The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of service ...learning using meta-analysis.
A total of 1984 potential studies were identified through 6 different databases and 14 studies met the necessary criteria for quantitative analysis. Effect sizes were estimated as Hedges' g using random effects, and heterogeneity among effect sizes was assessed with Q and I
2
statistics.
The overall effect size was positive but small (δ = .41, SE = .05, 95% CI .33, .50, p < 0.05). Additionally, the results confirmed that different programs have different levels of impact on the student attitudes toward disability (Q = 25.71, p < 0.05, I
2
= 45.54). Service-learning programs that were part of a course requirement, on-campus, included a lecture component, and emphasized teacher-centered goals had smaller impacts than programs that were voluntary, off-campus, did not include lecture, and emphasized the achievement of common goals.
The present analysis suggests that different service-learning programs have different effects, and factors like requirement status and type of involvement may lead to greater changes in attitudes toward disability.
IMPLICATIONS FOR REHABILITATION
Adapted physical activity service learning has positive, yet small, effects on college student attitudes toward disability.
Service-learning practitioners should aim to increase autonomy within service learning by providing multiple choices and opportunities to college students, such as a variety of practicum types, locations, and disability populations to choose from.
Service-learning practitioners should encourage the development of common goals between college students and people with disabilities and integrate shared activities that are familiar to both groups in order to promote optimal contact conditions and enhance attitude change.
Programs that intend to change attitudes toward people with disabilities should incorporate strategies specifically designed to target attitude change.
Virtual reality has been proposed as a promising technology for higher education since the combination of immersive and interactive features enables experiential learning. However, previous studies ...did not distinguish between the different learning modes of the four-stage experiential learning cycle (i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation). With our study, we contribute a deeper understanding of how the unique opportunities of virtual reality can afford each of the four experiential learning modes. We conducted three design thinking workshops with interdisciplinary teams of students and lecturers. These workshops resulted in three low-fidelity virtual reality prototypes which were evaluated and refined in three student focus groups. Based on these results, we identify design elements for virtual reality applications that afford an holistic experiential learning process in higher education. We discuss the implications of our results for the selection, design, and use of educational virtual reality applications.
•Students demand space for experiential learning in higher education.•This study explores the experiential learning affordances of virtual reality.•Design thinking and focus groups resulted in innovative virtual reality prototypes.•Virtual reality affords concrete experience and active experimentation.•Virtual reality provides unique opportunities when combined with intelligent agents.
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.
Introduction. The interprofessional education activity consisted in a single 4 hours meeting and it was built on three theoretical pillars: the framework of Core Competencies for Interprofessional ...Collaborative Practice (IPEC), Kolb's model of experiential learning, and Vygotsky's concept of social learning. The objectives of the activity were to enable students to identify the elements of IPEC framework in a healthcare situation and to show awareness of the value of interprofessional collaborative practice. Materials and methods. The meeting was composed by different phases: introduction and sharing of objectives and methods, followed by two cycles of short lecture, small group activity and large group discussion. At the beginning and at the end of the meeting, a questionnaire with items exploring students' attitude on interprofessional collaboration was administered. A questionnaire of satisfaction was also administered at the end of the meeting. Eighty-four students at the last year of different degree course of health care professions (nursing, midwifery, psychiatric rehabilitation) joined the meeting. Results. The pre-post test mean values for the items of the questionnaire of assessment significantly increased for all students. The Cronbach alpha value of the questionnaire was 0.75, indicating an acceptable level of internal reliability. The scores of the satisfaction questionnaire were largely positive. Conclusion. This study shows that single learning activity for a large interprofessional group can be effective in increasing a positive attitude and provides some data on students' perceptions on interprofessional learning in an Italian context. Keywords. Practice educator, collaborative practice, interprofessional education, students' attitudes.
Drawing on results from a recent national study, we draw attention to the importance of the experiential learning cycle for enhancing meaningful outcomes of interpretive and educational experiences. ...The experiential learning cycle involves participating in a concrete experience, reflecting on that experience, drawing out lessons learned and principles from that reflection, and putting that knowledge to work in a new situation. Recent studies reveal that attention to completing all four stages of the experiential learning cycle can enhance positive outcomes for participants in educational and interpretive experiences. We discuss what this might look like in practice for interpreter and educators interacting with visiting groups.
To date, most studies of citizen science engagement focus on quantifiable measures related to the contribution of data or other output measures. Few studies have attempted to qualitatively ...characterize citizen science engagement across multiple projects and from the perspective of the participants. Building on pertinent literature and sociocultural learning theories, this study operationalizes engagement in citizen science through an analysis of interviews of 72 participants from six different environmentally based projects. We document engagement in citizen science through an examination of cognitive, affective, social, behavioral, and motivational dimensions. We assert that engagement in citizen science is enhanced by acknowledging these multiple dimensions and creating opportunities for volunteers to find personal relevance in their work with scientists. A Dimensions of Engagement framework is presented that can facilitate the innovation of new questions and methodologies for studying engagement in citizen science and other forms of informal science education.
This cross-border narrative analyzes the intercultural perspectives of two doctoral students, one Chinese and the other Italian, who are international doctoral students conducting research in the ...United States. The first author is doing a doctorate in education in international adult and higher education, while the second author is undertaking a doctorate in adult and community education. Utilizing reflection rooted in Kolb's (1984) model of experiential learning and adopting a collaborative auto ethnography framework, the cross-border narrative seeks to draw comparisons between their respective intercultural learning and living experiences. It underscores the interconnectedness of these experiences despite their diverse cultural backgrounds. The reflection contributes to a better understanding of their varied intercultural experiences, leading to the conclusion that self-awareness is the initial step toward improving intercultural competence.
PurposeThe use of augmented reality (AR) and experiential learning go hand in hand. Although AR learning opportunities have been well discussed, there is limited empirical research on the use of AR ...within higher education settings. Drawing from the uses and gratifications theory (U>), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.Design/methodology/approachThis study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis.FindingsThe authors found that hedonic, utilitarian, sensual and modality gratifications influence AR learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction.Originality/valueThis study developed and validated a U> framework incorporating different learning styles rooted in Kolb’s learning cycle. Findings provide important implications for the use of commercial AR applications as part of the learning experience within higher education settings.
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.
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