role in overcoming the multilevel psychic distance (PD) faced by internationalizing small and medium‐sized enterprises (SMEs) originating from an emerging market. Analysing Indian Fintech SMEs, using multiple case studies, our findings reveal that boards contribute important network‐level resources and knowledge about foreign markets, which in turn assists internationalizing SMEs in mitigating PD. We demonstrate that the human and social capital of boards play important, yet distinctly different, roles in mitigating PD at pre‐ and post‐internationalization phases. At the pre‐internationalization phase, directors’ prior international and industry experience, as well as board interlocks and prior connections, are most valuable, whereas at the post‐entry phase, transnational boards, and those with stronger trust‐based personal relationships (i.e. greater depth of social capital, facilitate faster experiential learning. Taken together, our findings contribute novel insights into the mechanisms through which boards affect the outcomes of firms operating, and originating from, extreme institutional environments. Further, we draw implications for research and practice.
Due to the birth of positive psychology in the process of education, classroom engagement has been flourished and got a remarkable role in the academic field. The other significant determining factor ...of success in education is motivation which is in line with classroom engagement. Moreover, based on the constructivist approach, experiential learning (EL) as a new method in education and a learner-centric pedagogy is at the center of attention, as a result of its contributions to improving the value of education which centers on developing abilities, and experiences. The current review makes an effort to consider the role of EL on students’ classroom engagement and motivation by inspecting its backgrounds and values. Subsequently, the efficacy of findings for academic experts in educational contexts is discussed.
In an effort to expedite the publication of articles related to the COVID-19 pandemic, AJHP is posting these manuscripts online as soon as possible after acceptance. Accepted manuscripts have been ...peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.
To explore pharmacy learner (eg, resident, fellow) and educator (eg, residency program director, preceptor) experiences and lessons learned during the coronavirus disease 2019 (COVID-19) pandemic.
In May 2020, attendees of the virtual Research in Education and Practice Symposium (REPS) were invited to participate in two 1-hour networking sessions. During these sessions, participants completed individual and group reflection exercises during which they were asked questions about their experiences during the initial stages of the COVID-19 pandemic. Participants who volunteered submitted their responses through an electronic survey application. Anonymous responses were coded using thematic analysis to address the research questions.
Sixty-eight and 38 participants, respectively, attended the 2 networking discussions. Participant-identified professional impacts of the COVID-19 crisis included unexpected learning experiences, greater adaptability, workflow and learning interruptions, and decreased productivity. Personal impacts included a greater focus on well-being, physical and social isolation, and changes in travel plans. Participants noted positive and negative emotions including acceptance, encouragement, anxiety, stress, and frustration. The main lessons learned focused on adaptability, gratitude, and empathy. Participants indicated that they would have from foreknowledge of the anticipated duration of the pandemic, associated workflow changes, and the reliance on technology the pandemic would engender. In addition, they predicted that pharmacy practice will require changes to workflow flexibility, training expectations, the pharmacist's role, and organizational structure.
The COVID-19 pandemic has positively and negatively impacted the professional and personal lives of pharmacy learners and educators, with the most notable impacts being in the areas of well-being and adaptability. Future research should explore the experiences of other workforce personnel and evaluate the long-term impact on pharmacy practice, patient outcomes, and workforce well-being and resiliency.
This study addresses the question of how established organizations develop new business models over time, using a process research approach to trace how four business model innovation trajectories ...unfold. With organizational learning as analytical lens, we discern two process patterns: “drifting” starts with an emphasis on experiential learning and shifts later to cognitive search; “leaping,” in contrast, starts with an emphasis on cognitive search and shifts later to experiential learning. Both drifting and leaping can result in radical business model innovations, while their occurrence depends on whether a new business model takes off from an existing model and when it goes into operation. We discuss the implications of these findings for theory on business models and organizational learning.
Reflection is critical because it helps the learner encode their new knowledge, helping them tie what they experienced in class with what they already know and believe. This article aims to provide a ...few strategies to help guide reflection. These strategies can be used to inform teaching in the formal classroom, Extension programming, and non-formal teaching. Written by R. G. (Tre) Easterly III and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.
Der Einsatz des Molbegriffs wird an deutschen Schulen heftig diskutiert: an Realschulen verzichtet man oftmals auf das Stöchiometrische Rechnen, weil Lernende uninteressiert und intellektuell ...uberfordert sind. Deshalb wird ein Weg erprobt, das ,,Zählen durch Wiegen" mit Hilfe von Bonbons handlungsorientiert einzufuhren und eine durch Lernende kreierte, fiktive Zähleinheit auf den Molbegriff zu ubertragen. Es werden gute, aber unterschiedliche Ergebnisse in beiden Ländern festgestellt - vor allem verbessert sich die Motivationslage der deutschen Probanden. Translation abstract The mole idea is not easy to realize in Chemistry education - some teachers do not do it because of too many difficulties in motivation and mathematical calculation. Therefore, we planned to introduce "counting by weighing" with the help of candies and by student-centered "Experiential Learning". This macroscopic way was transferred to the mole idea on the sub micro level. The results were good but different in both countries. German students showed better motivation after the instruction compared to control groups.
This study investigates experiential learning’s role and efficacy at a doctoral-level leadership studies program concentrating on a compulsory externship. Key to this work is the collegiate climate ...and collaboration of the graduate students and many participating organizations. This study employs hybrid community-based participatory research (incorporating graduate student, organizational stakeholder, and instructor perspectives) to increase knowledge and understanding of doctoral-level experiential learning and integrate that knowledge to benefit pedagogy, leadership development, and organizational-university partnerships. Results indicate that experiential learning builds robust collaboration between institutional and organizational settings. Moreover, the experiential learning experience provides a distinctive approach for graduate students, enabling them to make better work-context decisions and advance science by asking better, more salient research questions. Experiential learning also enriches the course context, encouraging students to marry their technical and academic expertise to make practical, positive changes.
Museums facilitate schoolchildren's experiential learning, and when combined with Augmented Reality (AR) applications, schoolchildren can benefit from interactive, engaging learning experiences. ...Experiential learning is, therefore, situated in a context relevant to schoolchildren's learning experience with digital technologies such as AR in museums, hence, it seems appropriate to employ Kolb's (1984. Experiential Learning: Experience as the source of learning and development. NJ: Pearson Education) Experiential Learning Cycle as a theoretical base. A museum in the UK was used as a single case study, and experiments and three focus groups were conducted with 19 schoolchildren and data analysed using thematic analysis. This study revealed three new themes specific to schoolchildren's experiential learning experiences with AR in museums including: (1) integrating AR could further enhance knowledge acquisition, (2) schoolchildren were able to identify their preferred learning style, and (3) schoolchildren are motivated to continue learning with AR in museums. Theoretical contributions and practical implications are presented, as well as suggestions for future research.
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