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Book part
Publication date: 10 July 2014

To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential…

Abstract

Purpose

To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.

Design/methodology/approach

The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.

Findings

Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skill-and-drill technique

Practical implications

A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

Details

Theoretical Models of Learning and Literacy Development
Type: Book
ISBN: 978-1-78350-821-1

Keywords

Book part
Publication date: 29 November 2014

Paige E. Sindt and James M. Lucas

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for…

Abstract

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Book part
Publication date: 19 October 2020

Natalia Fey

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two…

Abstract

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

Book part
Publication date: 23 September 2016

Zhaocheng (Elly) Zeng and Benson Honig

Entrepreneurship education has been largely treated as a pedagogical “black box.” Despite the emergence of popular entrepreneurship models such as business planning, the lean…

Abstract

Entrepreneurship education has been largely treated as a pedagogical “black box.” Despite the emergence of popular entrepreneurship models such as business planning, the lean startup, or business model canvas, neither theoretical nor pedagogical foundations are typically evident. This limits the accumulation of useful evidence that could inform better teaching practices. In this chapter, we develop a set of conceptual models anchored in learning theory regarding how entrepreneurship education should be taught to students. These conceptual models are built on the techniques of entrepreneurship pedagogy such as experiential education. They are developed for three groups of students: students without any entrepreneurship experience, students with previous entrepreneurship experience, and students who are currently running their start-ups. A set of potential variables that could be used for course evaluation purposes is also included. The proposed models meet the needs of students with different levels of entrepreneurship experience. Theoretically, we demonstrate that entrepreneurship students should not be treated as a homogeneous group, as they have different levels of startup experience and different educational needs. Lecturers of entrepreneurship programs could choose the suitable model proposed in this chapter in teaching based on the characteristics of their students. The chapter provides novel insights with regard to how entrepreneurship programs should be designed for students with different levels of entrepreneurship experience.

Details

Models of Start-up Thinking and Action: Theoretical, Empirical and Pedagogical Approaches
Type: Book
ISBN: 978-1-78635-485-3

Keywords

Book part
Publication date: 17 December 2016

Monika Knassmüller and Sylvia Veit

This chapter explores how experimental learning and transfer of learning can be designed in professional Master of Public Administration (MPA) programmes when external conditions…

Abstract

Purpose

This chapter explores how experimental learning and transfer of learning can be designed in professional Master of Public Administration (MPA) programmes when external conditions constrain the application of learning formats that require the personal contact of students and/or the cooperation of the student’s employer.

Design/methodology/approach

The authors conduct a single case study of the professional MPA programme at the University of Kassel in Germany. The programme is based on the principles of blended learning with a high share of online teaching. The analysis is based on semi-structured interviews with students, document analysis and practical experience by one of the authors.

Findings

The study shows that attempts of bridging theory and practice have proved challenging in the past, which has, for instance, resulted in changes of course modules aiming directly at linking both domains. The findings are presented and discussed in the light of three different perspectives: (1) learning outcomes of professional MPAs and the theory-practice-nexus in a systems theory perspective; (2) the impacts of administrative culture; and (3) didactical/micro-level perspective. Furthermore, recommendations for practical purposes are derived.

Research limitations/implications

The exploratory study does not provide strong generalisable results but aims at enriching the academic discussion as well as points to solutions for the practice.

Originality/value

Beyond useful insights on how (elements of) experimental learning are or might be implemented in the PA masters’ programme under study, the chapter offers a more generalised discussion of the challenges contextual factors might pose to the implementation of experimental learning formats and discusses possible solutions to overcome such challenges.

Book part
Publication date: 23 September 2015

Elena Marchiori and Lorenzo Cantoni

This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community…

Abstract

This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community engagement with local tourism actors and experiential learning for international students. It also contributes to the literature on experiential education in this field. Moreover, the chapter discusses cross-cultural learning implications as international students were asked to study a local destination. Results show how the introduction of a practical project into the tourism curriculum proved to provide better learning of the application of eTourism, and a powerful pedagogical approach to raise global citizenship awareness.

Details

Tourism Education: Global Issues and Trends
Type: Book
ISBN: 978-1-78350-997-3

Keywords

Book part
Publication date: 17 December 2016

Chrissie Oldfield

This chapter argues for the development of a model of tutor/student interaction, applying experiential theory and using a learning community framework to improve the student…

Abstract

Purpose

This chapter argues for the development of a model of tutor/student interaction, applying experiential theory and using a learning community framework to improve the student learning experience and to enhance the quality of course curriculum and content. A further value is the opportunity for students, to ‘find’ potential solutions to workplace problems and, as public sector managers, to challenge and change workplace practices and attitudes.

Design/methodology/approach

This chapter explores the practice of using course participants’ own experiences to inform course content and increase the currency and value of teaching and initiates development of what could eventually become a real co-production process.

Findings

The chapter applies an experiential approach to education and learning, contending that this could lead to a potential co-production process. It argues that this combined approach is a useful model by which to examine current workplace issues using the professional experiences of course participants.

Originality/value

The chapter advances the argument put forward in ‘Another Look at Research’ (Oldfield, 2016) by placing experiential learning within the context of a co-production approach to the delivery of education and learning and delineating a distinctive pedagogical approach to mid-career education.

Details

Developing Public Managers for a Changing World
Type: Book
ISBN: 978-1-78635-080-0

Keywords

Book part
Publication date: 23 September 2015

Nevenka Čavlek

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the last 10…

Abstract

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the last 10 years. The program could render itself as a case study of Kolb’s experiential learning theory according to which knowledge is created by transforming experience. Its uniqueness and complexity lie in its diversity. This program has involved between 80 and 130 tourism students yearly from four to six institutions from different countries participating in new scholarly inputs by non-resident professors and instructors.

Details

Tourism Education: Global Issues and Trends
Type: Book
ISBN: 978-1-78350-997-3

Keywords

Book part
Publication date: 15 July 2009

Kok-Yee Ng, Linn Van Dyne and Soon Ang

Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural…

Abstract

Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural skills through international assignments, it is unclear how leaders translate these international experiences into knowledge and skills that enhance their effectiveness. Based on experiential learning theory (ELT), we propose that cultural intelligence (CQ) is an essential learning capability that leaders can use to translate their international experiences into effective experiential learning in culturally diverse contexts.

Details

Advances in Global Leadership
Type: Book
ISBN: 978-1-84855-256-2

Book part
Publication date: 22 August 2022

David Graham, James Ellerby and Norman Dinsdale

University teaching involves delivering resource intensive subjects that have practical components, such as a science laboratory, hospitality practical, computer laboratory, or…

Abstract

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.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

1 – 10 of over 3000