A study of applying instant message learning system to assist undergraduate students in experiential learning for caring elders

2014 ◽  
Author(s):  
W.J. Chang
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning System ◽  
Instant Message ◽  
Message Learning

Establishing Partnerships for Effective Academic Programs

2017 ◽  
Vol 6 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Joanna L. Morrissey ◽  
Joseph A. Beckett ◽  
Ross Sherman ◽  
Lisa J. Leininger
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Community Partnerships ◽  
Academic Programs ◽  
Campus Community ◽  
Specific Service ◽  
Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

Factors Associated with students’ Intention to use E-Learning System: A Study from Public Universities of Lahore

2021 ◽  
Vol 9 (2) ◽  
pp. 167-173
Author(s):  
Shagufta Shaheen ◽  
Mubasher Muhammad Kamran ◽  
Saira Naeem ◽  
Tahir Mahmood
Keyword(s):  
Undergraduate Students ◽  
Public Universities ◽  
Positive Impact ◽  
Cross Sectional Study ◽  
Learning Systems ◽  
Learning System ◽  
Policy Implications ◽  
Intention To Use ◽  
Cross Sectional ◽  
E Learning

The study's primary purpose is to explore the factors affecting the students' intention to use e-learning systems in the COVID pandemic. The model of the “Unified theory of acceptance and use of technology” (UTAUT) was used as a theoretical underpinning. The Independent variables include “performance expectancy, effort expectancy, social influence, facilitating condition,” and the dependent variable is the intention to use e-learning systems. The quantitative data were collected from the postgraduate and undergraduate students of the public universities of Lahore. A total of n=411 students were approached, out of which the responses of only 399 were considered valid and were used for Multiple linear regression through SPSS 25. It was a cross-sectional study. It was found that almost all constructs of the model have a significant positive impact on intention to use e-learning systems.  The study's main contribution is exposing the factors that affect the acceptance and use of e-learning systems. This study has several policy implications for policy experts of higher education”.

scholarly journals A framework to foster analysis skill for self-directed activities in data-rich environment

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Yuanyuan Yang ◽  
Rwitajit Majumdar ◽  
Huiyong Li ◽  
Gökhan Akçapinar ◽  
Brendan Flanagan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Skill Acquisition ◽  
Learning System ◽  
Activity Levels ◽  
Learning Context ◽  
Context Analysis ◽  
Activity Data ◽  
Actual Usage ◽  
Goal System

AbstractSelf-direction skill is considered a vital skill for twenty-first-century learners in both the learning context and physical activity context. Analysis skill for self-directed activities requires the students to analyze their own activity data for understanding their status in that activity. It is an important phase that determines whether an appropriate plan can be set or not. This research presents a framework designed to foster students’ analysis skill in self-directed activities, which aims (1) to build a technology-enabled learning system allowing students to practice analyzing data from their own daily contexts, (2) to propose an approach to model student’s analysis skill acquisition level and process, and (3) to provide automated support and feedback for analysis skill development tasks. The analysis module based on the proposed framework was implemented in the GOAL system which synchronized data from learners’ physical and reading activities. A study was conducted with 51 undergraduate students to find reliable indicators for the model to then measure students’ analysis skills. By further analyzing students’ actual usage of the GOAL system, we found the actual activity levels and their preferences regarding analysis varied for the chosen contexts (learning and physical activity). The different context preference groups were almost equal, highlighting the utility of a system that integrates data from multiple contexts. Such a system can potentially respond to students’ individual preferences to execute and acquire self-direction skill.

scholarly journals Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences

2020 ◽  
Vol 44 (1) ◽  
pp. 99-103
Author(s):  
Patricia A. Halpin ◽  
Ann E. Donahue ◽  
Kathryn M. S. Johnson
Keyword(s):  
Biological Sciences ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Career Readiness ◽  
Qualitative Assessment ◽  
Learning Gains ◽  
Hands On ◽  
Apprenticeship Model ◽  
Enhance Student Learning

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students ( n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students’ personal and professional trajectory.

Making Knowledge/Playing Culture

2020 ◽  
Vol 40 (1-2) ◽  
pp. 83-101
Author(s):  
Antje Budde ◽  
Sebastian Samur
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Performance Studies ◽  
Performing Arts ◽  
Undergraduate Research ◽  
Theoretical Background ◽  
Comparative Approach ◽  
University Of Toronto ◽  
And Performance ◽  
The University

(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.

scholarly journals The involvement of model-based but not model-free learning signals during observational reward learning in the absence of choice

2016 ◽  
Vol 115 (6) ◽  
pp. 3195-3203 ◽  
Author(s):  
Simon Dunne ◽  
Arun D'Souza ◽  
John P. O'Doherty
Keyword(s):  
Reinforcement Learning ◽  
Experiential Learning ◽  
Observational Learning ◽  
Ventral Striatum ◽  
Learning System ◽  
Model Based ◽  
Model Free ◽  
Human Participants ◽  
Open Question ◽  
Insight Into

A major open question is whether computational strategies thought to be used during experiential learning, specifically model-based and model-free reinforcement learning, also support observational learning. Furthermore, the question of how observational learning occurs when observers must learn about the value of options from observing outcomes in the absence of choice has not been addressed. In the present study we used a multi-armed bandit task that encouraged human participants to employ both experiential and observational learning while they underwent functional magnetic resonance imaging (fMRI). We found evidence for the presence of model-based learning signals during both observational and experiential learning in the intraparietal sulcus. However, unlike during experiential learning, model-free learning signals in the ventral striatum were not detectable during this form of observational learning. These results provide insight into the flexibility of the model-based learning system, implicating this system in learning during observation as well as from direct experience, and further suggest that the model-free reinforcement learning system may be less flexible with regard to its involvement in observational learning.

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