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Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.

This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.

This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”

This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.

Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education.

The Piagetian science learning cycle model and Kolb's experiential learning cycle model are used to structure the theoretical framework of this model. This HLM which is research evidence‐based represents learning as a cognitive process in a cycle of four phases: Translating, Sculpting, Operationalizing and Integrating. A major feature is to promote active cognitive processing in the learner for meaningful and engaged learning proceeding from inductive to deductive and also addressing the learner's individual learning style. Thus, it is inclined towards constructivism.

The paper provides students' responses in terms of blog and wiki.

An application of this HLM to enhance blended learning experiences in science education is illustrated with an authentic example on understanding multimedia learning design in an e‐learning environment for pre‐service teachers. Outcomes, feedback and implications will be discussed in the context of blended learning in science education.

The HLM contributes as an alternative practice model to a new paradigm shift in designing and enhancing blended learning experiences.

The 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&GT), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.

This 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.

The 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.

This study developed and validated a U&GT 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.

Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach.

Based on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories.

The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs.

These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

University teaching involves delivering resource intensive subjects that have practical components, such as a science laboratory, hospitality practical, computer laboratory, or simulated clinical setting. Teaching practical subjects in the non-traditional, virtual classroom requires careful decisions about the methods of teaching that kind of knowledge. The outbreak of the COVID-19 virus and the subsequent hurried closure of the traditional campus that disrupted in-person teaching, led many higher education lecturers and professors who teach practical subjects to reflect deeply on their practice by thinking how to replicate the teaching of virtual culinary classes when students are not on campus. In an outcome-based learning dispensation, students’ learning outcomes precede consideration of the mode of delivery or the structure of teaching content. This chapter reflects on a case study involving the teaching of subjects in hospitality and culinary arts through gamification, both of which having learning outcomes grounded in practice. The chapter explores the seemingly impossible world of taking practical based subjects and making them work in an online space. It describes and offers a measure by which to justify a pedagogy for teaching the practical in a virtual context. The chapter offers important initial conceptualisations that challenge assumptions of virtual meaningful learning design for practical module delivery.

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.

This paper aims at explaining the design process of a learning model targeting potential entrepreneurs with no technical or business expertise aiming to develop sustainable business models in deprived areas. The case that the paper explores focuses on experiential learning and learning in adulthood to design a learning model that considers context and socio-demographic characteristics, makes clear the interconnections between sustainability principles, entrepreneurship rationale and design methodologies and includes actions and processes of reflection and contextual interaction.

Following a recursive argument, the paper applies design research methodology (DRM) to systematically design the “transformative innovation model” that Product Co Creation Centers (PC3) from the University of Twente (The Netherlands) has developed.

Building on Kolb’s cycle of experiential learning, the result of applying DRM is a learning cycle of confrontation, observation, practice and application. The proposed learning model is applied to a specific setting in Colombia, allowing to verify and validate whether the learning model leads to the expected outcomes. It is argued that an interdisciplinary approach, a focus on feedback loops and the consideration of the context are important elements for addressing and transforming complex problems related to sustainable development from the bottom-up.

This paper contributes to academic research in management emphasizing a solution-finding approach based on a prescription-driven research process, informed by design science research.

Seeks to develop a model of different, contradictory, and even paradoxical, trends and approaches to management development (MD). Reviews current generic approaches to MD and offers a framework for the analysis of these approaches, based on Kolb’s work on experiential learning. Develops a four‐old analytical model which embraces both the practice and theory of MD in the UK and elsewhere. Makes brief mention of attempts to develop programmes for strategic managers, as opposed to more generic, usually operational manager‐oriented, programmes. Examines the relative paucity of advice on the development of strategic managers and whether there are qualitative differences between developing strategic and other managers.