scholarly journals Do This Article

2020 ◽  
Vol 30 ◽  
pp. 223-236
Author(s):  
Meredith Barrett
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Training Program ◽  
Writing Center ◽  
Tutor Training ◽  
Peer Tutors ◽  
Hands On ◽  
Hands On Learning ◽  
New Ideas ◽  
Reflective Essay

From the multiple theories of experiential learning to discourse on learning styles and preferences, hands-on learning is well known as an important mode of engaging with new ideas and processes. This article runs with this notion by not just sharing interactive activities for training peer tutors but asking readers to participate in them. A narrative and reflective essay, it walks the audience through three exercises, step by step, and explores their impact in the contexts of the author’s tutor training program, her 2019 Canadian Writing Center Association Conference workshop, and the article itself. The piece asks whether there is room for more hands-on learning in all of these venues and calls on readers to reflect on their own experiences.

scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

scholarly journals Learning Styles and Personality Types of Freshman Level Pre-Athletic Training Major Students

2017 ◽  
Author(s):  
Marketa Schublova
Keyword(s):  
Learning Styles ◽  
Training Program ◽  
Learning Style ◽  
Athletic Training ◽  
Interpersonal Relationships ◽  
Personality Types ◽  
Athletic Training Students ◽  
Learning Style Inventory ◽  
Ability To Act ◽  
Hands On Learning

Purpose: The purpose of this study was to determine the preferred learning style and personality types of freshman-level pre-athletic training students. The secondary purpose was to identify any possible differences in learning styles and personality types of students admitted into the athletic training program versus those that were denied admission or changed their major. Methods: Data collection took place during a college introductory course over a period of seven years. Four hundred seventy-two freshmen (188 men, 284 women; average age 18.66 ± 0.87 years) considering athletic training as their major at a CAATE-accredited athletic training program participated in this study. A 48-item Kolb’s Learning Style Inventory questionnaire and 126-question Myers-Briggs Type Indicator form G were used to determine students’ preferred learning style and personality types. Results: The most common personality types among pre-athletic training students were Extraversion, Sensing, Thinking, Perception (ESTP) (14.2%) and Introversion, Sensing, Thinking, Judging (ISTJ) (13.3%), and 35.8% of pre-athletic training students preferred accommodator learning style. However, converger learning style was the most common (30%) among students admitted into the athletic training program. The most common personality type for students admitted into the athletic training program was Extraversion, Sensing, Thinking, Judging (ESTJ). This was true for both groups of admitted and not admitted students. Personality types of students specific to their preferred learning styles were also examined. Accommodators placed in Extraverted, Sensing, Thinking, Judging (ESTJ) category (21%), divergers in Extraverted, Sensing, Feeling, Judging (ESFJ) category (14.9%), convergers in Extraverted, Sensing, Thinking, Perception (ESTP) (22%), and assimilators in Extraverted, Sensing, Thinking, Judging (ESTJ) (14.7%) category. Conclusions: Based on the findings of this study, freshman pre-athletic training students demonstrated great diversity in their learning styles and personality types. These students prefer hands-on learning, rely on each other to solve a problem, enjoy solving problems, and excel in finding practical use while learning. They benefit from multimodal teaching methods. Educators should consider integrating concrete and abstract material into the curriculum. Athletic training students need to have the ability to participate in all different learning style preferences because athletic training is a science–based profession where abstract conceptualization is important along with effective interpersonal relationships with their patients and ability to act effectively in critical situations.

ASCO Quality Training Program: Five-year review.

2019 ◽  
Vol 37 (27_suppl) ◽  
pp. 7-7 ◽  
Author(s):  
Michael Kenneth Keng ◽  
Gene Cunningham ◽  
Terry Gilmore ◽  
Timothy D. Gilligan ◽  
Doris Quinn ◽  
...  
Keyword(s):  
Training Program ◽  
Process Analysis ◽  
Conference Calls ◽  
Leadership Positions ◽  
Rapid Improvement ◽  
Case Examples ◽  
Safety Issues ◽  
Hands On ◽  
Before And After ◽  
Hands On Learning

7 Background: ASCO introduced a Quality Training Program (QTP) in 2013 with an aim: train oncology professionals to design, implement and lead successful quality improvement (QI) activities and assume leadership positions to champion culture change in their practices. Methods: The QTP is a formal 6-month program taught by QI faculty and mentored by QI coaches over five days of in-person learning across three sessions, and hands-on learning at the participants’ practices. Sessions include seminars, case examples, and small group exercises. Participants attend in multi-disciplinary teams and focus on a problem they wish to solve in their practice. Scheduled conference calls with QI coaches were held between sessions. Participants complete pre and post QTP surveys (10 point Likert scale; 1 - no knowledge/competence to 10 - complete knowledge/competence) and provide direct written feedback. Results: Since its inception, QTP has had 15 courses (10 domestic and 5 international) with 120 teams and 544 total participants. QTP is led by an 8-member steering group with 16 faculty and coaches. All post-survey items had an increase in knowledge and competence. Each item’s score was calculated as the mean difference between ‘before’ and ‘after’ score. Participants stated increase of 46% to 84%: overall mean increase for knowledge 38% and competence 37%. The greatest increase were: methodology and practical tools to make changes in practice (writing an aim statement, implementing rapid improvement, process analysis tools, and flowcharting the process). Most common suggestion for improvement was allowing more time for the project. Participants are encouraged to write articles and present work in poster and plenary sessions. QTP have led to 7 manuscripts and 21 abstract presentations to national meetings. Six QTP alumni currently are now QI coaches and faculty. Conclusions: The QTP is a successful QI course for oncology professionals who need to measure performance, investigate quality and safety issues, and implement change. It is the only oncology-focused QI training, as all faculty and coaches are providers and QI specialists with oncology experience, making this a unique opportunity. The success will provide further momentum to offer QTP domestically and around the world.

scholarly journals The Learning Styles and Multiple Intelligences of EFL College Students in Kuwait

2018 ◽  
Vol 11 (3) ◽  
pp. 38 ◽  
Author(s):  
Sulaiman Alrabah ◽  
Shu-hua Wu ◽  
Abdullah M. Alotaibi
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Basic Education ◽  
Visual Learning ◽  
Future Research ◽  
College Level ◽  
English As Foreign Language ◽  
College Of Basic Education ◽  
Hands On ◽  
Hands On Learning

The study aimed to investigate the learning styles and multiple intelligences of English as foreign language (EFL) college-level students. “Convenience sampling” (Patton, 2015) was used to collect data from a population of 250 students enrolled in seven different academic departments at the College of Basic Education in Kuwait. The data elicitation instrument was derived from two standardized surveys: one on learning styles (Oxford, 1998) and one on multiple intelligences (Christison, 1998). Data collection utilized the Google Forms interface to facilitate participants’ access and responses to survey items through their mobile phones. Data analysis identified the participants’ general learning styles and multiple intelligences. The Microsoft Excel software program was used by the researchers to generate means, percentages, ranks, and standard deviations. Results indicated that while the participants’ dominant learning styles were global, extroverted, hands-on, and visual, their dominant multiple intelligences were interpersonal, visual, and kinesthetic. Implications for pedagogy included recommendations to accommodate students’ visual learning styles and multiple intelligences through the use of visual stimuli like PowerPoint presentations, charts, and graphs. In order to accommodate students’ extraverted and hands on learning styles as well as their interpersonal and kinesthetic intelligences, the researchers recommended the use of group activities such as role plays, simulations, and debates. Implications for future research included conducting learning styles and multiple intelligences studies in other colleges in Kuwait.

scholarly journals Alienating students: Marxist theory in action

2016 ◽  
Vol 9 (1) ◽  
pp. 4-28
Author(s):  
Megan Thiele ◽  
Yung-Yi Diana Pan ◽  
Devin Molina
Keyword(s):  
Experiential Learning ◽  
Marxist Theory ◽  
Learning Activity ◽  
Classroom Activity ◽  
University Campuses ◽  
Wage Labour ◽  
Hands On ◽  
The World ◽  
Hands On Learning ◽  
Quasi Experimental

Karl Marx’s revolutionary call, ‘Workers of the World Unite’, resonates with many in today’s society. This article describes and assesses an easily reproducible classroom activity that simulates both alienating, and perhaps more importantly, non-alienating states of production as described by Marx. This hands-on learning activity gives students the opportunity to experience and process these divergent states. In reflecting, students connect their classroom experience to societal forces surrounding wage labour. A quasi-experimental design implemented across eight sociology classes at two U.S. university campuses – one two-year and one four-year college – points to the effectiveness of the activity. Evidence suggests that students are better able to grasp Marx’s theory of alienation, retain the knowledge over time and apply it to their own lives with this experiential learning activity.

scholarly journals Using Experiential Learning to Enhance Student Outcomes in a Didactic Program in Dietetics Foodservice Management Course

2021 ◽  
Author(s):  
Michael Holik ◽  
Scott Heinerichs ◽  
Jena Wood
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Perceptions ◽  
Positive Impact ◽  
Thinking Skills ◽  
Future Research ◽  
Course Content ◽  
Hands On ◽  
Foodservice Management

Purpose: The purpose of this study was to describe student perceptions of their learning following experiential learning (EL) activities in a foodservice management course. Nutrition and dietetics education programs have a range of competencies students must learn and demonstrate throughout their curriculum. Learning styles differ amongst students and research has demonstrated they prefer to engage in EL (direct experience) activities to develop their knowledge. Foodservice management is one area of the curriculum that teaches students the basic functions of management; planning, organizing, directing, controlling, and staffing related to food, materials, facilities, and human resources. While this can be taught didactically, engaging in EL for this content may be a more valuable form of pedagogy to improve student understanding and use of content. Methods: After undergoing review and gaining approval from the Institutional Review Board, 196 nutrition and dietetic students from a regional comprehensive institution with an accredited undergraduate didactic program in dietetics were invited to participate in two experiential learning activities. At the conclusion of the activities, students completed an 8-question survey of their experiences. Results: Over 88% of students agreed EL activities promote better understanding of course content and 90% of students were in agreement that EL activities create an environment conducive to applying theory. Additionally, over 81% of students agreed that the activities encouraged the utilization of critical thinking skills, and 76% believed the activities promoted the value of teamwork and working independently. Finally, students were asked to respond to how the EL activity helped them understand course content and objectives. Two predominate themes emerged in the review of the open-ended responses. The first, EL helped connect and reinforce didactic theory to the real world ultimately assisting students to better prepare themselves for their career. The second focused on learning styles and students’ appreciation for the non-traditional way of learning, outside the classroom, with hands-on application. Conclusions: The results of the study provide support for the use of EL activities in foodservice management courses in a dietetics program. Participation in EL activities helped students close the loop between theoretical and applied learning. EL helped the development and utilization of skills employers are seeking such as critical thinking, teamwork, and independence. EL allows students to be hands-on in their learning and engage in activities aligned with theory and content necessary to meet competencies for entry-level practice in the field. Future research should include other types of foodservice establishments where a registered dietitian nutritionist is employed to determine if those environments have a positive impact on student learning.

Beyond Hands-on-Learning: Fostering Creativity in Student Competitive Teams

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Experiential Learning ◽  
Theoretical Models ◽  
Learning Opportunities ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Of Oklahoma ◽  
Hands On ◽  
Fostering Creativity ◽  
Hands On Learning ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. We are currently investigating combining student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment to foster innovation and creativity. In this paper we investigate the theoretical models that can be used to model the Sooner Racing Team (SRT) of University of Oklahoma. Experiential Learning is the foundation to develop the competencies of students engaged in SRT. The SRT is setup as a learning organization and relies on peer-learning to facilitate developing innovation related meta-competencies.

scholarly journals Capacity Building To Leadership Development: An Experiential Journey

2013 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Chantal Breytenbach ◽  
Suzaan Hughes
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Training Program ◽  
Narrative Analysis ◽  
Teaching Practice ◽  
Development Program ◽  
Team Work ◽  
Tutor Training ◽  
Emotional Labour ◽  
Active Research

In this article, the researchers discuss how they utilised experiential learning techniques to transform a tutor training program into a leadership development opportunity. Through active research and narrative analysis, the researchers were able to reflect on how the tutor training program they initially developed from an operational need evolved into a leadership development program aimed at encouraging participants to reflect on their own teaching practice and develop an individual teaching philosophy that has its foundations in constructivist learning and experiential learning. The particular leadership skills that the participants developed during the training include planning and strategic thinking, organisational skills, collaboration and team work, effective communication and listening skills, emotional intelligence, and the appropriate display of emotional labour cues while facilitating tutorials. True leadership requires that the leader sets an example to followers. A follower will buy into an idea if the leader can inspire the follower to believe what he believes.

scholarly journals Development Of Psychometrically Validated Standardized Test Instruments For Outcomes Assessment In Experiential Engineering Education

2018 ◽  
Vol 9 (1) ◽  
pp. 1-10
Author(s):  
Mukasa E. Ssemakula ◽  
Gene Y. Liao ◽  
Shlomo Sawilowsky
Keyword(s):  
Experiential Learning ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Standardized Test ◽  
Outcomes Assessment ◽  
Learning Outcomes Assessment ◽  
Hands On ◽  
Hands On Learning ◽  
Major Trend ◽  
Work Done

There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes. Outcomes Assessment; Standardized Test; Psychometrically Validated; Experiential Learning

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