The long-standing vision of universities as the "
" of students and graduates is a demonstration of its role as sustaining the person, the expert/professional, and the citizen. This role has ...persisted in the face of rising global challenges such as the emergence of new learning spaces, the growing diversity of publics, the call for productivity and performativity, and the hope for a significant engagement with the community and the public good. These sometimes conflicting tendencies have also stimulated higher education institutions to further pedagogical strategies that articulate in novel ways the classical elements of learning: action/experience and reflection/theory. In this context, service learning received a new impetus, particularly in the post-Bologna European Higher Education Area, as universities were looking for ways in which to articulate the social dimension of HEI and their "third mission" as institutions not only committed to addressing and solving societal problems, but also committed to fostering public-minded alumni through powerful experiences of engagement for both the students and the community. This paper is based on the experience of Erasmus+project ESSA, a service earning based project focused on University social responsibility (USR). ESSA engaged four groups of students from three European universities (Edinburgh, Porto, and Kaunas) in conducting a 1-week on-site USR audit based on an ecologic and situated concept of social responsibility. We will consider the perceived impact of ESSA on 44 students through a thematic analysis of focus group discussions and student self-assessment reports produced during and after their participation in the USR audit.
Early research investigated young students' understandings of science concepts using physical equipment, but technological advances now mean there are new options to introduce these ideas, through ...devices such as iPads and simulations. However, research investigating the use of simulations in early years' science learning is limited. This study applied revisions of Kolb's Experiential Learning theoretical model to determine if age-indicated science simulations were effective for teaching 5 year olds simple circuit building procedures and electricity concepts, and the function of circuit components. It also explored whether their engagement with the simulations provided worthwhile opportunities to exercise higher order capabilities such as reflective thinking and abstraction – skills oftencited in literature as valuable outcomes from older student and adult use of simulations. Findings indicate students developed a solid base of procedural knowledge about constructing different circuits, and functional knowledge about circuit components they applied to different circuit designs. The emergence of tentative, generalised theories about current and the effects of different circuit designs on the performance of resistors - linked to the exercise of reflective and descriptive thinking, were also noted in many students. However, examples were found of some simulations appearing to foster common misconceptions, such as current being ‘consumed’ by resistors – indicating teachers need to be highly vigilant and work closely with students, to ensure accurate understandings are developed. Overall, with appropriate teacher support and careful selection and review, the study concludes simulations can be effective for introducing young students to simple physical science concepts, and for providing them with opportunities to engage in higher order thinking processes.
•Original study investigating conceptual and procedural outcomes from young students' use of science simulations.•Unique insights into students' cognitive processes and their influence on interactions with, and learning from, simulations.•Offers practical advice for educators using, and for developers designing simulations for young students.•Evidence of value using simulations with young students, given appropriate teacher support and careful technology selection.
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.
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.
Study purpose. Inclusive education, acknowledged as a fundamental human right, is aimed at enhancing the participation of all students and mitigating social and educational exclusion. Physical ...Education is identified as a vital instrument that fosters specific training on disability and inclusion, thereby ameliorating attitudes towards disability. The objective of this study is to scrutinize the perception of experiential learning and inclusive physical activity among students.
Materials and methods. An inclusive physical activity program for students pursuing a degree in Early Childhood and Primary Education was designed. The program proposes five sessions of inclusive physical activity and accommodates 30 adult users with intellectual disability. To analyse the reliability and validity of a scale that measures students’ perception of experiential learning, descriptive statistics, reliability analysis, exploratory and confirmatory factor analysis were used to assess the effectiveness and inclusivity of the scale.
Results. The validity and reliability of a scale that facilitates the analysis of students’ perceptions of learning derived from inclusive experiences is presented and the results are adequate for its usability. In addition, it is shown that experiential learning increases the perception towards the acquisition of disability-related competences among university students.
Conclusions. This scale essentially allows a comprehensive analysis of students’ perception of learning that emerges from inclusive experiences. It is demonstrated that experiential learning enhances students’ perception regarding the attainment of competencies related to disability. These findings underscore the importance of inclusive learning experiences in the training of future educators.
This paper describes a model for laboratory education based on Kolb's experiential learning theory. The method is implemented using modern teaching technologies and a combination of remote, virtual, ...and hands‐on laboratory sessions and have been applied to the teaching of the undergraduate process control laboratory at the Chemical Engineering Department at Loughborough University, United Kingdom. An argument that poor learning in the laboratory is due to insufficient activation of the prehension dimension of Kolb's cycle was suggested and verified, providing a pedagogical explanation. The quantitative analysis showed significant enhancement of the learning outcomes of the experimental group compared with the control group. Apart from the hands‐on session, the proposed model involves additional activities, such as pre‐ and post‐lab tests and virtual laboratory sessions, which are associated with Kolb's cycle to facilitate constructivist learning. The paper provides the first laboratory education model that builds thoroughly on Kolb's experiential learning theory.
Purpose: To achieve the level of prosperity is not an easy thing. Becoming an entrepreneur is not an alternative profession, but being an entrepreneur is a strategic choice that must be made with a ...firm and strong determination.
Findings: The essence of entrepreneurship is to build an entrepreneurial atmosphere so that students like challenges, are creative, innovative, and have the courage to take or manage risks (character).
Research limitations/implications: Imagine if all graduates in Indonesia had entrepreneurial characters, of course Indonesia would rise to become an authoritative country in the eyes of the world. Indonesia will have strong competitiveness, its economy will be independent, and its image will improve.
Practical implications: The formulation of the problem in this study is how the entrepreneurial attitude of students so far and how the needs of teachers and students for teaching materials that can improve the entrepreneurial attitude of students.
Paper type: Research paper.
Purpose: To achieve the level of prosperity is not an easy thing. Becoming an entrepreneur is not an alternative profession, but being an entrepreneur is a strategic choice that must be made with a ...firm and strong determination.
Findings: The essence of entrepreneurship is to build an entrepreneurial atmosphere so that students like challenges, are creative, innovative, and have the courage to take or manage risks (character).
Research limitations/implications: Imagine if all graduates in Indonesia had entrepreneurial characters, of course Indonesia would rise to become an authoritative country in the eyes of the world. Indonesia will have strong competitiveness, its economy will be independent, and its image will improve.
Practical implications: The formulation of the problem in this study is how the entrepreneurial attitude of students so far and how the needs of teachers and students for teaching materials that can improve the entrepreneurial attitude of students.
Paper type: Research paper.
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