Forging Inclusive Solutions: Experiential Earth Charter Education

Science.gov (United States)

Hill, Linda D.

2010-01-01

Forging Inclusive Solutions describes the aims, methodology and outcomes of Inclusive Leadership Adventures, an experiential education curriculum for exploring the Earth Charter. Experiential education builds meaningful relationships, skills, awareness and an inclusive community based on the Earth Charter principles. When we meet people where they…

Outdoor recreation-related outdoor education: scope of the research (1995-2010) 2

OpenAIRE

Lynch, Philippa

2012-01-01

Article made available with the permission of the New Zealand Journal of Outdoor Education. This is part two of an article on the scope of the New Zealand outdoor recreation-related outdoor education research published from January 1995 to June 2010. It draws on the literature covered the 2010 Sport and Recreation New Zealand-funded Outdoor Recreation Research Stocktake, which included outdoor education material. This part covers resources for outdoor recreation-related outdoor education, ...

Anticipated educational outcomes: a case study of the outdoor recreation consortium experience

Science.gov (United States)

Yasong Wang; Alan Graefe

2008-01-01

This paper reports on a case study of an outdoor experiential learning program and examines its meaning for program participants. The research was conducted with 56 university students who participated in the Outdoor Recreation Consortium held at the Great Smoky Mountain Institute in Tremont, TN. A mixed-method comparative research approach, using both quantitative and...

Physical Education & Outdoor Education: Complementary but Discrete Disciplines

Science.gov (United States)

Martin, Peter; McCullagh, John

2011-01-01

The Australian Council for Health, Physical Education and Recreation (ACHPER) includes Outdoor Education (OE) as a component of Physical Education (PE). Yet Outdoor Education is clearly thought of by many as a discrete discipline separate from Physical Education. Outdoor Education has a body of knowledge that differs from that of Physical…

Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

Science.gov (United States)

Lazar, K.; Moysey, S. M.

2017-12-01

Outdoor-focused experiential learning opportunities are uncommon for students in large introductory geology courses, despite evidence that field experiences are a significant pathway for students to enter the geoscience pipeline. We address this deficiency by creating an extracurricular program for geology service courses that allows students to engage with classmates to foster a positive affective environment in which they are able to explore their geoscience interests, encouraged to visualize themselves as potential geoscientists, and emboldened to continue on a geoscience/geoscience-adjacent career path. Students in introductory-level geology courses were given pre- and post-semester surveys to assess the impact of these experiential learning experiences on student attitudes towards geoscience careers and willingness to pursue a major/minor in geology. Initial results indicate that high achieving students overall increase their interest in pursuing geology as a major regardless of their participation in extracurricular activities, while low achieving students only demonstrate increased interest in a geology major if they did not participate in extra credit activities. Conversely, high achieving, non-participant students showed no change in interest of pursuing a geology minor, while high achieving participants were much more likely to demonstrate interest in a minor at the end of the course. Similar to the trends of interest in a geology major, low achieving students only show increased interest in a minor if they were non-participants. These initial results indicate that these activities may be more effective in channeling students towards geology minors rather than majors, and could increase the number of students pursuing geoscience-related career paths. There also seem to be several competing factors at play affecting the different student populations, from an increased interest due to experience or a displeasure that geology is not simply `rocks for jocks

Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model

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Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

2012-01-01

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

Outdoor recreation-related outdoor education: scope of the research (1995-2010) I

OpenAIRE

Lynch, Philippa

2012-01-01

Article made available with the permission of the New Zealand Journal of Outdoor Education. This article reports on the scope of the New Zealand outdoor recreationrelated outdoor education research literature published from January 1995 to June 2010. It draws on the literature covered by the 2010 Sport and Recreation New Zealand-funded Outdoor Recreation Research Stocktake, which included outdoor education material. This article is divided into two parts, both published in this issue of th...

Outdoor Education: Definition and Philosophy.

Science.gov (United States)

Ford, Phyllis

Because outdoor education programs occur in every geographic location, are sponsored by all levels of educational institutions, state and local government agencies, and private entrepreneurs, and have no nationally standardized curriculum or measures of competency or knowledge, outdoor education may best be defines as "education in, about, and for…

Group Cooperation in Outdoor Education

Science.gov (United States)

Matthews, Bruce E.

1978-01-01

Utilizing the Beatles' Yellow Submarine fantasy (e.g., the Blue Meanies), this outdoor education program is designed for sixth graders and special education students. Activities developed at the Cortland Resident Outdoor Education Camp include a series of group stress/challenge activities to be accomplished by everyone in the group, as a group.…

Issues in reflection and debriefing: how nurse educators structure experiential activities.

Science.gov (United States)

Brackenreg, Jenni

2004-12-01

Experiential learning is particularly useful in vocational education programs where theory needs to be linked to practice. Although experiential learning is often advocated in nursing education and the importance of debriefing and reflection is almost always espoused, the focus in the literature has tended to be on detailed descriptions of the action phase with little close analysis of how the reflective phase is facilitated. The Lewinian model described by Kolb [Experiential Learning. Experience as Source of Learning and Development, Prentice-Hall, New Jersey, 1984] and the structuring approach suggested by Thiagarajan [Experiential Learning Packages, Prentice-Hall, Englewood Cliffs, NJ, 1980] have been used as the theoretical context for an exploration of how nurse teachers describe their facilitation of the debriefing and reflective phases of experiential learning activities. Explication of the entire planned experiential learning experience is important for increasing the chances of the student being able to close the experiential learning loop. The more covert reflective phases for facilitating experiential learning are crucial and if neglected, or inexpertly and insensitively handled, may at best lead to poor learning outcomes or at worst lead to emotional damage and ;unfinished business' for the student. Interviews with eight experienced university educators elicited descriptions of how they constructed experiential activities with special reference to their descriptions of how the debriefing or reflective phases were structured.

Hinterbrand Lodge Outdoor Education Center. Program Information.

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Dependents Schools (DOD), Washington, DC. European Area.

Describing Department of Defense Dependents Schools Europe (DODDSEUR) use of Hinterbrand Lodge Outdoor Education Center, this document is directed to sponsors wishing to take groups to Hinterbrand for one or more of the five program options (outdoor education week, teacher weekend, school-designed outdoor education program, administrative faculty…

A Phenomenology of Outdoor Education Leader Experiences

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Field, Stephanie C.; Lauzon, Lara L.; Meldrum, John T.

2016-01-01

Limited qualitative research exists on the experiences of outdoor education leaders. The purpose of this phenomenological study was to explore the job-related experiences of outdoor education leaders within and outside the workplace. Five participants who had experience as outdoor education leaders completed in-depth, one-on-one interviews about…

The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators

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Ord, Jon; Leather, Mark

2011-01-01

This paper recommends a reconceptualisation of "experience learning". It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb's original model of experiential learning. We argue that to understand experiential learning fully a return to the original theoretical…

Research into experiential learning in nurse education.

Science.gov (United States)

Hill, Barry

2017-09-07

This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

Moral Deliberation and Environmental Awareness: Reviewing Deweyan-Informed Possibilities for Contemporary Outdoor Learning

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Thorburn, Malcolm

2018-01-01

The recent surge in interest in progressive education ideas has often been accompanied by an increased advocacy for learning outdoors, with experiential and holistic learning approaches considered the most beneficial method for cultivating personal and social development and raising awareness of contemporary environmental concerns. However,…

Developing Approaches to Outdoor Education that Promote Sustainability Education

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Hill, Allen

2012-01-01

Social, economic, and environmental issues facing 21st century societies compel a transformative shift towards sustainability in all spheres of life, including education. The challenges this holds for outdoor education programs and practices is significant. If outdoor education theory and practice is to make a greater contribution to…

Empowerment and Experiential Education: A State of Knowledge Paper

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Shellman, Amy

2014-01-01

Experiential settings hold great potential for empowering participants. Beginning with an overview of how empowerment has been defined and conceptualized in the literature, this article examines the construct of empowerment in experiential education settings as a process and an outcome. A summary of how empowerment has been applied and measured in…

Seeking Resilience and Sustainability: Outdoor Education in Singapore

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Martin, Peter; Ho, Susanna

2009-01-01

Outdoor education is not a universal value. Rather, outdoor education's contributions need to be grounded in time, place and culture. In this paper we describe the historical and cultural milieu that has enabled the emergence of outdoor education in Singapore and report on exploratory survey research into Singaporean teachers' conceptions of…

Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education

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Collins, Rachel; Paisley, Karen; Sibthorp, Jim; Gookin, John

2011-01-01

To be effective, experiential educators need to understand the developmental characteristics of their students so that they can tailor their programs to their capabilities. Often, their primary population consists of teens or college students. Recognizing that learning is a primary objective of experiential education programs, experiential…

Formal education in outdoor studies: introduction

OpenAIRE

Prince, Heather

2015-01-01

Regional cultural perspectives involve outdoor studies in different ways in formal curricula. This section focuses on Western Europe, particularly the UK and Scandinavia, although also has a more international reach in Backman’s consideration of the training of teachers and in place-responsive teaching as described by Mannion and Lynch. ‘Outdoor studies’ is not seen in curricula per se but under various more specialised aspects such as outdoor play, outdoor learning, environmental education, ...

Provoking Dialogue: A Short History of Outdoor Education in Ontario

Science.gov (United States)

Borland, James

2011-01-01

History helps educators more clearly describe the role of outdoor education in improving society by fostering awareness of human-nature interconnections. Five branches have shaped outdoor education in Ontario: (1) agricultural education; (2) environmental education; (3) outdoor adventure education; (4) ecological education; and (5) climate change…

An Educational Tool for Outdoor Education and Environmental Concern

Science.gov (United States)

Sandell, Klas; Ohman, Johan

2013-01-01

The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for…

Determination of Science Teachers' Opinions about Outdoor Education

Science.gov (United States)

Kubat, Ulas

2017-01-01

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…

Rain and Romanticism: The Environment in Outdoor Education

Science.gov (United States)

North, Chris

2015-01-01

Outdoor education provides an opportunity to engage with natural environments in ways that are distinct from other physical education teacher education (PETE) courses. This research examines how pre-service teachers (PSTs) within a PETE degree experienced "environment" on an outdoor education camp. Using self-study methodology and…

Innovation and Outdoor Education

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Beames, Simon

2017-01-01

Within our fast-paced, fluid society, it is arguable that outdoor education needs to be innovative to play a useful role in young people's overall educational enterprise. A critical view, however, would suggest that we must beware of accepting technological innovation for its own sake. Innovations (or improvements) in education can take the form…

The Contribution of Outdoor Recreation and Outdoor Education to the Economy of Scotland: Case Studies and Preliminary Findings.

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Higgins, Peter

2000-01-01

Outdoor recreation and education contribute substantially to the Scottish economy. Outdoor recreation generates considerable tourism income, much of it in rural areas, and also extends the traditional tourist season. Outdoor education centers are significant employers in certain rural areas. In addition, "therapeutic" outdoor programs…

Curriculum Development in Outdoor Education: Tasmanian Teachers' Perspectives on the New Pre-Tertiary Outdoor Leadership Course

Science.gov (United States)

Dyment, Janet; Morse, Marcus; Shaw, Simon; Smith, Heidi

2014-01-01

The paper examines how outdoor education teachers in Tasmania, Australia have implemented and perceive a new pre-tertiary Outdoor Leadership curriculum document. It draws on an analysis of in-depth semi-structured interviews with 11 outdoor education teachers. The results revealed that teachers were generally welcoming of the new higher-order…

Education in and for the Outdoors. Report of the National Conference on Outdoor Education (Kellogg Gull Lake Biological Station, Hickory Corners, Michigan, May 2-4, 1962).

Science.gov (United States)

American Association for Health, Physical Education, and Recreation, Washington, DC.

The two board aspects of outdoor education considered in this document are education in the outdoors, using the natural environment as a laboratory for learning, and education for the outdoors, with a focus on teaching skills and appreciations for outdoor recreation. Conference procedures, keynote addresses, current practices, contributions to…

Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

Science.gov (United States)

Schellhase, Kristen C.

2008-01-01

Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

The "F" Word: Feminism in Outdoor Education

Science.gov (United States)

Gray, Tonia

2016-01-01

Women have embarked on outdoor careers believing the profession to be a level playing field and one that offers occupational alternatives to traditional sporting activities and educational opportunities. This paper seeks to provide a critical analysis of the pockets of bias associated with the status of women in outdoor education (OE),…

Perspectives of Elementary School Teachers on Outdoor Education

Science.gov (United States)

Palavan, Ozcan; Cicek, Volkan; Atabay, Merve

2016-01-01

Outdoor education stands out as one of the methods to deliver the desired educational outcomes taking the needs of the students, teachers and the curricular objectives into consideration. Outdoor education focuses on experimental, hands-on learning in real-life environments through senses, e.g., through visual, auditory, and tactile means,…

Survey of Experiential Entrepreneurship Education Offerings among Top Undergraduate Entrepreneurship Programs

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Mandel, Richard; Noyes, Erik

2016-01-01

Purpose: The purpose of this paper is to analyze experiential entrepreneurship education offerings--programs and courses--among the "Top 25" undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to…

Signature Pedagogies in Outdoor Education

Science.gov (United States)

Thomas, Glyn

2015-01-01

The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of…

The Purposes Outdoor Education Does, Could and Should Serve in Singapore

Science.gov (United States)

Ho, Susanna

2014-01-01

This paper discusses the purposes that outdoor education does, could and should serve in Singapore. Gert Biesta's conceptualisation of three functions of education is adapted to frame deliberations on the purposes of outdoor education in Singapore's socio-political and educational milieu. The author suggests that outdoor education in Singapore…

Untrodden Paths: A Critical Conversation about Wilder Places in Outdoor Education

Science.gov (United States)

Straker, Jo; Potter, Tom G.; Irwin, David

2017-01-01

This paper asks, what is the outdoors, and challenges conceptions of the role the outdoors play in education. It critically examines why a better understanding of the outdoors is important to outdoor education, how wilder places are essential to education, and how learning generated from these places can be translated into sustainable thinking and…

Outdoor Education in Senior Schooling: Clarifying the Body of Knowledge

Science.gov (United States)

Martin, Peter

2008-01-01

Australia has a state-based educational system. In some of these states, outdoor education exists as part of the formal accredited secondary school curriculum. In this paper I analyse the content of these senior secondary school outdoor courses as a means to help delineate and describe the body of knowledge of outdoor education. I suggest outdoor…

The Outdoor Classroom: School Camping as Education in NSW 1890-1960s

Science.gov (United States)

Georgakis, Steve; Light, Richard

2010-01-01

At all levels of education in New South Wales outdoor experiences and outdoor education are a prominent part of the curriculum. This emphasis on the outdoors begins early. Outdoor activities are an important part of most primary schools whether they are public or private. Likewise at secondary level and at university outdoor education is still an…

Australian Outdoor (and) Environmental Education Research: Senses of "Place" in Two Constituencies

Science.gov (United States)

Gough, Noel

2016-01-01

The Outdoor Council of Australia's renaming of "Australian Journal of Outdoor Education" ("AJOE") as "Journal of Outdoor and Environmental Education" ("JOEE") follows deliberations among Australian and international stakeholders in outdoor education about the future of publishing in the field and raises a…

Three Dimensions of Learning: Experiential Activity for Engineering Innovation Education and Research

Science.gov (United States)

Killen, Catherine P.

2015-01-01

This paper outlines a novel approach to engineering education research that provides three dimensions of learning through an experiential class activity. A simulated decision activity brought current research into the classroom, explored the effect of experiential activity on learning outcomes and contributed to the research on innovation decision…

Turismo Activo y Outdoor Training: Metodología. (Adventure Sport Tourism and Outdoor Training: Methodology.

Directory of Open Access Journals (Sweden)

Vicente Gómez Encinas

2008-10-01

Full Text Available ResumenUno de los aspectos más atractivos que tiene el outdoor training es su supuesta capacidad para conseguir que los aprendizajes obtenidos a través de sus actividades sean transferidos a otros ámbitos de la vida personal y profesional de sus participantes. En este sentido, la clave está en la metodología empleada. Este artículo profundiza en las fases que estructuran el proceso formativo del outdoor training describiendo: 1 las bases folosóficas que lo apoyan y que están expresadas en la teoría de la “educación a través de la experiencia” y 2 las diferentes fases que estructuran el proceso de formación de un outdoor, haciendo una descripción en profundidad de cada una de ellas: a Pre-Outdoor (Análisis y valoración de las necesidades, diseño de la actividad y reunión previa a la actividad, b Outdoor, c Post-outdoor (Reflexión y transferencia, y d Seguimiento posterior.AbstractOne of the most attractive aspects that has the outdoor training is their supposed capacity to get that the learnings obtained through their activities are transferred to other environments of the personal life and their participants' professional. In this sense, the key is in the used methodology. This article deepens in the phases that structure the formative process of the outdoor training describing: 1 the philosophy´s bases that support this process and that are expressed in the theory of experiential education, and 2 the different phases that structure the process of formation of an outdoor, making a description in depth of each one of them: to Pre-Outdoor (Analysis and valuation of the necessities, design of the activity and previous meeting to the activity, b Outdoor, c Post-outdoor (Reflection and transfer, and d Later Pursuit.

Tenuous Affair: Environmental and Outdoor Education in Aotearoa New Zealand

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Irwin, David; Straker, Jo

2014-01-01

The relationship between outdoor education and environmental education in Aotearoa New Zealand has undergone many changes since formal education began in early colonial times. Discussion draws from qualitative doctoral research undertaken by the authors that investigated education for sustainability in outdoor education and how meaning is ascribed…

The Perceived Life Impact of a University Outdoor Education Course

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Wigglesworth, Jennifer

2012-01-01

Learning in the outdoors provides lasting educational experiences. Most students retain information best when doing an activity, and the outdoors allows for these opportunities. Outdoor education (OE) is a large, multi-disciplinary field cultivated from many roots. Since OE offers such vivid learning opportunities, it is an important area for…

Is Outdoor Education a Discipline? Provocations and Possibilities

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Dyment, Janet E.; Potter, Tom G.

2015-01-01

Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of "if" and "how" outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to…

Participation in an experiential education professional development course: An analysis of the teacher experience

Science.gov (United States)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to

Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education

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Johns, Judith A.; Moyer, Matthew T.; Gasque, Lisa M.

2017-01-01

Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and…

The Constitution of Outdoor Education Groups: An Analysis of the Literature?

Science.gov (United States)

Zink, Robyn

2010-01-01

Groups are ubiquitous in outdoor education and while there is a lot of literature on groups, there is limited examination of the assumptions made about groups and the effects these assumptions have on the practices of outdoor education. I utilise some of Michel Foucault's (1992) tools to investigate literature on outdoor education groups.…

Lyme Disease: A Challenge for Outdoor Educators.

Science.gov (United States)

Whitcombe, Mark

1989-01-01

Describes signs and symptoms of Lyme disease; life cycle and feeding habits of the deer tick (Ixodes dammini), which transmits the spirochete bacterium; tick control measures; outdoor precautions; and veterinary considerations. Discusses the disease's potential impact on outdoor education, and suggests a reasoned, nonhysterical approach. Contains…

Missing links between lean startup, design thinking, and experiential learning approaches in entrepreneurship education

DEFF Research Database (Denmark)

Ramsgaard, Michael Breum; Christensen, Marie Ernst

2016-01-01

Questions we care about • How do different pedagogical teaching approaches in entrepreneurship education construct learning outcome when comparing the underlying pedagogical models? • Where can unidentified fields and correlations of pedagogical insights between the approaches of lean startup......, design thinking, and experiential learning be identified? • How can new concepts of learning models, taking lean startup, design thinking and experiential learning approaches into account, be developed in entrepreneurship education? Approach This 3e conference paper begins as a conceptual paper...... highlighting the theories and underlying learning models behind three pedagogical approaches within entrepreneurship education, namely lean startup, design thinking and experiential learning. The paper builds this knowledge framework in order to set the design for an empirical investigation of the proposed...

Attitudes of experiential education directors regarding tobacco sales in pharmacies in the USA.

Science.gov (United States)

Rider, Katherine; Kaya, Hatice; Jha, Vinayak; Hudmon, Karen Suchanek

2016-04-01

Accreditation guidelines in the USA suggest that experiential sites for pharmacy students should demonstrate 'a strong commitment to health promotion and illness prevention'; however, most community pharmacies sell tobacco products. This study aimed to determine the proportion of students rotating through advanced pharmacy practice experience (APPE) sites where tobacco is sold and experiential education directors' perception regarding the sales of tobacco in APPE sites. A brief survey was distributed by mail to experiential education directors at US pharmacy schools. The survey characterized the proportion of students who rotate at practice sites where tobacco is sold, directors' perceptions of tobacco sales in experiential sites, and the number of hours of tobacco education in their pharmacy curricula. Directors (n = 81; 63%) estimated that 69% of students rotate through sites where tobacco is sold. If given the opportunity to choose between two potential sites, where one sells tobacco and the other does not, 40% of directors would be unlikely to choose a site that sold tobacco. With respect to tobacco sales, pharmacy schools are largely noncompliant with guidelines and resolutions of professional organizations. © 2015 Royal Pharmaceutical Society.

Becoming Animate in Education: Immanent Materiality and Outdoor Learning for Sustainability

Science.gov (United States)

Clarke, David A. G.; Mcphie, Jamie

2014-01-01

Outdoor environmental education has long postulated a link between experiences outdoors in "natural" environments and environmental concern. This paper suggests a straightforward relationship is problematic due to its implicit assumption of a nature/culture divide. Critical outdoor education has sought to overcome this dualism by…

Unifying Psychology and Experiential Education: Toward an Integrated Understanding of "Why" It Works

Science.gov (United States)

Houge Mackenzie, Susan; Son, Julie S.; Hollenhorst, Steve

2014-01-01

This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state…

Dewey, Dale, and Bruner: Educational Philosophy, Experiential Learning, and Library School Cataloging Instruction.

Science.gov (United States)

Garrett, LeAnn

1997-01-01

Discusses educational philosophies of John Dewey, Edgar Dale, and Jerome Bruner dealing with experience and learning and describes experiential learning activities within the curriculum of the School of Library and Information Studies at the University of Hawaii. Results of a study examining student attitudes toward experiential learning are…

Outdoor Education Course - The New Product of a Company Offer

OpenAIRE

Beránek, Jiří

2007-01-01

and Key Words Title: Outdoor Education Course- The New Product of a Company Offer Aim: Analysis and evaluation of needs and attitudes of the present company clients of Firma na zážitky, s.r.o. company in the outdoor education field to frame a pilot project of an outdoor course programme. Method: Method of questionnare was used to analyse and evaluate needs and attitudes ofthe company clients. Results: A project of outdoor course programme was created according to results of realized research....

Health Benefits of Outdoor Recreation: Implications for Health Education.

Science.gov (United States)

Breitenstein, Donna; Ewert, Alan

1990-01-01

This article reviews literature related to the positive effects of outdoor education. The following dimensions of health, and the benefits associated with each, are discussed: emotional, social, physical, intellectual, and spiritual. A model of health benefits derived from outdoor recreation is presented, and implications for health education are…

A Baseline Study of Ontario Teachers' Views of Environmental and Outdoor Education

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Pedretti, Erminia; Nazir, Joanne; Tan, Michael; Bellomo, Katherine; Ayyavoo, Gabriel

2012-01-01

This paper describes a research that came about as a result of several converging factors in Ontario: a resurgence of interest in environmental and outdoor education (including outdoor education (OE) centres); recent publications supporting environmental and outdoor education; and curriculum revisions across subject areas that include…

Outdoor Education in Rural Primary Schools in New Zealand: A Narrative Inquiry

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Remington, Tara; Legge, Maureen

2017-01-01

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give "voice" to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers' ability to implement outdoor education? The findings…

Towards an understanding of an outdoor education program: Listening to participants' stories

Science.gov (United States)

Shanely, Shannon Dee

Today, human beings spend more than 90% of their lives indoors (Evans, 2003). Not long ago, both urban and rural children grew up mostly outdoors, and had direct experiences with plants, animals, and the ways in which the necessities of daily life were grown, made, and used. When they were not helping with household work, children spent much of their time exploring the outdoor environment, relatively free from adult interference. The lives of children today are much different. Children now have fewer opportunities for unstructured play and regular contact with the natural world. Outdoor education programs are one tool that can provide children with continued access to the natural world. This study was conducted to determine how outdoor education program participants interpret their experiences in the natural world, how participant engagement with an outdoor education program shapes their perception of the natural world, and how participant interpretation of an outdoor education program shapes their actions for caring for the natural world when they return home. Using qualitative research methods, my study was conducted with four sixth-grade students participating in a four-day residential outdoor education program. The participants, two females and two males, were given cameras to document the most important aspects of their outdoor education experience. The pictures were used to stimulate conversation and encourage reflection during the interview process. Data sources consisted of a pre-program interview with each student, daily interviews with students while they were participating in the outdoor education program, and a post-program interview conducted one week after the program ended. Critical incident technique analysis was used to delineate the most critical elements of each participant's outdoor education experience. My study found that participants interpreted their outdoor education program as a positive experience. Classes that were challenging and gave

The Role and Place of Outdoor Education in the Australian National Curriculum

Science.gov (United States)

Gray, Tonia; Martin, Peter

2012-01-01

As Australia heads into a new era of implementing a National Curriculum, the place of Outdoor Education in Australian schools is under question. In the initial drafts of the National Curriculum, Outdoor Education has been marginalised. The authors propose that Outdoor Education should maintain a strong role, especially as processes of experiential…

A Guide to Outdoor Education Resources and Programs for the Handicapped. Outdoor Education for the Handicapped.

Science.gov (United States)

Kentucky Univ., Lexington.

The resource guide is designed to assist educators, park resource persons, and parents of disabled children in locating and identifying sources of information for developing, implementing, and evaluating outdoor education programs for all disabled children and youth. The guide has two main parts. The first part contains an annotated bibliography…

Living Peace: An Exploration of Experiential Peace Education, Conflict Resolution and Violence Prevention Programs for Youth

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Hettler, Shannon; Johnston, Linda M.

2009-01-01

The authors review the types of experiential peace education programs available to teens in the US and provide a classification guide for educators, parents, other concerned adults and teens who may be interested in developing conflict, peace and/or violence prevention knowledge, skills and attitudes. The authors identify experiential programs in…

Psychological implications of outdoor adventure model of education

Directory of Open Access Journals (Sweden)

Paulina Kida

2017-07-01

Full Text Available The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.

Achieving Next Generation Science Standards through Agricultural Contexts: A Delphi Study of Outdoor Education Experts

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Meals, Anthony; Washburn, Shannon

2015-01-01

A Delphi survey was conducted with 30 outdoor education experts in Kansas. Participant responses helped frame a Kansas definition of outdoor education and identified essential educational goals and outcomes, critical components for effective outdoor education programming, and barriers facing outdoor education in Kansas. The study highlights…

Science of safety topic coverage in experiential education in US and Taiwan colleges and schools of pharmacy.

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Tang, Derek H; Warholak, Terri L; Slack, Marion K; Malone, Daniel C; Gau, Churn-Shiouh

2011-12-15

To compare the science of safety (SoS) topic coverage and associated student competencies in the experiential education curricula of colleges and schools of pharmacy in the United States and Taiwan. The experiential education director, assistant director, or coordinator at a random sample of 34 US colleges and schools of pharmacy and all 7 Taiwan schools of pharmacy were interviewed and then asked to complete an Internet-based survey instrument. Faculty members in both countries perceived that experiential curricula were focused on the postmarketing phase of the SoS, and that there is a need for the pharmacy experiential curricula to be standardized in order to fill SoS coverage gaps. Inter-country differences in experiential SoS coverage were noted in topics included for safety biomarkers that signal potential for drug-induced problems and pharmacogenomics. Experiential SoS topic coverage and student ability gaps were perceived within and between US and Taiwan colleges and schools of pharmacy.

Light as experiential material

DEFF Research Database (Denmark)

Petersen, Kjell Yngve; Søndergaard, Karin

2013-01-01

'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which the experience and design of architectural lighting can be approached in research and education......'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which the experience and design of architectural lighting can be approached in research and education...

Light as experiential material

DEFF Research Database (Denmark)

Søndergaard, Karin; Petersen, Kjell Yngve

2013-01-01

'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which we can approach the experience and design of architectural lighting in research and education.......'Light as experiential material' is concerned with the development of a psychophysical method of investigation, by which we can approach the experience and design of architectural lighting in research and education....

The perceived impact of a university outdoor education program on students' environmental behaviors

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Heather Boland; Paul Heintzman

2010-01-01

Outdoor educators often seek to design programs that influence participants' daily lifestyles, especially environmental behaviors. Research on the impact of outdoor education programs on environmental behaviors has typically focused on schoolchildren and teenagers. The purpose of this study was to investigate the perceived impact of a university outdoor education...

Outdoor Education Academic Programs in the United States

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Bell, Brent J.; Seaman, Jayson; Trauntvein, Nate

2017-01-01

The growth of outdoor adventure programs developed, in part, from the Outward Bound movement in the 1970s (MacArthur, 1979; Outward Bound, 1968), which created a demand for specialized collegiate training. Since the inaugural conference on outdoor pursuits in higher education at Appalachian State University in 1974 (Smathers, 1974), approximately…

Injury and illness in college outdoor education.

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Gaudio, Flavio G; Greenwald, Peter W; Holton, Mark

2010-12-01

Many colleges offer outdoor education courses such as rock climbing, kayaking, and mountain biking. Since these sports may be perceived as dangerous, we describe the prevalence of injuries and illnesses in a large, university-based outdoor education program. We also compare composite incident rates from this outdoor program to those of traditional college sports. Cohort of college students participating in either Cornell Outdoor Education (COE) or National Collegiate Athletic Association (NCAA) sports and comparison of incident rates. COE data were prospectively collected in the field; and NCAA data were prospectively collected through the Association's Injury Surveillance System. By definition, a COE injury or illness required follow-up care, prescription medication, or limited course participation. Similarly, a NCAA injury limited further practice or play. Incident rates were calculated as injuries and illnesses per 1000 participant-days (COE) or injuries per 1000 athlete-exposures (NCAA). Included COE courses during 2002-2007 totaled 74 005 participant-days. There were 111 injuries and illnesses, rate = 1.50/1000 participant-days (95% CI 1.24-1.81). The NCAA reported 32 646 899 athlete-exposures during 1988-2004 and 181 476 injuries, rate = 5.56/1000 athlete-exposures (95% CI 5.53-5.58). Compared to COE, the relative risk of injury in NCAA sports was 3.7 (95% CI 3.1-4.5) overall and 3.3 (95% CI 2.8-4.0) after excluding the high-contact sports of football, ice hockey, and wrestling. For COE, mountain biking had the highest incident rate (7.5/1000), which was significantly lower than game injury rates in NCAA football and soccer. The most common injuries for both NCAA and COE were soft-tissue injuries such as sprains and strains. Outdoor education at this university-sponsored program was at least as safe as traditional college sports. Overall, college students were less likely to be injured while participating in COE courses than while participating in NCAA sports

Toward A Theory of Experiential Education.

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Druian, Greg

1979-01-01

A theory of experiential instruction based on the ideas of Jerome Bruner is proposed. Four general requirements of instructional theory are examined and it is recommended that research and development refine and improve the practice of experiential instruction. (Author/SF)

Overcoming Fear: Helping Decision Makers Understand Risk in Outdoor Education

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Haras, Kathy

2010-01-01

The long history of outdoor education does little to alleviate the fears of many parents, teachers, principals and superintendents who believe that outdoor education is too risky. These decision makers often lack both the knowledge to make informed decisions and the time and resources to investigate their assumptions. Pair these circumstances with…

Getting the Most Out of Journaling: Strategies for Outdoor Educators.

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Dyment, Janet E.; O'Connell, Timothy S.

2003-01-01

Outdoor educators often ask students to write journals without training them in journal writing. A workshop in journal writing for university students in outdoor education courses covers how to write entries related to specific content areas; an understanding of Bloom's Taxonomy of Cognitive Thinking and how it applies to journal writing; and…

Enough of Ronald and Mickey: Focusing on Learning in Outdoor Education

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Beames, Simon; Brown, Mike

2014-01-01

Fifteen years ago Loynes expressed concern that market-place values were detrimentally impacting on the provision of outdoor education experiences. As tertiary educators with an interest in the impact of globalization on outdoor education, we have sought to extend Loynes' use of McDonaldization by drawing on Bryman's conceptual framework…

Experiential Learning in Agriculture Education

OpenAIRE

Johnson, Devan

2016-01-01

Many students find it difficult to comprehend information and retain knowledge from regular classroom instruction alone. In addition, many students cannot remain focused on a certain task for an entire class period. By incorporating experiential learning activities into the lesson plans, it is easier for students to recognize concepts being taught and remain focused longer by switching class activities from regular instruction to experiential learning. Using the work of David Kolb as the u...

Start Your Own Business Assignment in the Context of Experiential Entrepreneurship Education

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Malach, Sandra E.; Malach, Robert L.

2014-01-01

Experiential education is often used in entrepreneurship courses, as it conveys both substantive, theoretical knowledge and intangible learning experiences best absorbed through active participation. Starting and operating a business is a unique, educational experience allowing students to apply the substantive knowledge gained in entrepreneurship…

Experiential learning and values education at a school youth camp: Maintaining Jewish culture and heritage

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Gross, Zehavit; Rutland, Suzanne D.

2017-02-01

In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers' aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to "transmit" knowledge through "evocation", with the students involved in active learning; while others focus more on students' "acquisition" of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth.

Sensory Perception, Rationalism and Outdoor Environmental Education

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Auer, Matthew R.

2008-01-01

There is a strong emphasis on sensory perception and "hands-on" learning in the outdoor environmental education of children. In addition, normative concerns infuse children's environmental curricula, and in particular, the notion that environmental education is not a passive undertaking; when one appreciates the essential value of the…

Outdoor Education for Bereaved Children?

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Renner, Hans-Georg

2011-01-01

For many outdoor education providers, bereaved children and young people at first appear to be a new target audience. A new target audience naturally raises questions of programme planning and can give the provider a pressurised need to succeed: "Do I as the organiser have to develop a whole new programme?", "May I be required to provide some form…

Promoting Physical Activity and Science Learning in an Outdoor Education Program

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Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

2018-01-01

Outdoor education programs have been shown to have a positive effect on the educational, physical and emotional development of youth. They are increasingly being used to foster a sense of community in schools and to provide students with learning opportunities related to the environment. This article describes an integrated outdoor education…

Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

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Roberts, Jay W.

2018-01-01

With the increased emphasis on sustainability and place-based education, along with a heightened sense of awareness of diversity and inclusion issues in outdoor education, the time has come to critically examine the long-held trip and expedition construct within the outdoor education field. This paper will explore the theoretical influences of…

Assessing experiential education factors contributing to a PGY1 residency match: Pharmacy residency program director and comparative student survey.

Science.gov (United States)

Prisco, Jennifer L; Hritcko, Philip M; Feret, Brett; Yorra, Mark L; Todd, Noreen E; Kim Tanzer; Basile, Cathy; Bonaceto, Kara; Morelli, Rita; Carace, Nicole; Szumita, Andrew

2018-02-01

To compare and contrast experiential education perceptions of pharmacy residency program directors (RPDs) and doctor of pharmacy students in their last year of the curriculum for residency application considerations. The New England Regional Departments of Experiential Education (NERDEE) consortium developed a 17-question survey to assess residency factors, including those related to experiential education. The survey was dispersed to advanced pharmacy practice experience (APPE) students from six colleges/schools of pharmacy and RPDs nationwide. Students have different values on experiential preferences compared to RPDs. Sample findings include internal medicine and specialty clinical elective experiences prior to American Society of Health-System Pharmacists (ASHP) Midyear were extremely important to important for students, while RPDs viewed these experiences as somewhat important at best (p hinder a successful postgraduate year 1 (PGY1) residency match. Copyright © 2017 Elsevier Inc. All rights reserved.

"Low-Impact Communities" and Their Value to Experiential Education for Sustainability in Higher Education

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Cook, Robert; Cutting, Roger

2014-01-01

This paper reports on a year-long research project that investigated the value of experiential engagement with "alternative" communities which derive a high degree of self-reliance from working closely with their own local natural resources. Opportunities for higher education students to explore these communities were developed and the…

"Supply Chain-Marketing Shark Tank" Experiential Lab Game in Interdisciplinary Business Education: Qualitative and Quantitative Analyses

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Arora, A.; Arora, A. Saxena

2015-01-01

This article provides educators in business schools with a new interdisciplinary experiential lab game called Supply Chain-Marketing (SC-Mark) Shark Tank game, which can be implemented in both Supply Chain Management (SCM) and Marketing courses. The SC-Mark experiential lab game is a real-life business environment simulation that explores…

Outdoor Education and School Curriculum Distinctiveness: More than Content, More than Process

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Quay, John

2016-01-01

For many years now, those of us engaged with outdoor education curriculum work in Australia have been debating questions which orbit around the issue of defining outdoor education. We claim to be doing so in order to clarify what we are pursuing educationally, our purpose, not only for ourselves but for others, so that we can legitimately stake…

Experiential Learning as a Constraint-Led Process: An Ecological Dynamics Perspective

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Brymer, Eric; Davids, Keith

2014-01-01

In this paper we present key ideas for an ecological dynamics approach to learning that reveal the importance of learner-environment interactions to frame outdoor experiential learning. We propose that ecological dynamics provides a useful framework for understanding the interacting constraints of the learning process and for designing learning…

Individual Differences and Possible Effects from Outdoor Education: Long Time and Short Time Benefits

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Fiskum, Tove Anita; Jacobsen, Karl

2012-01-01

This study explores differences in the children's outcomes from outdoor education. The results revealed different outcomes within different subgroups: The children with an easy or a withdrawal temperament are good functioning both indoor and outdoor. Their outcomes from outdoor education are an increased vitality, which might be seen as a short…

Improving the Accuracy of Outdoor Educators' Teaching Self-Efficacy Beliefs through Metacognitive Monitoring

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Schumann, Scott; Sibthorp, Jim

2016-01-01

Accuracy in emerging outdoor educators' teaching self-efficacy beliefs is critical to student safety and learning. Overinflated self-efficacy beliefs can result in delayed skilled development or inappropriate acceptance of risk. In an outdoor education context, neglecting the accuracy of teaching self-efficacy beliefs early in an educator's…

Experiential Workshop with Educational Leadership Doctoral Students: Managing Affective Reactions to Organizational Change

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Falls, Leigh; Jara, Teresa; Sever, Tim

2009-01-01

Managing change processes, resistance to change, and organizational members' emotional reactions to change are crucial skills for future educational leaders to learn. Our case study is based on a workshop conducted using two experiential exercises to facilitate current educational leadership doctoral students' reflections on their own reactions to…

The Role of Outdoor Adventure Education in Facilitating Groupwork in Higher Education

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Cooley, Sam J.; Burns, Victoria E.; Cumming, Jennifer

2015-01-01

Groupwork is an increasingly popular method of learning in higher education and the ability to work effectively with others is important for academic success and employability. This systematic review investigated the use of outdoor adventure education (OAE) in facilitating the development of transferable groupwork skills in higher education. The…

Evaluating the Value-Added Impact of Outdoor Management Training for Leadership Development in an MBA Program

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Kass, Darrin; Grandzol, Christian

2012-01-01

This study examined the benefits of Outdoor Management Training for the leadership development of students enrolled in an MBA-level Organizational Behavior course. Students enrolled in one of two experiential courses. Both were identical, except one included an intensive outdoor training component called Leadership on the Edge. The…

Experiential learning and andragogy--negotiated learning in nurse education: a critical appraisal.

Science.gov (United States)

Burnard, P

1989-10-01

Andragogy and experiential learning have frequently been cited as recommended approaches to aspects of nurse education. This paper offers a critical appraisal of the two approaches and offers suggestions as to how a negotiated nursing curriculum may be developed.

Learning from Leisure: Developing Nature Connectedness in Outdoor Education

Science.gov (United States)

Cosgriff, Marg

2011-01-01

The "greening" of outdoor education has received increasing attention from educators in Aotearoa-New Zealand and internationally. Given contemporary global concerns about the scale of environmental issues and the associated recognition that educating for sustainability is a matter of urgency, the continuing exploration of pedagogies…

Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

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Clyde, Carol

2010-01-01

The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential…

Short-Term Environmental Education: Long-Term Effectiveness?

Science.gov (United States)

Drissner, Jürgen Reinhold; Haase, Hans-Martin; Wittig, Susanne; Hille, Katrin

2014-01-01

The "Green Classroom" in the Botanical Garden of the University of Ulm is a learning forum outdoor school that is used by about 2500 school students annually. Its educational concept is based on experiential learning and is geared towards expanding students' biological knowledge and developing positive attitudes towards small animals and…

Experiential-Based Climate Change Education: Fostering Students' Knowledge and Motivation towards the Environment

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Karpudewan, Mageswary; Mohd Ali Khan, Nur Sabrina

2017-01-01

Climate change is one of the most important environmental issues affecting our society today and we need to educate the citizens about the impact on human lives. An attempt was made to integrate experiential-based climate change education into the teaching and learning of secondary school Biology lessons on the topic of "Endangered…

Examining the Fruits of the Outdoor Education Tree from a Gender Perspective.

Science.gov (United States)

Gray, Tonia

This paper describes a longitudinal study of a residential outdoor education school program in Australia. Specifically, the research tracked 409 ninth-grade students for up to 24 months to determine the impact on boys and girls of an extended-stay outdoor education program. The program is located at Timbertop, a coeducational school in a…

The Implementation of Mobile Learning in Outdoor Education: Application of

Science.gov (United States)

Lai, Hsin-Chih; Chang, Chun-Yen; Li, Wen-Shiane; Fan, Yu-Lin; Wu, Ying-Tien

2013-01-01

This study presents an m-learning method that incorporates Integrated Quick Response (QR) codes. This learning method not only achieves the objectives of outdoor education, but it also increases applications of Cognitive Theory of Multimedia Learning (CTML) (Mayer, 2001) in m-learning for practical use in a diverse range of outdoor locations. When…

Ethical experiential learning in medical, nursing and allied health education: A narrative review.

Science.gov (United States)

Grace, Sandra; Innes, Ev; Patton, Narelle; Stockhausen, Lynette

2017-04-01

Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other. To identify effective strategies that enable ethical experiential learning for health students during practical classes. A narrative review of the literature. Pubmed, Cinahl and Scopus databases were searched because they include most of the health education journals where relevant articles would be published. A data extraction framework was developed to extract information from the included papers. Data were entered into a fillable form in Google Docs. Findings from identified studies were extracted to a series of tables (e.g. strategies for fostering ethical conduct; facilitators and barriers to peer-assisted learning). Themes were identified from these findings through a process of line by line coding and organisation of codes into descriptive themes using a constant comparative method. Finally understandings and hypotheses of relevance to our research question were generated from the descriptive themes. A total of 35 articles were retrieved that met the inclusion criteria. A total of 13 strategies for ethical experiential learning were identified and one evaluation was reported. The most frequently reported strategies were gaining written informed consent from students, providing information about the benefits of experiential learning and what to expect in practical classes, and facilitating discussions in class about potential issues. Contexts that facilitated participation in experiential learning included allowing students to choose their own groups, making participation voluntary, and providing adequate supervision, feedback and encouragement. A total of 13 strategies for ethical experiential learning were identified in the literature. A formal process for written consent was evaluated

Evaluating Online CPD Using Educational Criteria Derived from the Experiential Learning Cycle.

Science.gov (United States)

Friedman, Andrew; Watts, David; Croston, Judith; Durkin, Catherine

2002-01-01

Develops a set of educational evaluation criteria for online continuing professional development (CPD) courses using Kolb's experiential learning cycle theory. Evaluates five courses provided by online CPD Web sites, concludes that these online courses neglect parts of the learning cycle, and suggests improvements. (Author/LRW)

Outdoor Education and Environmental Responsibility. ERIC Digest.

Science.gov (United States)

Yerkes, Rita; Haras, Kathy

Outdoor education programs provide opportunities for students to become environmentally conscious citizens. However, awareness of environmental issues is not enough to preserve our world of limited natural resources. Students must also recognize their environmental responsibilities and change their behaviors accordingly. This digest reviews the…

Education for sustainable development using indoor and outdoor activities

Science.gov (United States)

Žigon, Lenka

2016-04-01

Environmental education became an important part of our development in the last years. We put a lot of effort into a task how to improve students'values, skills, understanding and how to significantly enhance their learning and achievements regarding ecological problems. At the same time we also know that environmental learning is easier when our students have the opportunity to feel, see, touch, taste and smell the nature. Therefore teachers in my school develop regular access to the outdoors as a learning resource. Students understand the impact of their activities on the environment and they also like to participate in the nature protection. My school (Biotechnical Centre)is an example of educational centre where different research and development programes are strongly oriented to the sustainable development. Students are educated to become experts in biotechnology, agronomy, food technology and horticulture. At the same time they are educated how to care for the nature. The institution itself cooperates with different fields of economy (farms, food - baker industry, floristry, country design etc.). For these reasons the environmental education is an essential dimension of basic education focused on a sphere of interaction that lies at the root of personal and social development. We try to develop different outdoor activities through all the school year. These activities are: analyse the water quality; research waste water treatment plants; exploration of new food sources (like aquaponics - where fish and plants grow together); collecting plants with medical activities; care for the plants in the school yard; growing new plants in the poly tunnel; learning about unknown plants - especially when visiting national and regional parks; selling different things in the school shop - also for local citizens; participating in the world wide activity - "Keep the country tidy" etc. Students and teachers enjoy to participate in different outdoor activities; we both

Training the next generation of global health advocates through experiential education: A mixed-methods case study evaluation.

Science.gov (United States)

Hoffman, Steven J; Silverberg, Sarah L

2015-10-15

This case study evaluates a global health education experience aimed at training the next generation of global health advocates. Demand and interest in global health among Canadian students is well documented, despite the difficulty in integrating meaningful experiences into curricula. Global health advocacy was taught to 19 undergraduate students at McMaster University through an experiential education course, during which they developed a national advocacy campaign on global access to medicines. A quantitative survey and an analysis of social network dynamics were conducted, along with a qualitative analysis of written work and course evaluations. Data were interpreted through a thematic synthesis approach. Themes were identified related to students' learning outcomes, experience and class dynamics. The experiential education format helped students gain authentic, real-world experience in global health advocacy and leadership. The tangible implications for their course work was a key motivating factor. While experiential education is an effective tool for some learning outcomes, it is not suitable for all. As well, group dynamics and evaluation methods affect the learning environment. Real-world global health issues, public health practice and advocacy approaches can be effectively taught through experiential education, alongside skills like communication and professionalism. Students developed a nuanced understanding of many strategies, challenges and barriers that exist in advocating for public health ideas. These experiences are potentially empowering and confidence-building despite the heavy time commitment they require. Attention should be given to how such experiences are designed, as course dynamics and grading structure significantly influence students' experience.

The Potential of Humor as a Trigger for Emotional Engagement in Outdoor Education

Science.gov (United States)

Hoad, Colin; Deed, Craig; Lugg, Alison

2013-01-01

This article examines the relevance of humor to student engagement in outdoor education. A sociocultural framework is applied to this examination, based on a view of learning as constructed, cognitive, embodied, and affective. A set of affordances of outdoor education as a contextually situated learning activity is identified along with related…

Sustaining an Environmental Ethic: Outdoor and Environmental Education Graduates' Negotiation of School Spaces

Science.gov (United States)

Preston, Lou

2011-01-01

In this article, I draw on interviews with graduates from an Outdoor and Environmental Education course to explore the ways in which their environmental ethics changed since leaving university. I do this in relation to the graduates' personal and professional experiences, particularly in the context of teaching Outdoor Education and Physical…

Inclusive design in architectural practice: Experiential learning of disability in architectural education.

Science.gov (United States)

Mulligan, Kerry; Calder, Allyson; Mulligan, Hilda

2018-04-01

The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education. Copyright © 2017 Elsevier Inc. All rights reserved.

"I Did Think It Was a Bit Strange Taking Outdoor Education Online": Exploration of Initial Teacher Education Students' Online Learning Experiences in a Tertiary Outdoor Education Unit

Science.gov (United States)

Dyment, Janet; Downing, Jillian; Hill, Allen; Smith, Heidi

2018-01-01

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly wide-spread across the higher education sector. This research reports on the experiences of eight initial teacher education students who studied an outdoor education unit in the online space. Using a…

Experiential learning: transforming theory into practice.

Science.gov (United States)

Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

2012-01-01

Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

Erotic Education: Elaborating a Feminist and Faith-Based Pedagogy for Experiential Learning in Religious Studies

Science.gov (United States)

Carbine, Rosemary P.

2010-01-01

This essay explores intersections among Jesuit, Quaker, and feminist theologies and pedagogies of social justice education in order to propose and elaborate an innovative theoretical and theological framework for experiential learning in religious studies that prioritizes relationality, called erotic education. This essay then applies the…

Students' Imaginings of Spaces of Learning in Outdoor and Environmental Education

Science.gov (United States)

Preston, Lou

2014-01-01

In this article, I interrogate students' stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, I explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how…

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review

Science.gov (United States)

Jeronen, Eila; Palmberg, Irmeli; Yli-Panula, Eija

2017-01-01

There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education…

Outdoor Education and the Development of Environmental Responsibility Revisited.

Science.gov (United States)

Yerkes, Rita; Biederman, Kobe

2003-01-01

Six research studies are reviewed that examine the ability of environmental education programs in schools and resident camps to positively affect the environmental awareness and attitudes of children and adolescents. Outdoor educators must enable students to develop internal locus of control, critical thinking, and environmental action skills.…

Memories as Useful Outcomes of Residential Outdoor Environmental Education

Science.gov (United States)

Liddicoat, Kendra R.; Krasny, Marianne E.

2014-01-01

Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education.…

Plants Have a Chance: Outdoor Educational Programmes Alter Students' Knowledge and Attitudes towards Plants

Science.gov (United States)

Fancovicova, Jana; Prokop, Pavol

2011-01-01

Outdoor educational programmes are generally believed to be a suitable alternative to conventional biology settings that improve participants' environmental attitudes and knowledge. Here we examine whether outdoor educational programmes focused solely on practical work with plants influence participants' knowledge of and attitudes towards plants.…

Outdoor Primary Education in Bangladesh. Experiments and Innovations in Education No. 40.

Science.gov (United States)

Choudhury, M. Khashruzzaman; Obaidullah, A. K. M.

A brief description of the development, implementation, and evaluation of the Outdoor Primary Education project in Bangladesh is presented in this booklet. A description of the development of the current primary education system in Bangladesh along with a description of the reasons that led to the development of the project are briefly provided in…

A cultural and comparative perspective on outdoor education in New Zealand and friluftsliv in Denmark

DEFF Research Database (Denmark)

Andkjær, Søren

2012-01-01

The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdoor education in New Zealand. Cultural analysis with a comparative cultural perspective informed the research approach. Configurational analysis was used as an important supplement to focus on cultural...... functionalism and personal relationships linked to identity. Outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in western liberal societies. Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education, with simple life...... patterns linked to bodily movement. It is argued that outdoor education in New Zealand is focused on action, risk and challenge, with personal development as the central pedagogical goal. There seems to be a general search for effectiveness and a special relationship to land and nature with both...

The Short Term Effectiveness of an Outdoor Environmental Education on Environmental Awareness and Sensitivity of In-Service Teachers

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Okur-Berberoglu, Emel; Ozdilek, Hasan Göksel; Yalcin-Ozdilek, Sükran

2015-01-01

Outdoor education is mostly mentioned in terms of environmental education. The aim of this research is to determine the short term effectiveness of an outdoor environmental education program on biodiversity awareness, environmental awareness and sensitivity to natural environment. The data is collected from an outdoor environmental education…

Sexual Harassment and Experiential Education Programs: A Closer Look.

Science.gov (United States)

Loeffler, T. A.

Sexual harassment can be devastating and have tremendous impact on the emotional well-being, physical health, and vocational success of those who experience it. It is especially important for outdoor education program staff to proactively address sexual harassment because these programs often take place in remote locations that may make escape…

Web 2.0 and Marketing Education: Explanations and Experiential Applications

Science.gov (United States)

Granitz, Neil; Koernig, Stephen K.

2011-01-01

Although both experiential learning and Web 2.0 tools focus on creativity, sharing, and collaboration, sparse research has been published integrating a Web 2.0 paradigm with experiential learning in marketing. In this article, Web 2.0 concepts are explained. Web 2.0 is then positioned as a philosophy that can advance experiential learning through…

Outdoor Education and Science Achievement

Science.gov (United States)

Rios, José M.; Brewer, Jessica

2014-01-01

Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science…

An Interpretation of Dewey's Experiential Learning Theory.

Science.gov (United States)

Roberts, T. Grady

"Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on…

Educating dental students about diet-related behavior change: does experiential learning work?

Science.gov (United States)

Taylor, George W; Stumpos, Madelyn L; Kerschbaum, Wendy; Inglehart, Marita Rohr

2014-01-01

The objective of this study was to explore whether an experiential exercise in a nutrition class would a) increase dental students' motivation to change their own diet-related behavior, b) improve their understanding of theoretical concepts related to behavior change, and c) improve their attitudes towards educating their patients about diet-related behavior. Data were collected from 218 senior dental students in one dental school (2010: 106; 2011: 112) during their nutrition class. The students agreed at the beginning that it was important to change their own diet-related behavior. After one week, the majority agreed that they had changed how they felt and thought about the targeted behavior and what they actually did. After three weeks and at the end of the term, they rated the exercise as helpful for gaining a better understanding of health education theories. The majority indicated that the exercise had helped them understand the difficulty of diet-related behavior change and that it had increased their interest in helping patients change their diet-related behavior. In conclusion, this study suggests that experiential learning about diet-related behavior change is likely to affect students' own behavior positively and to result in increased understanding of behavior change theories and positive behavioral intentions concerning future health education efforts with patients.

The Place and Approach of Outdoor Learning within a Holistic Curricular Agenda: Development of Singaporean Outdoor Education Practice

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Atencio, Matthew; Tan, Yuen Sze Michelle; Ho, Susanna; Ching, Chew Ting

2015-01-01

This paper details the potential contribution of outdoor education (OE) in Singaporean education given the recent raft of national curricular reforms aimed at fostering holistic and exploratory learning opportunities. In this context, we contend that increasing recognition of the value of OE, both internationally and locally, heralds specific…

An Investigation of Mobile Technologies and Web 2.0 Tools Use in Outdoor Education Programs

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Bolliger, Doris U.; Shepherd, Craig E.

2017-01-01

This study examined how instructors and learners in residential outdoor education programs utilized mobile technologies and Web 2.0 applications. Twenty semistructured interviews were conducted with instructors, support staff, and administrators at a nonprofit institution that provides outdoor education programs. Sixty-five participants in those…

Changes in Attitude Toward Outdoor Education by Teachers and Administrators After Participation in the Cooperative Outdoor Education Project, Title III, E.S.E.A.

Science.gov (United States)

Chase, Craig Carleton

This study evaluates the changes in attitudes of Williamson County, Illinois, school administrators and elementary teachers toward the usefullness of outdoor education in achieving academic goals for their students. The 165 participants in the study constituted all of the educators from the 23 elementary schools in the county. Instruments used in…

Predictors of Change in Body Image in Female Participants of an Outdoor Education Program

Science.gov (United States)

Hovey, Kate; Foland, Jody; Foley, John T.; Kniffin, Mike; Bailey, JoEllen

2016-01-01

Body image is an ever-changing phenomenon that has a profound effect on women's quality of life. Research related to body image is expansive, but few researchers have focused on how outdoor education may influence body image. This study examines predictors of change in body image of female participants of an outdoor education program. Twenty-eight…

The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures.

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Hall, McClellan; Couch, G. Owen

1992-01-01

McClellan Hall, a Native American, expresses distress and embarrassment at the improper use of Native cultural ceremonies at Association for Experiential Education conferences. G. Owen Couch, a non-Native, describes his personal experiences in using Native American philosophies inappropriately and his realization of the dangers in doing so. Both…

The effect of a school-based outdoor education program on Visual ...

African Journals Online (AJOL)

Outdoor education in teaching and learning is being increasingly used as an ... development of the students' problem-solving and higher order thinking ...... Figure 6 Teacher profiles aiming at achieving more effective visual arts education with ...

The Role of Field Exercises in Ecological Learning and Values Education: Action Research on the Use of Campus Wetlands

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Sukhontapatipak, Chutamas; Srikosamatara, Sompoad

2012-01-01

Providing undergraduate biology students with ecological knowledge and environmental awareness is critical for developing professionalism in sustainable development. In addition to the cognitive and psychomotor development, outdoor ecological exercises combining place-based education and experiential learning can stimulate the affective domain of…

Teacher Qualification Guidelines, Ecological Literacy and Outdoor Education

Science.gov (United States)

Martin, Peter

2008-01-01

A key signpost to a profession is clarity of disciplinary knowledge. In this paper I describe the content and outcome of a process to refine the qualification guidelines for outdoor education teachers in Victorian, Australia. The guidelines, developed for the Victorian Institute of Teaching, include both practical skills and disciplinary…

The Social System in Outdoor Adventure Education Programs

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Sibthorp, Jim; Jostad, Jeremy

2014-01-01

Many components of the social system interact with one another to produce group-level behavior that determines the functionality of the small group in outdoor adventure education (OAE). This article synthesizes the contemporary literature and theory regarding eight aspects of the OAE social system: (a) Macro Contextual Factors, (b) Student…

Learning by Living: Life-Altering Medical Education through Nursing Home-Based Experiential Learning

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Gugliucci, Marilyn R.; Weiner, Audrey

2013-01-01

The University of New England College of Osteopathic Medicine Learning by Living Project (referred to as Learning by Living) was piloted in 2006 as an experiential medical education learning model. Since its inception, medical and other health professions students have been "admitted" into nursing homes to live the life of an older adult nursing…

The Continuum of Learner Disengagement: Ethnographic Insights into Experiential Learning in Marketing Education

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Hunter-Jones, Philippa

2012-01-01

This article explores the changing worldview of a new generation of learners and the threat that this poses to the future of experiential learning (EL). Initially the differing characteristics of three generations of learners, X, Y, and Z, are outlined, along with key educational reforms they have been subject to, particularly in the United…

Motivation in Experiential Education

OpenAIRE

Porada, Petr

2007-01-01

This project is dedicated to study of motivation in experiential courses. More exactly it tries to describe motivation means suitable for teenage trainees to make them cooperate willingly and actively on course asset. And not just that. It also describes factors which have influence on quality and quantity of aplicated effort, manners how to enforce trainees to carry on working when some problem appears and also how the motivation is affected by the instructor's and peers' admittance. The pro...

A Walk down Memory Lane: On the Relationship between Autobiographical Memories and Outdoor Activities

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Gibson, Joe; Nicholas, Jude

2018-01-01

This article highlights a theoretical and practical framework for integrating the neuropsychological concept of autobiographical memory with the experiential learning that takes place in the outdoors. Autobiographical memories, our recollections of specific, personal events, are constructed through a personal narrative process; the way we choose…

Definitions of Outdoor Recreation and Other Associated Terminology.

Science.gov (United States)

Phipps, Maurice L.

This document defines terms related to outdoor recreation: (1) outdoor recreation includes activities that occur outdoors in an urban and man-made environment as well as those activities traditionally associated with the natural environment; (2) outdoor education is education in, about, and for the outdoors; (3) environmental education is an…

Evolving Kolb: Experiential Education in the Age of Neuroscience

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Schenck, Jeb; Cruickshank, Jessie

2015-01-01

In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb's model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb's experiential learning theory in terms of epistemology,…

The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education

Science.gov (United States)

Clark, Robert W.; Threeton, Mark D.; Ewing, John C.

2010-01-01

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

Student Employment as a Model for Experiential Learning

Science.gov (United States)

Fede, Jacquelyn H.; Gorman, Kathleen S.; Cimini, Maria E.

2018-01-01

Background: Evidence suggests experiential learning promotes the development of a range of transferrable skills including communication, responsibility, and social skills. However, many students are unable to participate in internships or other common forms of experiential education because they need to work for pay. University employment has been…

Entering the Fray: The Role of Outdoor Education in Providing Nature-Based Experiences that Matter

Science.gov (United States)

Nicol, Robbie

2014-01-01

This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living. A pragmatic perspective is adopted to critique what outdoor education is, and then what it might be. Phenomenology is used to challenge the belief that…

From Periphery to Core: The Increasing Relevance of Experiential Learning in Undergraduate Business Education

Science.gov (United States)

Hodge, Laurin; Proudford, Karen L.; Holt, Harry, Jr.

2014-01-01

Business educators have been challenged to provide a learning experience that prepares graduates to successfully compete in a dynamic business environment. The insistence on building demonstrable competencies prior to entering the workforce has led to a shift in the academic community. Experiential learning has gone from the uncommon, exceptional…

Outdoor experiential-based training: motivational and environmental influences affecting outcomes

Science.gov (United States)

Teresa (Birdie) High; Alan R. Graefe

2002-01-01

The purpose of this study was to go beyond the examination of the single construct of team building by measuring the impact of motivational and environmental factors on the effectiveness of an outdoor-based training (OBT) intervention. The study assessed the self-perceptions of trainee attitudes and attributes that influenced the constructs of motivation to learn,...

Space and place in Outdoor Education in New Zealand

DEFF Research Database (Denmark)

Andkjær, Søren

2010-01-01

on a qualitative approach using case study design with interviews and observations. For the analysis, ethnological cultural analysis was employed combined with configuration analysis to conceptualise the data. Theories and concepts of space and place in outdoor education in New Zealand are discussed. Results from...

"The Strawberry Generation… They Are Too Pampered": Pre-Service Physical Education Teachers' Perspectives on Outdoor Education in Singapore

Science.gov (United States)

Atencio, Matthew; Tan, Yuen Sze Michelle; Ho, Susanna; Ching, Chew Ting

2015-01-01

This paper explores pre-service PE teachers' conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers…

Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education

Science.gov (United States)

Frank, Daniel

2017-01-01

Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice, and accounting for the inextricable links between individuals, society, and ecology (Furman, & Gruenewald, 2004; Warren, Roberts, Breunig, & Alvaraz, 2014;…

Experiential Learning in Primary Care: Impact on Veterinary Students' Communication Confidence

Science.gov (United States)

Barron, Daniella; Khosa, Deep; Jones-Bitton, Andria

2017-01-01

Experiential learning is essential in medical and veterinary student education and can improve students' communication with clients during medical appointments. There is limited research in veterinary education investigating the effectiveness of experiential learning environments to provide an "integrative approach" to teaching. The…

A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education

Science.gov (United States)

Smith, Kasee L.; Rayfield, John

2017-01-01

Understanding methods for effectively instructing STEM education concepts is essential in the current climate of education (Freeman, Marginson, & Tyler 2014). Kolb's experiential learning theory (ELT) outlines four specific modes of learning, based on preferences for grasping and transforming information. This quasi-experimental study was…

Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy

Directory of Open Access Journals (Sweden)

Jennifer L. Rodis

2011-01-01

Full Text Available Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration. Case Study: The Ohio State University College of Pharmacy (OSU COP Partner for Promotion (PFP program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP. Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed. Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.   Type: Case Study

Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy

Directory of Open Access Journals (Sweden)

Jennifer L. Rodis, Pharm.D., BCPS

2011-01-01

Full Text Available Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration.Case Study: The Ohio State University College of Pharmacy (OSU COP Partner for Promotion (PFP program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP. Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed.Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.

Higher Education Students' Attitudes towards Experiential Learning in International Business

Science.gov (United States)

Chavan, Meena

2011-01-01

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large "International Business" unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The…

Outdoor education in New Zealand: a comparative and cultural perspective

DEFF Research Database (Denmark)

Andkjær, Søren

2009-01-01

relationships linked to identity. Masculine values are dominant and outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in society. Friluftsliv in Denmark is traditionally closely linked to similar traditions in Sweden and Norway (Tordsson, 1993). However......  This presentation takes general view of understanding outdoor education in New Zealand.  This is seen from an outsider's perspective and is compared with "friluftsliv" in Denmark and the Nordic countries. Analysing and understanding one's culture is never easy, and the main challenge is to focus...... on and question everyday phenomena which seem natural and that reproduce one's own perspective. Cultural analysis and the analysis of social configurations together with a comparative cultural perspective form the research approach.  . The presentation is based on a comparative and qualitative case study (Ragin...

Effects of outdoor education stream classes on substrate movement and macroinvertebrate colonization

Science.gov (United States)

Environmental education and stream quality monitoring overlap in stream classes conducted at resident outdoor education (ROE) programs. ROE programs frequently use the same stream locations for their stream classes. The repeated use of the same location can potentially degrade aquatic macroinverte...

Experiential Learning in Management Education: What Kinds of Students Benefit?

Science.gov (United States)

Veiga, John F.

1976-01-01

With the relationship between individual learning styles and the effectiveness of the experiential approach, it was hypothesized that the effectiveness of the experiential approach, as measured by student perceptions and student grades, was a function of learning style compatability. The results did not support this hypothesis. (Author)

The Accuracy of Self-Efficacy Beliefs in Outdoor Education

Science.gov (United States)

Schumann, Scott

2013-01-01

In the present era of outcome assessment and accountability, self-efficacy is a popular outcome measure in outdoor and adventure education. Self-efficacy beliefs are context specific perceptions an individual possesses about a likelihood of success in future tasks and are related to well-being confidence, and persistence. However, recent research…

Socio-Political Motivation of Experiential Travel Education in the 18th, 19th and 20th Centuries: The Grand Tour, World's Fairs and Birthright Israel

Science.gov (United States)

Porges, Edward

2017-01-01

The purpose of this study is to illustrate that travel as experiential education, though not always obvious, often has political or cultural intent or ramifications. Objectives such as promoting cosmopolitanism, nationalism and imperialism, and colonialism may then become obvious by examination of various experiential education travel programs,…

The effect of a school-based outdoor education program on Visual ...

African Journals Online (AJOL)

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the ...

Outdoor Education and Mobile Learning: An Autobiographical Narrative Using Application-Based Information and Resources

Science.gov (United States)

Nikolaeff, Ivan

2016-01-01

Although mobile learning using smartphones and applications or apps have the potential to inform and educate individuals in an outdoor environment, users may find that connectivity issues and basic knowledge of outdoor environments, including both physical and emotional, could be limited by what this technology provided. This study provided my…

Nutrition educator adoption and implementation of an experiential foods curriculum.

Science.gov (United States)

Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

2013-01-01

Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. Mixed methods design including surveys, lesson implementation reports, and interviews. New Mexico limited-resource schools. Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P ≤ .05. Qualitative responses were categorized by theme. Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers. Published by Elsevier Inc.

A Longitudinal Study of Environmental and Outdoor Education: A Cultural Change

Science.gov (United States)

Tal, Tali; Morag, Orly

2013-01-01

In this case-study, we present a longitudinal study of one elementary (grades 1-6) school's environmental education (EE) in order to understand the ways in which the school culture supports outdoor EE as a critical component of their science education program. The school, which was known for its school-based EE curriculum that encompasses an…

Experiential Learning: A Definitive Edge in the Job Market

Science.gov (United States)

Clark, James; White, Gayle Webb

2010-01-01

The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and…

Innovative Outdoor Fieldwork Pedagogies in the Higher Education Sector: Optimising the Use of Technology

Science.gov (United States)

Thomas, Glyn J.; Munge, Brendon

2017-01-01

Outdoor fieldwork has been a long-standing pedagogy in the higher education sector, across a range of disciplines. Based on a review of the literature, this paper explores the use of outdoor fieldwork in the 21st century university with particular reference to the way technology contributes to student learning. Research has indicated that…

Outdoor Education Opportunities for Middle School Students: Academic and Social Impacts of Adventure Programs

Science.gov (United States)

Gordon, Lisa

2011-01-01

This study examines components of outdoor adventure programs for middle school students, using a school with a successful program as a model. Outdoor education is often left out of these years for financial and safety reasons, however the benefits of adventure programs are both measurable and profound to self-concept, confidence, identity growth,…

Using the Mountain Pine Beetle Infestation of the Rocky Mountain West to Develop a Collaborative, Experiential Course on Science Communication

Science.gov (United States)

Gallagher, L.; Morse, M.; Maxwell, R. M.; Cottrell, S.; Mattor, K.

2016-12-01

An ongoing NSF-WSC project was used as a launchpad for implementing a collaborative honors course at the Colorado School of Mines (CSM) and Colorado State University (CSU). The course examined current physical and social science research on the effects of the Mountain Pine Beetle (MPB) on regional social and hydro-ecological systems in the Rocky Mountain West. In addition to general classroom content delivery, community outreach experience and development for the participating undergraduate students was integrated into the course. Upon learning about ongoing MPB research from project PIs and researchers, students were guided to develop their own methodology to educate students and the community about the main project findings. Participants at CSM and CSU worked together to this end in a synchronous remote classroom environment. Students at both universities practiced their methods and activities with various audiences, including local elementary students, other undergraduate and graduate peers, and delivered their activities to sixth-grade students at a local outdoor lab program (Windy Peak Outdoor Lab, Jefferson County, CO). Windy Peak Outdoor Lab has integrated the student-developed content into their curriculum, which reaches approximately 6,000 students in the Jefferson County, CO school district each year. This experiential learning course will be used as a template for future Honors STEM education course development at CSM and was a unique vessel for conveying the studied effects of the MPB to a K-12 audience.

Experiential learning and changing leadership style.

Science.gov (United States)

Zanecchia, M D

1985-11-01

One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.

Surveying Assessment in Experiential Learning: A Single Campus Study

Directory of Open Access Journals (Sweden)

Thomas Yates

2015-12-01

Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education

NARCIS (Netherlands)

Reeves, Thomas; Reeves, Patricia; McKenney, Susan

2014-01-01

Reeves, T. C., Reeves, P. M., & McKenney, S. (2013). Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (eds.), Learning, problem solving, and mindtools: Essays in

Developing Place Attachment to the Natural Surroundings of the School: The Role of Outdoor Education

OpenAIRE

Katsamagka, Argyro

2013-01-01

Place is highly connected with outdoor education; it is defined by the location of the learning process and it designates both practically and theoretically ways to foster to students a strong bond with natural places. Place attachment refers to this bond or, in other words, the love relationship, one can develop with a place. This research tries to investigate if there is a causal relationship between outdoor education and development of place attachment. A quasi-experimental design research...

Using Culturally Relevant Experiential Education to Enhance Urban Children's Knowledge and Engagement in Science

Science.gov (United States)

Djonko-Moore, Cara M.; Leonard, Jacqueline; Holifield, Quintaniay; Bailey, Elsa B.; Almughyirah, Sultan M.

2018-01-01

Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban…

Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings

Science.gov (United States)

Heinrich, William F.; Habron, Geoffrey B.; Johnson, Heather L.; Goralnik, Lissy

2015-01-01

Today's complex societal problems require both critical thinking and an engaged citizenry. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. However, critical thinking is not necessarily a part of every experiential learning…

A Simple Lesson in Experiencing Nature.

Science.gov (United States)

Simpson, Steven

1999-01-01

Experiential education considers nature a classroom, but nature is also the teacher. Quiet watching and walking meditation are two exercises informed by Taoism, that when added to the normal experiential education fare, help students encounter nature with an open mind. An outdoor university course that incorporates the sentiments of seeing nature…

Understanding Groups in Outdoor Adventure Education through Social Network Analysis

Science.gov (United States)

Jostad, Jeremy; Sibthorp, Jim; Paisley, Karen

2013-01-01

Relationships are a critical component to the experience of an outdoor adventure education (OAE) program, therefore, more fruitful ways of investigating groups is needed. Social network analysis (SNA) is an effective tool to study the relationship structure of small groups. This paper provides an explanation of SNA and shows how it was used by the…

The interplay between experiential and traditional learning for competency development

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Sara eBonesso

2015-09-01

Full Text Available Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual’s competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master’s degree program. After providing a classification of three learning methods (traditional learning, individual experiential learning, and social experiential learning, the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that traditional learning needs to be implemented together, on the one hand, with individual experiential learning to achieve a significant effect on emotional competencies and, on the other hand, with social experiential learning to have an impact on social competencies. Moreover, individual experiential learning plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote

Learning and teaching for an ecological sense of place: Toward environmental/science education praxis

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Hug, J. William

1998-09-01

This research presents a teaching model designed to enable learners to construct a highly developed ecological perspective and sense of place. The contextually-based research process draws upon scientific and indigenous knowledge from multiple data sources including: autobiographical experiences, environmental literature, science and environmental education research, historical approaches to environmental education, and phenomenological accounts from research participants. Data were analyzed using the theoretical frameworks of qualitative research, hermeneutic phenomenology, heuristics, and constructivism. The resulting model synthesizes and incorporates key educational philosophies and practices from: nature study, resident outdoor education, organized camping, conservation education, environmental education, earth education, outdoor recreation, sustainability, bio-regionalism, deep ecology, ecological and environmental literacy, science and technology in society, and adventure/challenge/experiential education. The model's four components--environmental knowledge, practicing responsible environmental behaviors, community-focused involvement, and direct experience in outdoor settings--contribute in a synergistic way to the development of ecological perspective and a sense of place. The model was honed through experiential use in an environmental science methods course for elementary and secondary prospective science teachers. The instructor/researcher employed individualized instruction, community-based learning, service learning, and the modeling of reflective teaching principles in pursuit of the model's goals. The resulting pedagogical knowledge extends the model's usefulness to such formal and non-formal educational contexts as: elementary/secondary classrooms, nature centers, museums, youth groups, and community organizations. This research has implications for the fields of education, geography, recreation/leisure studies, science teaching, and environmental

Early Childhood Educators' Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers

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Ernst, Julie

2014-01-01

In efforts to encourage use of natural outdoor settings as learning environments within early childhood education, survey research was conducted with 46 early childhood educators from northern Minnesota (United States) to explore their beliefs and practices regarding natural outdoor settings, as well investigate predictors of and barriers to the…

A Review of Criteria for Outdoor Classroom in Selected Tertiary Educational Institutions in Kuala Lumpur

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Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.

2017-12-01

A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.

Five Experiential Learning Activities in Addictions Education

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Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

2012-01-01

This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

The Cost of Becoming an Outdoor Instructor.

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Cashel, Chris

This article describes instructor criteria in three outdoor organizations: Outward Bound (OB), the National Outdoor Leadership School (NOLS), and the Wilderness Education Association (WEA). Common requirements for outdoor leadership programs are outdoor experience and skills, advanced first aid, CPR, and a minimum age requirement. Traditionally…

The Experience of Outdoor Education at Operation Purple (registered trademark) Camp: Findings from a Sample of Youth Participants

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2011-01-01

curiosity about nature, improved outdoor skills. In a study of a conservation education camp offered through a zoo education department, Kruse and...Card (2004) found that campers’ conservation knowledge, attitude, and behavior (such as recycling , improving habitats, and encouraging others...outdoor school were more likely to engage in positive environmental behaviors (such as recycling or closing the refrigerator door, based on parent

Outdoor Education: A Product of the Times. Taft Campus Occasional Paper No. 19.

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Hammerman, Donald R.

In the years from 1930 to 1960 a number of socio-cultural forces influenced the emergence of outdoor education with the five major areas of influence including philosophical, social, economical, political and educational factors. Philosophical factors were found in the doctrines of Rousseau, Herbart, Pestalozzi and Spencer with the ideas of…

Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

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Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

Confronting passive behavior through outdoor experience: a TA approach to experiential learning

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Frederick W. Medrick

1977-01-01

The concepts and techniques of transactional analysis (TA) can usefully be applied to outdoor challenge programs aimed at facilitating personal growth, developing responsibility, and teaching cooperative behavior. Passive behavior results from discounting of the self and others; four levels of it have been identified, and TA offers various means of preventing or...

What Are the Capabilities of Graduates Who Study Outdoor Education in Australian Universities? The Case for a Threshold Concepts Framework

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Polley, Scott; Thomas, Glyn J.

2017-01-01

Research has indicated that some stakeholders in the Australian outdoor education profession are uncertain about the capabilities of students graduating from university outdoor education programmes. Unfortunately, there is currently no formal or informal agreement amongst university programmes regarding the knowledge, skills, and experience that…

Those Who Teach Learn: Near-Peer Teaching as Outdoor Environmental Education Curriculum and Pedagogy

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Bester, Lucas; Muller, Gregg; Munge, Brendon; Morse, Marcus; Meyers, Noel

2017-01-01

Near-peer teaching is used within higher education because of its efficacy for both student teachers and learners. Our purpose in this paper is to highlight the possibilities of applying near-peer teaching pedagogies in outdoor and environmental higher education contexts. We begin by reviewing its use in the higher education sector, mainly…

Changing Green Subjectivities in Outdoor and Environmental Education: A Qualitative Study

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Preston, Lou

2012-01-01

This article draws on a longitudinal qualitative study of Australian tertiary students studying Outdoor and Environmental Education. It draws on the work of Foucault and Darier to consider how "environmental governmentality" shapes the conduct, desires and attitudes of these students over time. Attention is drawn to normalising and…

Fostering Trust in Outdoor Leaders: The Role of Personal Attributes

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Shooter, Wynn; Paisley, Karen; Sibthorp, Jim

2012-01-01

This study examined trust development between participants of outdoor education programs and outdoor leaders. Participants were college students enrolled in outdoor education courses. Using a factorial survey design, the technical ability, interpersonal ability, benevolence, integrity, and gender of an outdoor leader was displayed randomly in a…

Factors Influencing Learning Environments in an Integrated Experiential Program

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Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

Short-term disturbance effects of outdoor education stream classes on aquatic macroinvertebrates

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Outdoor education stream classes provide students with an opportunity to gain hands-on experience with sampling methods for evaluating stream water quality. Student trampling as a result of stream classes may disrupt the substrate and negatively impact aquatic macroinvertebrates. The impact of stude...

Experiential Learning in Marketing Communications Courses: The Demarketing of College Binge-Drinking

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Rozensher, Susan G.; Seal, David S.

2009-01-01

The experiential learning approach has been gathering substantial momentum and support in educational circles. In the team-based experiential learning project presented here, which effectively integrated theory and application, students were charged with creating an integrated marketing communications plan to demarket binge drinking on the college…

Facilitating Transformation and Competence Development in Sustainable Agriculture University Education: An Experiential and Action Oriented Approach

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Paola Migliorini

2016-11-01

Full Text Available The need to strengthen the connection between academia and society has received increased attention over the past years. The importance of bringing university students closer to stakeholders in society as part of their learning process is high regarding sustainable agriculture, because of its applied approach. University programs based on experiential and action-oriented learning have been developed over the past decades, but more knowledge is needed about the impact of these educational activities. In a short course in sustainable agriculture at the University of Gastronomic Sciences in Bra, Italy, we examined the impacts of experiential and action-oriented learning on competency development as well as transformational impacts on the students. We found that students improve on several core competences as a result of their participation in the short course, and also signs of deep transformational processes among the students.

Instructor and Adult Learner Perceptions of the Use of Internet-Enabled Devices in Residential Outdoor Education Programs

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Bolliger, Doris U.; Shepherd, Craig E.

2018-01-01

As more adults frequent wilderness areas, they bring Internet-enabled devices (e.g., smart phones, tablets) with them. This study focuses on adults' perceptions of these devices in relation to desired outdoor learning experiences. Specifically, researchers examined the perspectives of naturalists who taught outdoor education programs and park…

A Deweyian Framework for Youth Development in Experiential Education: Perspectives from Sail Training and Sailing Instruction

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Wojcikiewicz, Steven K.; Mural, Zachary B.

2010-01-01

In this piece, we put forth a Deweyian framework for youth development activities in outdoor and adventure education programs, and we show how such a framework may be exemplified by activities in sail training and sailing instruction. The paper begins with a discussion of the theoretical features of Deweyian educational experiences and makes…

Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example.

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Fetterman, David; Bowman, Cassie

2002-01-01

Empowerment evaluation helps people improve their programs using self-evaluation. Empowerment evaluation has three steps: establishing a mission; taking stock of the most significant activities; and planning for the future by establishing goals, strategies, and criteria for evidence. A NASA experiential program for small, distributed groups of…

A Connected Space for Early Experiential Learning in Teacher Education

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Yong Yu

2016-11-01

Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

Outdoor Experiential Education: Learning through the Body

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Howden, Eric

2012-01-01

Most people can recall a time when they learned a skill or came to understand an idea while participating in an experience: learning in such a way that the action being taken and the resulting learning outcomes were synonymous. Time spent in hands-on efforts tend to engage learners physically and emotionally in both the process of learning and the…

Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

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Simmons, Jamie Munn

Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding

The experiential health information processing model: supporting collaborative web-based patient education.

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O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

2008-12-16

First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided.

The experiential health information processing model: supporting collaborative web-based patient education

Science.gov (United States)

O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

2008-01-01

Background First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. Results In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. Conclusion An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided. PMID:19087353

The experiential health information processing model: supporting collaborative web-based patient education

Directory of Open Access Journals (Sweden)

Wathen C Nadine

2008-12-01

Full Text Available Abstract Background First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. Results In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. Conclusion An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided.

The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

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Jackson, Devin Joseph Guilford

Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

Experiential Learning and Therapy.

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Hatala, Elaine

This paper describes the experiential therapy program at the Bowling Green Adolescent Center (New Jersey). This model supports the view that the therapeutic process of addiction treatment is accelerated and enhanced by providing the patients with experiential interventions. Experiential therapy includes goal setting, hands-on participation,…

Postparadigmatic Materialisms: A "New Movement of Thought" for Outdoor Environmental Education Research?

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Gough, Noel

2016-01-01

Since at least the beginning of this century, the literatures of research methodology in the social sciences have increasingly focused on what are now being called "new empiricisms" and "new materialisms." My purpose in this essay is to appraise the potential of these approaches for outdoor environmental education research. I…

The Return Home: Transitioning from a 28-Day Remote Outdoor Education Programme

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McNatty, Shannon

2016-01-01

This article addresses the challenges for students transitioning from the remote Te Kahu (pseudonym) outdoor education programme back into their home and school city environments. Students must develop methods of coping and readjust to society to continue the personal growth and process the learning affected through the 28-day programme. The…

Environmental Impact from Outdoor/Environmental Education Programs: Effects of Frequent Stream Classes on Aquatic Macroinvertebrates

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Bossley, Jon P.

2016-01-01

Environmental stewardship is an underlying theme in outdoor education (OE) and environmental education (EE), but maintaining natural areas in a sustainable balance between conservation and preservation requires knowledge about how natural areas respond to anthropogenic disturbance. My five-part study investigated the effects of disturbance on…

Phenomenology of experiential sharing

DEFF Research Database (Denmark)

León, Felipe; Zahavi, Dan

2016-01-01

The chapter explores the topic of experiential sharing by drawing on the early contributions of the phenomenologists Alfred Schutz and Gerda Walther. It is argued that both Schutz and Walther support, from complementary perspectives, an approach to experiential sharing that has tended to be overl......The chapter explores the topic of experiential sharing by drawing on the early contributions of the phenomenologists Alfred Schutz and Gerda Walther. It is argued that both Schutz and Walther support, from complementary perspectives, an approach to experiential sharing that has tended...

Exploring a Pluralist Understanding of Learning for Sustainability and Its Implications for Outdoor Education Practice

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Paulus, Susanne C.

2016-01-01

This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual's multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I…

An Outdoor and Environmental Education Community of Practice: Self Stylisation or Normalisation?

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Preston, Lou

2012-01-01

In this article, I draw on a qualitative longitudinal study to explore the influence of a tertiary Outdoor and Environmental Education (OEE) course on the formation of environmental ethics among students. In this task, I bring together Lave & Wenger (1991) and Wenger's (1998) concept of "communities of practice" and Michel Foucault's later work on…

The "Nature" of Leadership Philosophy in Outdoor and Adventure Education: Partnership or Predation

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Uhlik, Kim S.

2006-01-01

Nature continually impresses humans in its role as an omnipresent, if not ultimate, source of power. One hallmark of outdoor and adventure education (OAE) has been its presumption that humans' interaction with aspects of Nature's "power" promotes the antecedents of leadership: measurable, persistent psychological effects and behavioral…

Understanding the Knowledge and Use of Experiential Learning within Pennsylvania 4-H Clubs

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Bechtel, Robyn; Ewing, John C.; Threeton, Mark; Mincemoyer, Claudia

2013-01-01

Experiential learning is incorporated into the National 4-H curriculum. However, the state 4-H staff in Pennsylvania is unsure of the current knowledge and use of experiential learning within the local 4-H clubs. An online survey was distributed to Extension educators and volunteer leaders within Pennsylvania to assess the current knowledge and…

Case-Based Teaching of Fatal Incidents in Outdoor Education Teacher Preparation Courses

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North, Chris; Brookes, Andrew

2017-01-01

This article examines the use of case-based approaches to fatal incidents in outdoor education (OE) with a view to fatality prevention. Fatalities are rare in OE and therefore it is nearly impossible for teachers to learn how to avoid fatalities from their own past experiences. It is, however, possible to learn from the mistakes of others through…

Canoe Pedagogy and Colonial History: Exploring Contested Spaces of Outdoor Environmental Education

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Newbery, Liz

2012-01-01

In this paper, I explore how histories of colonialism are integral to the Euro-Western idea of wilderness at the heart of much outdoor environmental education. In the context of canoe tripping, I speculate about why the politics of land rarely enters into teaching on the land. Finally, because learning from difficult knowledge often troubles the…

A Critical Perspective on Learning Outcomes and the Effectiveness of Experiential Approaches in Entrepreneurship Education: Do we Innovate or Implement?

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Scott, Jonathan M; Penaluna, Andy; Thompson, John L

2016-01-01

Purpose: The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student…

Experiential Learning: Dissolving Classroom and Research Borders

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McClellan, Rhonda; Hyle, Adrienne E.

2012-01-01

During a summer cruise to Mexico and Central America, students earned academic credit for doctoral-level coursework in qualitative research approaches and data collection and analysis. This study explored how participants, 16 doctoral students at a midwestern university, perceived experiential education and its effect upon their understanding of…

Impact of One-Semester Outdoor Education Programs on Adolescent Perceptions of Self-Authorship

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McGowan, Amanda L.

2016-01-01

This study investigated one-semester outdoor education program impact on adolescents' perceived self-authorship--the ability to form our identity independently from the expectations of external individuals and the capacity to invent our beliefs, identity, and relationships (Baxter Magolda, 1998; Kegan, 1982)--as measured by the Self-Authorship…

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

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Dueñas, Gladys G.; Zanoni, Aileen; Grover, Anisha B.

2016-01-01

Objective. To prepare first-year and second-year pharmacy and medical students to build effective collaborative health care teams by participating in an interprofessional experiential 6-semester course series. Design. An interprofessional experiential course series was designed using a variety of teaching methods to achieve both interprofessional and experiential learning outcomes. A standardized objective behavioral assessment was developed to measure team performance of interprofessional communication and teamwork. In addition, student perceptions were measured using a validated instrument. Assessment. A majority of teams demonstrated appropriate competence with respect to interprofessional communication and teamwork. Additionally, a majority of students expressed positive perceptions of interprofessional collaboration with respect to teamwork, roles and responsibilities, and patient outcomes. Conclusion. An interprofessional experiential course series can be successfully implemented to achieve both interprofessional and experiential learning outcomes. Highly collaborative teams and positive student perceptions provide evidence of achievement of interprofessional education learning outcomes. PMID:27402988

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Dos (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Two).

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Lantz, Jean

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing second grade social studies curriculum. The 10 lessons, translated into Spanish, cover the following concepts: friendly, unfriendly and…

Short Term International Study for Teachers as a Form of Experiential Learning: A Case Study of American Educators in Turkey

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Berk, Zulfikar

2017-01-01

This dissertation is a case study of the experiences and perspectives of nine US teachers who participated in a short-term international study tour to Turkey, from the theoretical perspectives of global education and experiential learning. It examines how that experience shaped the teachers' understandings of global dynamics, cultural differences…

Experiential thinking in creationism--a textual analysis.

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Nieminen, Petteri; Ryökäs, Esko; Mustonen, Anne-Mari

2015-01-01

Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of "experiential thinking", a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts), such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts) was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75-90% of sampled texts). Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63-93% of sampled texts). Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts) and referred to moral implications (80% of sampled texts) but displayed lower prevalences of stereotypical thinking (47% of sampled texts), confirmation bias (27% of sampled texts) and pseudodiagnostics (7% of sampled texts). The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead, for instance, to ad hominem and appeals to authorities. Confirmation bias and simplification of data give rise to hasty generalizations and false dilemmas. Moral issues lead to guilt by association and appeals to consequences. Experiential thinking and fallacies can contribute to false beliefs and the persistence of the claims. We propose that science educators would benefit from the systematic analysis of experiential thinking patterns and fallacies in creationist texts and pro-evolutionary rebuttals in order to concentrate on scientific misconceptions instead of the scientifically irrelevant aspects of the creationist-evolutionist debate.

Urban children and nature: a summary of research on camping and outdoor education

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William R., Jr. Burch

1977-01-01

This paper reports the preliminary findings of an extensive bibliographic search that identified studies or urban children in camp and outdoor education programs. These studies were systematically abstracted and classified qualitative or quantitative. Twenty-five percent of the abstracted studies were quantitative. The major findings, techniques of study, and policy...

Exploring an Experiential Learning Project through Kolb's Learning Theory Using a Qualitative Research Method

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Chan, Cecilia Ka Yuk

2012-01-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge…

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Cuatro (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Four).

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Lazarine, Dianne

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fourth grade social studies curriculum. The 11 lessons, translated into into Spanish, cover the following concepts: responsibility in the care…

Yo Ciudadano: Un Curriculo de Experiencias Para Educacion Civica. Nivel: Tres (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Three).

Science.gov (United States)

Javora, Angela

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing third grade social studies curriculum. The 10 lessons, translated into Spanish, cover school rules as personal safety measures, consequences of…

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Uno (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: One).

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Loftin, Richard

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum, written in Spanish, provides a means for developing decision making and critical thinking skills within the existing social studies curriculum in grade 1. Using short stories, field trips, and class discussions, the 11 lessons on…

Yo Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Cinco (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Five).

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Gutierrez, Merri

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fifth grade social studies curriculum. The 12 lessons, translated into Spanish, cover the following concepts: responsibility, rules and laws,…

Nature and the Outdoor Learning Environment: The Forgotten Resource in Early Childhood Education

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Cooper, Allen

2015-01-01

Longitudinal studies now confirm the economic, academic, and social importance of high-quality early childhood education. At the same time, a substantial body of research indicates that an outdoor learning and play environment with diverse natural elements advances and enriches all of the domains relevant to the development, health, and well-being…

Returning to the Richness of Experience: Is Autoethnography a Useful Approach for Outdoor Educators in Promoting Pro-Environmental Behaviour?

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Nicol, Robbie

2013-01-01

The use of autoethnography in social science research is becoming increasingly popular. The potential this research approach might offer to the theory and practice of outdoor education has yet to be fully examined. In this paper, autoethnography is used to explore some personal accounts of my own outdoor experiences from which I derive distinctive…

Yo, Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Kindergarten (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Kindergarten).

Science.gov (United States)

Vardeman, Lou

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide, written in Spanish, introduces the meaning of rules,…

Outdoor Adventure Education in East Asia: Interpreting Data from Outward Bound Hong Kong

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Sibthorp, Jim; Funnell, Aaron; Riley, Mike; Chan, Bacon; Meerts-Brandsma, Lisa

2018-01-01

Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in…

Experiential Approach to Teaching Statistics and Research Methods ...

African Journals Online (AJOL)

Statistics and research methods are among the more demanding topics for students of education to master at both the undergraduate and postgraduate levels. It is our conviction that teaching these topics should be combined with real practical experiences. We discuss an experiential teaching/ learning approach that ...

Demystifying Experiential Learning in the Performing Arts

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Kindelan, Nancy

2010-01-01

The pedagogy of performing arts courses in theatre, film, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or filmed. But because many educators outside the arts perceive performing arts programs as solely…

Experiential Thinking in Creationism—A Textual Analysis

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Nieminen, Petteri; Ryökäs, Esko; Mustonen, Anne-Mari

2015-01-01

Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of “experiential thinking”, a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts), such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts) was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75–90% of sampled texts). Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63–93% of sampled texts). Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts) and referred to moral implications (80% of sampled texts) but displayed lower prevalences of stereotypical thinking (47% of sampled texts), confirmation bias (27% of sampled texts) and pseudodiagnostics (7% of sampled texts). The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead, for instance, to ad hominem and appeals to authorities. Confirmation bias and simplification of data give rise to hasty generalizations and false dilemmas. Moral issues lead to guilt by association and appeals to consequences. Experiential thinking and fallacies can contribute to false beliefs and the persistence of the claims. We propose that science educators would benefit from the systematic analysis of experiential thinking patterns and fallacies in creationist texts and pro-evolutionary rebuttals in order to concentrate on scientific misconceptions instead of the scientifically irrelevant aspects of the creationist�

Experiential thinking in creationism--a textual analysis.

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Petteri Nieminen

Full Text Available Creationism is a religiously motivated worldview in denial of biological evolution that has been very resistant to change. We performed a textual analysis by examining creationist and pro-evolutionary texts for aspects of "experiential thinking", a cognitive process different from scientific thought. We observed characteristics of experiential thinking as follows: testimonials (present in 100% of sampled creationist texts, such as quotations, were a major form of proof. Confirmation bias (100% of sampled texts was represented by ignoring or dismissing information that would contradict the creationist hypothesis. Scientifically irrelevant or flawed information was re-interpreted as relevant for the falsification of evolution (75-90% of sampled texts. Evolutionary theory was associated to moral issues by demonizing scientists and linking evolutionary theory to atrocities (63-93% of sampled texts. Pro-evolutionary rebuttals of creationist claims also contained testimonials (93% of sampled texts and referred to moral implications (80% of sampled texts but displayed lower prevalences of stereotypical thinking (47% of sampled texts, confirmation bias (27% of sampled texts and pseudodiagnostics (7% of sampled texts. The aspects of experiential thinking could also be interpreted as argumentative fallacies. Testimonials lead, for instance, to ad hominem and appeals to authorities. Confirmation bias and simplification of data give rise to hasty generalizations and false dilemmas. Moral issues lead to guilt by association and appeals to consequences. Experiential thinking and fallacies can contribute to false beliefs and the persistence of the claims. We propose that science educators would benefit from the systematic analysis of experiential thinking patterns and fallacies in creationist texts and pro-evolutionary rebuttals in order to concentrate on scientific misconceptions instead of the scientifically irrelevant aspects of the creationist

Examining the effects of an experiential interprofessional education activity with older adults.

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Conti, Gerry; Bowers, Cassandra; O'Connell, Mary Beth; Bruer, Stephen; Bugdalski-Stutrud, Carol; Smith, Geralynn; Bickes, Joan; Mendez, Jennifer

2016-01-01

The need for experienced healthcare professionals to work with older adults is great, yet educational training is limited. In this interprofessional education (IPE) study, 861 students from five professions made 293 visits in the homes or preferred community settings of 208 older adults. Surveys with quantitative and open-text feedback assessed attitudes towards older adults, IPE team functioning, and the value of home visits. Survey results showed strongly positive attitudes towards ageing and older adults. Students from all professions expressed surprise and admiration for the active lives led by these healthier older adults, lives clearly in contrast to stereotypes of ageing. They further acknowledged the value of collaborative team functioning in meeting older adult needs, learned more about the roles and responsibilities of other professions, and identified strengths of the home as a site for care. Students positively valued the experience as part of their professional training, with 82% of all students stating they would welcome additional IPE opportunities. Results suggest that an experiential IPE activity can positively shape student attitudes towards older adults, IPE, and interprofessional collaboration.

Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy.

Science.gov (United States)

Steeb, David R; Overman, Robert A; Sleath, Betsy L; Joyner, Pamela U

2016-02-25

To assess the characteristics of global experiential and didactic education offerings in the pharmacy curricula. A 2-stage web-based review of US colleges and schools of pharmacy identified country locations of international advanced pharmacy practice experiences (APPE), globally focused didactic courses, and whether these offerings were interprofessional. Schools were contacted to confirm their offerings and were asked about student participation and demand. Sixty-four percent of responding schools confirmed an international APPE offering in 67 different countries with an average graduating class participation of 6.1%. Forty-seven percent of responding schools confirmed a globally focused course offering with an average graduating class participation of 13.1%. Almost two thirds of international APPEs and a majority of courses were designated as interprofessional. Student demand did not outweigh supply for either. Colleges and schools of pharmacy in the United States are continuing to develop global education opportunities for students in the classroom and throughout the world.

Outdoor schools: Limits and dilemmas

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Irena Smetáčková

2011-12-01

Full Text Available Outdoor school is a stable element of Czech educational system. However,many changes have occurred during the last twenty years in the purposes of outdoorschools and in their organization. The article presents various school statistics andresults of research which included questionnaire survey in elementary schools in Pragueand a case study of two classes. The study found that the outdoor school programmesare getting shorter, budgets for outdoor schools are reduced, and prices of outdoorschool programmes for parents are increasing. Because of high prices, almost 20 % ofpupils cannot attend outdoor schools. Nevertheless, according to teachers, pupils andparents, the main purpose of outdoor school programmes is to create a better socialclimate in peer groups. Because of high rates of absence, this goal is partly invalid.Another purpose should be that teachers and children get to know each other better.This goal is invalid as well because many schools hire commercial agencies which limitsthe time that pupils and teachers spend together.

Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

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Kernan, Margaret; Devine, Dympna

2010-01-01

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter-linkages drawn between constructions of a "good" childhood, and children's "need" for outdoor play, as well as the contradictions which arise around competing…

Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

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Tiessen, Rebecca

2018-01-01

Work-integrated learning options--or experiential learning--(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future…

CES--Cultural, Experiential, Skill Building: The Cognitive Foundation.

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Rheams, Annie E.; Gallagher, Maureen

1995-01-01

Critiques the assimilation strategy and the hero-heroine-ritual approach to multicultural education, and offers a third model, the Cultural, Experiential, Skill Building (CES) approach, as an alternative for teacher training. Effects of the CES model on potential teachers and the implications for teacher training are addressed. (GR)

Teachers' perceptions of value and effects of outdoor education during an age of accountability

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Schmitt, Thomas R.

The purpose of this study was to gain an understanding of teachers' perceptions of the value and effects of a residential Outdoor Education experience during an age of accountability, which was defined as the era which commenced with the passage of the No Child Left Behind Act of 2001. Focus group interviews were conducted with four groups of teachers who participated in a residential Outdoor Education experience with their students during the 2004-2005 school year. The major findings of this study were: (1) Teachers perceive value in the OE experience because of the multi-faceted effects upon their students and classes; (2) Teachers perceived the OE experience positively affected their students' learning through providing hands-on and authentic experiences, development of thinking skills, and enhancing the school's curriculum; (3) Teachers perceived the OE experience positively affected their students' social and emotional development as evidenced by an increase in self esteem, independence, maturity, personal responsibility, and an expanded worldview; (4) Teachers perceived the OE experience positively affected their students' sense of community as evidenced by an increase in team building and cohesiveness, more productive staff-student relationships, the emergence of different "star" students, and greater inclusion of special needs students; (5) Teachers perceived students' appreciation of the environment increased; and (6) Teachers did not perceive any imminent changes to their school's Outdoor Education programming due to the accountability provisions of No Child Left behind (2001). This study's findings suggested implications for school administrators, which were that they should: articulate desired effects to stakeholders; communicate connections to learning standards; and expand the OE experience to foster greater environmental issue focus.

Learning Bridge: Curricular Integration of Didactic and Experiential Education

Science.gov (United States)

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

Directory of Open Access Journals (Sweden)

Eila Jeronen

2016-12-01

Full Text Available There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006–2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.

Experiential Learning Approach for Training Pre-Service Teachers in Environmental Science Using Mobile Apps

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Senan, D. C.; Nair, U. S.

2016-12-01

In the context of complex environmental problems, it is desirable to enhance public awareness of environmental issues. In response to this challenge, environmental education is an integral part of curriculum at all levels of education, including teacher education. However, it is often criticized for being reductionist and empirical and thus not optimal for training next generation of students who are expected to formulate solutions to complex, interdisciplinary environmental issues. Experiential learning is better suited for such training. It create a connection between the learner and the content by involving the students in reflection on their experiences. It is very appropriate in teacher education where students carry their own unique experiences into the learning environment. This study will report on the use of mobile application, based on the Open Data Kit (ODK), along with the Google Earth Engine (GEE) to implement experiential learning approach for teacher education in Kerala, India. The specific topic considered is land use and land cover change due to human activity. The approach will involve students using Android mobile application to collect a sample of geo-locations for different land cover types. This data will be used to classify satellite imagery and understand how their neighborhoods have changed over the years. The present study will also report on evaluation of effectiveness of the developed Mobile Application as a tool for experiential learning of Environmental Education. The study uses an experimental method with mixed methods-one group Pretest-Posttest design. The sample for the study consists of 300 Pre-service teachers of Kerala, India. The data collected is analyzed using paired t tests. Qualitative feedback about the Mobile Application through focus group interviews is also collected. Implementation of the experiential learning algorithm and analysis of data collected for evaluation of the learning approach will also be presented.

What Do Citation Patterns Reveal about the Outdoor Education Field? A Snapshot 2000-2013

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Brookes, Andrew; Stewart, Alistair

2016-01-01

This study considered what insights into outdoor education (OE) research and scholarship could be gleaned from citation indices and patterns. Citation indices have long been used as ranking tools in the physical sciences, and more recently have been used in humanities and social sciences. High citation measures indicate high research impact,…

Adult Basic Skills Instructor Training and Experiential Learning Theory.

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Marlowe, Mike; And Others

1991-01-01

Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

Testing tools for outdoor recreation, environmental education, and stewardship: Allowing children to choose the rules

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Laura E. Baird; Logan O. Park

2014-01-01

Engaging children in natural settings enhances learning, promotes early childhood development, and makes use of protected natural areas. Unfortunately, many schoolchildren, especially from economically disadvantaged areas, lack support for environmental education (EE) to develop skills and attitudes that increase rates of appropriate outdoor behaviors. Improved access...

Natural areas and urban populations: communication and environmental education challenges and actions in outdoor recreation

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Deborah J. Chavez

2005-01-01

Challenges, opportunities, and actions exist in areas where large urban populations interface with natural areas, such as outdoor recreation sites in southern California. Challenges in the interface include intense recreation use, public safety issues, and complex information strategies. Research results on communications and environmental education offer opportunities...

Outdoor Education Gives Fewer Demands for Action Regulation and an Increased Variability of Affordances

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Fiskum, Tove Anita; Jacobsen, Karl

2013-01-01

In children's lives there are a lot of instigators for actions in every milieu and situation. When children grow older, the cortical activity starts to regulate the action instigation from the limbic system. The school system makes demands of action regulation for children. In outdoor education the many instigators for actions are not under the…

Creating and Maintaining a Safe Space in Experiential Learning

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Kisfalvi, Veronika; Oliver, David

2015-01-01

The increasing popularity of experiential learning in management education raises a number of new opportunities and challenges for instructors, particularly with regard to shifting instructor roles and attention to learning through one's emotions. In this article, we draw on psychodynamics--in particular D. W. Winnicott's notions of…

The Impact of Experiential Marketing on Customers Experiential Value and Satisfaction: An Empirical Study in Vietnam Hotel Sector

OpenAIRE

Pham, Thi Hoa; Huang, Ying-Yuh

2015-01-01

Though experience is recognized as a major benefit the hospitality and tourism industry brings, the use of experiential marketing in this industry is not well demonstrated. Thus, this studys purpose is to examine experiential marketing and the components of experiencing process in regard to hotel industry. Eighteen hypotheses were developed to examine relationships among experiential marketing together with the components of experiencing process, experiential value, and customer satisfaction....

STUDENT’S SOFT SKILL ACQUISITION IN AN OUTDOOR ADVENTURE EDUCATION EVENT OVER TWO YEARS OF PARTICIPATION

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S.J. Roos

2016-07-01

Full Text Available Outdoor Adventure Education can be used to develop and hone the transferable orso called soft skills such as group work and problem-solving skills in highereducation. These skills are also much needed to ensure employability. An outdooradventure activity was developed and implemented by lecturers in order to bridgethis gap between university and the industry in order to hone the transferableskills of students studying sport and recreation. Data were collected over twoyears. Two hundred students participated in the research study with a mean age of22±4 years. Data were collected qualitatively and analysed and subsequentlynumerically coded to ensure statistical analyses. Analyses indicated no statisticaldifferences between skills learned in the first and second year. Students were thendivided into first time and second time participants and statistical differences werefound. The second time participants reported mostly on leadership skills learnedand first time participants on teamwork. Implementingan outdoor AdventureEducation event was effective in developing skills in students much needed for success in higher education as well as becoming well-rounded individuals whompossess all the qualities for rewarding employment.

Experiential narrative in game environments

OpenAIRE

Calleja, Gordon; Digital Games Research Association (DiGRA) 2009 Conference

2009-01-01

This paper explores the contentious notion of experiential narrative and proposes the first step in a narrative framework for game environment. It argues for a shift in emphasis from story-telling, the dominant mode of narrative in literature and cinema, to story generation. To this effect the paper forwards a perspective on experiential narrative that is grounded in the specific qualities of the game. This avoids the over-generalization that tends to accompany discussions of experiential nar...

Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

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Erin A. Phillips

2017-01-01

Full Text Available Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42 improving significantly at posttest (M = 58. Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.

Taking the New Curriculum Outdoors

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Forsey, Katherine

2014-01-01

A review of research on outdoor learning by Rickinson "et al." (2004) highlights the demonstrable educational benefits and provides a source of support, justification and an evidence base for educators looking to undertake more learning outside the classroom. Bird (2004) also reviewed the widely reported health benefits of outdoor…

Incorporating Outdoor Education into the Physical Education Curriculum

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Nguyen, Nhu

2015-01-01

Low motivation to participate in traditional or team sports, apathy toward competitive environments, and a low rate of transfer of skills to lifetime activities and wellness can be barriers for student pursuits of lifelong fitness. Adding an outdoor component can be a solution for some of these problems, while still accomplishing the National…

A Cultural and Comparative Perspective on Outdoor Education in New Zealand and "Friluftsliv" in Denmark

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Andkjaer, Soren

2012-01-01

The paper is based on a comparative and qualitative case study of "friluftsliv" in Denmark and outdoor education in New Zealand. Cultural analysis with a comparative cultural perspective informed the research approach. Configurational analysis was used as an important supplement to focus on cultural patterns linked to bodily movement. It…

Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

Science.gov (United States)

Schlobohm, Trisha Leigh

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of

Assessment of indoor and outdoor airborne fungi in an Educational, Research and Treatment Center

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Nasrin Rostami

2016-06-01

Full Text Available Hospital environments contain different types of microorganisms. Airborne fungi are one of these microbes and the major source of hospital indoor contamination that will be able to cause airborne fungal diseases. In the current study, the total count and diversity of the airborne filamentous and yeasts fungi were investigated in indoor and outdoor air of selective wards of Emam Reza Educational, Research and Treatment Center. This cross-sectional study was performed during the fall season. One hundred and ninety-two environmental samples of indoor and outdoor air from hematology, infectious diseases, Ear, Nose and Throat (ENT and Neonatal Intensive Care Unit (NICU wards were collected by open plate technique (on Sabouraud dextrose agar media once a week. The cultures were then examined and evaluated according to macroscopic and microscopic examination criteria. In this study, 67 (62.03% of indoor samples and 81 (96.42% of outdoor samples were positive for fungi. The most isolated fungi were yeast species (17.12%, Penicillium spp. (16.34%, Alternaria spp. (14.39%, Aspergillus niger (11.28%, A. flavus (8.95%, respectively. Almost all of the wards showed high rates of contamination by various fungi. However, the analysis of the data showed that indoor air of hematology ward had the highest fungal pollution. In contrast, the outdoor air of ENT had the highest fungal pollution. Thus, these results demonstrated that the cleansing and disinfection procedures in the hospital wards should be improved yet.

Operation Valuation: Teaching Pricing Concepts in an Experiential Environment

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Mills, Adam J.; Treen, Emily

2016-01-01

Although marketing education has seen a dramatic shift toward hands-on, experiential learning in recent years, the teaching of pricing has fallen behind complementary elements of the marketing mix in pedagogical execution. Although the teaching of pricing has shifted focus from economic-based models to value-based pricing in theory, available…

Expanding Our Horizons. Wilderness Education Association Proceedings of the National Conference on Outdoor Leadership (Estes Park, Colorado, February 18-20, 2005)

Science.gov (United States)

Phipps, Maurice, Ed.; Hayashi, Aya, Ed.

2005-01-01

This document presents the proceedings of the Wilderness Education Association's 2005 National Conference on Outdoor Leadership. Following a brief history of the Wilderness Education Association (WEA), 21 conference papers are presented. Topics of the conference papers include: wilderness education curriculum, programs, history, environmental…

Selected Papers & Abstracts from the Annual International Conference of the Association for Experiential Education (32nd, Norfolk, Virginia, November 4-7, 2004)

Science.gov (United States)

Roberts, Nina S., Ed.; Galloway, Shayne, Ed.

2005-01-01

In an effort to persist with providing members--and interested others--with the content of workshops from the 32nd Annual Conference held in Norfolk, the Association for Experiential Education (AEE) has decided to develop a hybrid publication that has materialized in two parts. Part I includes 11 papers: (1) Adventure Coaching (Doug Gray); (2)…

The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More than Field Trips

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Gomez-Lanier, Lilia

2017-01-01

Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international…

Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach

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Verónica A. Segarra

2014-07-01

Full Text Available We frequently use diagrams or animations to reveal to others biological phenomena that are both invisible to the naked eye and difficult to conceptualize.  But these didactic tools fall short in that they generally do not provide feedback or interaction with the user, nor adapt easily to the user’s needs and abilities.  Adaptability to the user’s educational level and needs is critical to catalyze effective learning, especially when the new content is highly complex in nature.  The need for adaptability is key in museum learning environments, where the student audience is very diverse in age and academic training.  We are rethinking the way we go about representing biological processes to general audiences, particularly highly complex topics such as those found in neuroscience.  We have experimented with the concept of using (what we are calling “experiential posters” in the context of museum educational experiences to represent processes in neuroscience in a way that is more accessible to the general public.  An experiential poster is an installation that uses props and staging to provide the user or learner an opportunity to “act out” the sequence of events and the flow of materials in a biological process of interest.  We describe the use of an “experiential poster” to meet specific learning objectives.  We also discuss the potential for its use in service learning and science outreach education.

Experiential Cooking Programs for Low-Income Adults: Strategies for Success

Science.gov (United States)

Franck, Karen; Vineyard, Michelle; Olson, Ann; Peterson, Ashley

2012-01-01

Experiential cooking classes for low-income adults can help improve healthy nutrition behaviors. However, nutrition educators and Extension professionals can face challenges in successful implementation of these programs such as difficulties recruiting and retaining participants. Drawing upon lessons learned from a cooking intervention with…

Language Learning in Outdoor Environments: Perspectives of preschool staff

Directory of Open Access Journals (Sweden)

Martina Norling

2015-03-01

Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

Experiential Dimensions of TV-Advertising

DEFF Research Database (Denmark)

Andersen, Lars Pynt; Jensen, Jan Møller

Based on concepts from cognitive film psychology and narrative transportation theory a model of the experiential dimensions of TV–advertising is proposed. With structural equation modeling, it is shown how the ad’s experiential potential relates to Ad-Liking. Findings indicate that Ad-Liking is h......Based on concepts from cognitive film psychology and narrative transportation theory a model of the experiential dimensions of TV–advertising is proposed. With structural equation modeling, it is shown how the ad’s experiential potential relates to Ad-Liking. Findings indicate that Ad......-Liking is highly related to narrative advertising executions, but that the potential appeal of this advertising experience is supported by the ‘gripping’ qualities of a lyrical dimension. It is suggested that the conceptual framework could be developed for pragmatic comparison of TV-spots in tracking or testing....

"I Find It Odd That People Have to Highlight Other People's Differences--Even When There Are None": Experiential Learning and Interculturality in Teacher Education

Science.gov (United States)

Dervin, Fred

2017-01-01

This article examines the role of experiential learning in developing intercultural competences in the context of teacher education in Finland. Local and foreign students studying to become teachers were asked to write five short narratives each about meaningful intercultural encounters they experienced prior to enrolling in an intercultural…

Teaching Racism: Using Experiential Learning to Challenge the Status Quo

Science.gov (United States)

Loya, Melody Aye; Cuevas, Mo

2010-01-01

Teaching about racism creates challenging issues for educators and students alike. Using experiential learning and a public-access curriculum to teach about racism and social inequality, graduate and undergraduate students participated in this elective course. The hybrid "minimester" course focused on affective responses to classroom activities,…

More than a pretty place: assessing the impact of environmental education on children's knowledge and attitudes about outdoor play in nature.

Science.gov (United States)

Beyer, Kirsten M M; Heller, Elizabeth F; Bizub, Jessica M; Kistner, Amy J; Szabo, Aniko; Shawgo, Erin E; Zetts, Corey J

2015-02-12

Our work assessed the influence of an urban environmental education program on children's attitudes toward outdoor play, as well as knowledge of neighborhood features that can facilitate this type of activity. The project team engaged 6 schools near the newest Urban Ecology Center location in Milwaukee, Wisconsin, USA, through a community-academic partnership entitled More Than a Pretty Place. Intervention classrooms participated in programming over the 2012-2013 academic year and pre and post surveys were implemented in classrooms. Data were analyzed using multilevel regression models. The intervention group reported reduced fears of outdoor play in nature and increased frequency of visits to the Urban Ecology Center. The proportion of students who acknowledged knowing of a place to play outside in nature increased significantly in both groups. Our findings indicate an important role for environmental education in addressing fears that may dissuade children from engaging in outdoor play in natural areas.

Communicating Risk with Parents: Exploring the Methods and Beliefs of Outdoor Education Coordinators in Victoria, Australia

Science.gov (United States)

Dallat, Clare

2009-01-01

This paper examines the risk communication strategies currently being employed by seven outdoor education co-ordinators in Government schools in Victoria, Australia. Of particular interest are the beliefs and assumptions held by these co-ordinators in relation to communicating risk with parents. Current policy stipulates that parents must be…

Goffman Goes Rock Climbing: Using Creative Fiction to Explore the Presentation of Self in Outdoor Education

Science.gov (United States)

Beames, Simon K.; Pike, Elizabeth C. J.

2008-01-01

Outdoor education literature has a recent history of examining its practice through a variety of sociological, philosophical, psychological, and anthropological lenses. Following this trend, this paper explores the face-to-face social interaction of a fictional introductory rock-climbing course. The analysis of this creative fiction draws on…

Back to Nature: Exploring the Potential for Implementing the Norwegian Idea of Outdoor Days in the Slovenian School System

Directory of Open Access Journals (Sweden)

Katja Gomboc

2016-12-01

Full Text Available Nowadays it is common to use the expressions ‘in the classroom’ and ‘out of the classroom’ (outdoors. In this article the word ‘outdoors’ will be replaced with the words ‘in the natural environment’, ‘into the natural environment’ and ‘within the natural environment’. These words accent the equal importance of nature as a learning area, a concept that is often forgotten, neglected or ignored. In this area, Norway has forged a real connection between people and nature, a way of life called “friluftsliv,” and has used experiential learning based on learning and playing in an outdoor area. In this article is presented a research study of teaching in nature, the Norwegian nature-oriented curriculum and the implementation of nature practice in the Slovenian school system.

Mapping of Outdoor Classrooms.

Science.gov (United States)

Horvath, Victor G.

Mapping symbols adopted by the Michigan Department of Natural Resources are presented with their explanations. In an effort to provide standardization and familiarity teachers and other school people involved in an outdoor education program are encouraged to utilize the same symbols in constructing maps. (DK)

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Directory of Open Access Journals (Sweden)

Annika Manni

2013-11-01

Full Text Available This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

Assessment of the smoke-free outdoor regulation in the WHO European Region.

Science.gov (United States)

Martínez, Cristina; Guydish, Joseph; Robinson, Gillian; Martínez-Sánchez, Jose María; Fernández, Esteve

2014-07-01

The aim of this study is to assess the level of protection of secondhand smoke in outdoor locations among countries belonging to the WHO European Region. This cross-sectional study measures the level of protection provided by laws in outdoor locations. A protocol to evaluate the outdoor smoke-free legislation was developed according to the recommendations provided by the WHO Guidelines for implementing smoke-free outdoor places. For each law 6 main sectors and 28 outdoor locations were evaluated. 68 laws from 48 countries were reviewed, totally assessing 1758 locations. Overall 3.1% of the locations specified 100% smoke-free outdoor regulation without exceptions, 2.5% permitted smoking in designated outdoor areas, 37.5% allowed smoking everywhere, and 56.9% did not provide information about how to deal with smoking in outdoor places. In the Education sector 17.8% of the laws specified smoke-free outdoor regulation, mainly in the primary and secondary schools. Three pioneering laws from recreational locations and two from general health facilities specified 100% outdoor smoke-free regulation. Outdoor smoke-free policies among countries belonging to the WHO European Region are limited and mainly have been passed in the primary and secondary schools, which protect minors from the hazards of secondhand smoke in educational settings. Copyright © 2014 Elsevier Inc. All rights reserved.

Infusing Outdoor Field Experiences into the Secondary Biology Curriculum.

Science.gov (United States)

Owens, Ginny

1984-01-01

To offer students biological field experiences, teachers should use their own basic skills, be enthusiastic motivators, participate in community programs/courses/workshops to acquire additional skills/knowledge for outdoor biological education, plan outdoor excursions with safety considerations in mind, and use available resources for classroom…

The interplay between experiential and traditional learning for competency development.

Science.gov (United States)

Bonesso, Sara; Gerli, Fabrizio; Pizzi, Claudio

2015-01-01

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

Using Outdoor Adventure Education to Develop Students' Groupwork Skills: A Quantitative Exploration of Reaction and Learning

Science.gov (United States)

Cooley, Sam J.; Burns, Victoria E.; Cumming, Jennifer

2016-01-01

This study investigates the initial development of groupwork skills through outdoor adventure education (OAE) and the factors that predict the extent of this development, using the first two levels of Kirkpatrick's model of training evaluation. University students (N = 238) completed questionnaires measuring their initial reactions to OAE (Level 1…

Efficacy of an outdoor air pollution education program in a community at risk for asthma morbidity.

Science.gov (United States)

Dorevitch, Samuel; Karandikar, Abhijay; Washington, Gregory F; Walton, Geraldine Penny; Anderson, Renate; Nickels, Leslie

2008-11-01

Asthma management guidelines recommend avoiding exposure to indoor and outdoor air pollutants. A limitation of such recommendations is that they do not provide information about how the public should obtain and act on air quality information. Although the Air Quality Index (AQI) provides simplified outdoor air quality forecasts, communities with high rates of asthma morbidity tend to have low rates of internet access due to factors such as low socioeconomic status. Assessments of knowledge about air quality among low-income minority communities are lacking, as are community-based programs to educate the public about using the AQI. An air quality education program and system for disseminating air quality information were developed to promote pollutant avoidance during the reconstruction of a major highway in a low-income minority community on Chicago's South Side. The program, which centered on workshops run by community asthma educators, was evaluated using a pre-test, post-test, and 1-year follow-up questionnaire. A total of 120 community workshop participants completed at least a portion of the evaluation process. At baseline, knowledge about air quality was limited. Following the workshops, substantial increases were noted in rates of correct answers to questions about health effects of air pollution, the availability of air quality information, and the color code for an AQI category. Approximately 1 year after the workshops were held, few participants could recall elements of the training. Few participants have internet access, and alternative means of distributing air quality information were suggested by study participants. Baseline knowledge of air quality information was limited in the community studied. Air quality education workshops conducted by community educators can increase knowledge about outdoor air quality and its impact on health over the short term. Refresher workshops or other efforts to sustain the knowledge increase may be useful. Given the

About a theoretical Background of Outdoor Education in High School : A practical approach to the Integrated Classes

OpenAIRE

佐藤, 豊; 佐野, 裕

2004-01-01

This study aims to consider the educational values and prospects of outdoor education at the Integrated Classes for high school in Japan. As it should be recognized that "the cultivation of the vitality for children to live" is the most important educational target of the New Japanese Government Curriculum Guidelines. The vitality for children to live is explained as the abilities to feel nature, to collaborate with others, to take initiative, and to take own risk, for example. It should be s...

Sales Course Design Using Experiential Learning Principles and Bloom's Taxonomy

Science.gov (United States)

Healy, William J.; Taran, Zinaida; Betts, Stephen C.

2011-01-01

Practitioner concerns and the changing educational marketplace are pressuring colleges to provide more skills based learning. Among the newer skill based areas of study that is greatly in demand is professional sales. In this paper, two courses in a successful professional sales program are examined through the lenses of experiential learning…

A Competitive and Experiential Assignment in Search Engine Optimization Strategy

Science.gov (United States)

Clarke, Theresa B.; Clarke, Irvine, III

2014-01-01

Despite an increase in ad spending and demand for employees with expertise in search engine optimization (SEO), methods for teaching this important marketing strategy have received little coverage in the literature. Using Bloom's cognitive goals hierarchy as a framework, this experiential assignment provides a process for educators who may be new…

Primary School Teachers and Outdoor Education: Varying Levels of Teacher Leadership in Informal Networks of Peers

Science.gov (United States)

Hovardas, Tasos

2016-01-01

The study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then…

Mobile Mixed Reality for Experiential Learning and Simulation in Medical and Health Sciences Education

Directory of Open Access Journals (Sweden)

James Birt

2018-01-01

Full Text Available New accessible learning methods delivered through mobile mixed reality are becoming possible in education, shifting pedagogy from the use of two dimensional images and videos to facilitating learning via interactive mobile environments. This is especially important in medical and health education, where the required knowledge acquisition is typically much more experiential, self-directed, and hands-on than in many other disciplines. Presented are insights obtained from the implementation and testing of two mobile mixed reality interventions across two Australian higher education classrooms in medicine and health sciences, concentrating on student perceptions of mobile mixed reality for learning physiology and anatomy in a face-to-face medical and health science classroom and skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal in a distance paramedic science classroom. This is unique because most studies focus on a single discipline, focusing on either skills or the learner experience and a single delivery modality rather than linking cross-discipline knowledge acquisition and the development of a student’s tangible skills across multimodal classrooms. Outcomes are presented from post-intervention student interviews and discipline academic observation, which highlight improvements in learner motivation and skills, but also demonstrated pedagogical challenges to overcome with mobile mixed reality learning.

Experiential environmental learning: A case study of innovative pedagogy in Baja Sur, Mexico

Science.gov (United States)

Schneller, Andrew Jon

This mixed methods case study describes an innovative two-semester middle school environmental learning course that departs from traditional Mexican expository pedagogy through the incorporation of experiential and service learning. This research takes place in a small middle school in Pescadero, Baja California Sur, Mexico. The research approach utilized in the study adds to the handful of studies in this cross-disciplinary field by employing quantitative methodologies to measure course outcomes on student environmental knowledge, perceptions, and actions, while simultaneously qualitatively describing the behavioral, educational, environmental, and social experiences of students. This research employs Dewey's theories of experience---as well as those of more contemporary authenticity theorists---in order to identify the philosophies that advocate incorporating experiential pedagogy within the curriculum. Implications for Mexican educational policy, practical pedagogical applications, and theory are discussed.

The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers' Success and Self-Efficacy Beliefs

Science.gov (United States)

Hursen, Cigdem; Islek, Didem

2017-01-01

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the…

Temperament and Personality Theory: The Perspective of Cognitive-Experiential Self-Theory.

Science.gov (United States)

Teglasi, Hedwig; Epstein, Seymour

1998-01-01

Illustrates the applicability of temperamental constructs to personality theory by mapping key temperament constructs onto Cognitive-Experiential Self-Theory (CEST). Examines the role of temperament in shaping experiences, and looks at the implications for education and socialization that stem from the synthesis of temperament constructs and…

Addressing Nature Deficit Disorder through Primitive Camping Experiences

Science.gov (United States)

Allen, Kevin; Varner, Keegan; Sallee, Jeff

2011-01-01

Today's youth suffer from Nature Deficit Disorder, a condition that has been connected to ADHD, shortage of creativity, and general lack of knowledge about the outdoors. A team of educators and specialists are addressing this issue with primitive camping. County educators were trained using experiential learning and train-the-trainer techniques.…

Predicting Use of Outdoor Fall Prevention Strategies: Considerations for Prevention Practices.

Science.gov (United States)

Chippendale, Tracy

2018-01-01

Outdoor falls are just as common as indoor falls, but have received less attention in research and practice. Behavioral strategies play an important role in outdoor fall prevention. The purpose of this study was to examine predictors of strategy use. Backward stepwise regression was used to study factors associated with use of outdoor fall prevention strategies among a random sample ( N = 120) of community-dwelling seniors. Significant negative predictors of strategy use included higher education levels ( p outdoor fallers and nonfallers in the use of three different types of strategies ( ps outdoor fall prevention strategies. Further study of additional factors is warranted.

Experiential learning: using virtual simulation in an online RN-to-BSN program.

Science.gov (United States)

Breen, Henny; Jones, Melissa

2015-01-01

This article highlights the innovative experiential learning used by an online RN-to-BSN program through the use of simulation that takes place in an online classroom. Three experiential learning activities using a virtual community are described. These learning activities engage the students in thinking about social justice and health policy, as well as teaching concepts that include community, leadership, influence, advocacy, networking, collaboration, and vulnerable populations. These concepts are critical to the learning needs of diploma and associate degree-prepared nurses who wish to continue their education to be better prepared to meet the complex needs of today's health care environment. Copyright 2015, SLACK Incorporated.

More than a Pretty Place: Assessing the Impact of Environmental Education on Children’s Knowledge and Attitudes about Outdoor Play in Nature

Science.gov (United States)

Beyer, Kirsten M. M.; Heller, Elizabeth F.; Bizub, Jessica M.; Kistner, Amy J.; Szabo, Aniko; Shawgo, Erin E.; Zetts, Corey J.

2015-01-01

Our work assessed the influence of an urban environmental education program on children’s attitudes toward outdoor play, as well as knowledge of neighborhood features that can facilitate this type of activity. The project team engaged 6 schools near the newest Urban Ecology Center location in Milwaukee, Wisconsin, USA, through a community-academic partnership entitled More Than a Pretty Place. Intervention classrooms participated in programming over the 2012–2013 academic year and pre and post surveys were implemented in classrooms. Data were analyzed using multilevel regression models. The intervention group reported reduced fears of outdoor play in nature and increased frequency of visits to the Urban Ecology Center. The proportion of students who acknowledged knowing of a place to play outside in nature increased significantly in both groups. Our findings indicate an important role for environmental education in addressing fears that may dissuade children from engaging in outdoor play in natural areas. PMID:25685953

More than a Pretty Place: Assessing the Impact of Environmental Education on Children’s Knowledge and Attitudes about Outdoor Play in Nature

Directory of Open Access Journals (Sweden)

Kirsten M. M. Beyer

2015-02-01

Full Text Available Our work assessed the influence of an urban environmental education program on children’s attitudes toward outdoor play, as well as knowledge of neighborhood features that can facilitate this type of activity. The project team engaged 6 schools near the newest Urban Ecology Center location in Milwaukee, Wisconsin, USA, through a community-academic partnership entitled More Than a Pretty Place. Intervention classrooms participated in programming over the 2012–2013 academic year and pre and post surveys were implemented in classrooms. Data were analyzed using multilevel regression models. The intervention group reported reduced fears of outdoor play in nature and increased frequency of visits to the Urban Ecology Center. The proportion of students who acknowledged knowing of a place to play outside in nature increased significantly in both groups. Our findings indicate an important role for environmental education in addressing fears that may dissuade children from engaging in outdoor play in natural areas.

Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

Science.gov (United States)

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

LINKING EXPERIENTIAL VALUE TO LOYALTY IN SMARTPHONE INDUSTRY

Directory of Open Access Journals (Sweden)

Nuri Wulandari

2016-12-01

Full Text Available The smartphone industry has grown tremendously in the past years across the world, especially in Asia. The competition between smartphone brand players has been intense and involving sophisticated marketing techniques. Despite of the widespread practice of experiential marketing to market smartphones, little research has been undertaken to investigate whether this practice generate experiential value in the perception of smartphone customers. If the value is evident, the question remains whether it leads to satisfaction and loyalty of smartphone brand. This study tries to investigate whether the practice of experiential marketing drives experiential value, and whether experiential value has a direct effect to loyalty or indirectly through satisfaction. The methodology involved a survey investigating 255 responses from smartphone device user in Indonesian market. The result provides useful findings for marketers as well as supporting the direct and indirect relationship between experiential value and loyalty. The suggestion highlight feel experience as one of the driver factors of experience. Limitation and future research suggestions are explained.

Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education

Science.gov (United States)

Spillman, David

2017-01-01

In a significant way, the growing body of place-responsive research and practice within outdoor education in Australia can be perceived as an eco-inspired response to both the devastating impact of colonization on our ecological communities and the concomitant sense of "placelessness" or lack of a sense of belonging and purpose…

‘Employers’ perspectives on maximising undergraduate student learning from the outdoor education centre work placement

OpenAIRE

Lawton, Mark

2017-01-01

Recognising the growth in provision of vocational undergraduate programmes and the requirement for high quality work placement opportunities, managers from four residential outdoor education centres were interviewed to determine their perceptions on the components necessary to maximise student learning. The findings showed that the managers greatly valued the potential of a work placement; a need for clarity over the expectations for all stakeholders and that the placement remained authentic ...

Assessment Guiding Learning: Developing Graduate Qualities in an Experiential Learning Programme

Science.gov (United States)

Clements, Michael David; Cord, Bonnie Amelia

2013-01-01

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that…

Outdoor Workers and Sun Protection: Knowledge and Behaviour

Directory of Open Access Journals (Sweden)

Jane Cioffi

2012-11-01

Full Text Available Outdoor workers are at high risk of developing skin cancer. Primary prevention can potentiallyreduce the incidence of skin cancer in this group. This study aimed to determine theknowledge and sun protective behaviour of outdoor workers towards skin cancer. A shortquestionnaire was used to collect data from workers on construction sites during workinghours. Despite workers having knowledge of the risks of skin cancer their use of sun protectionwas less than satisfactory, particularly considering their cumulative exposure.Workplace health education programs for outdoor workers addressing sun protection areindicated, as is further research to increase understanding of issues workers have withsun protection in the workplace.

Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education.

Science.gov (United States)

Healey, Mick; Jenkins, Alan

2000-01-01

Describes David Kolb's experiential learning theory focusing on the main features of his theory. Applies Kolb's theory to the teaching of geography addressing ideas such as teaching how theories of gender explain aspects of suburbia, teaching a field course, and encouraging staff to rethink their teaching style. Include references. (CMK)

Assessment of physical education time and after-school outdoor time in elementary and middle school students in south Mexico City: the dilemma between physical fitness and the adverse health effects of outdoor pollutant exposure.

Science.gov (United States)

Villarreal-Calderón, Anna; Acuña, Hilda; Villarreal-Calderón, Jessica; Garduño, Mónica; Henríquez-Roldán, Carlos F; Calderón-Garcidueñas, Lilian; Valencia-Salazar, Gildardo

2002-01-01

Strategies to promote lifelong physical activity among children are needed to stem the adverse health consequences of inactivity. However, the health effects in growing children of long-term exposure to a polluted atmosphere are of deep concern. The atmosphere of south Mexico City (SMC) is characterized by a complex mixture of air pollutants, including ozone, particulate matter, and aldehydes. Radiological evidence suggests that small-airway disease could be present in clinically healthy, tobacco unexposed SMC children. The aim of this study was to assess, by means of a self-reported questionnaire, the physical education class times, daily outdoor after-school exposure time, and tobacco exposure in students attending public elementary and middle schools in SMC. Additionally, the time each student spent viewing television was assessed, and the authors measured each student's weight and height to determine body mass index (BMI, weight in kg divided by height in m2). The survey included 1,159 students in grades 7-9. The authors identified 2 critical periods of outdoor exposure in SMC children that coincided with significant concentrations of both ozone and particulate matter with diameters less than 10 micrometers (PM10): during school time after 11:00 A.M. and in the after-school outdoor activity period, usually extending from 1:00 P.M. to 6:00 P.M. Thirty-two percent of elementary and 61% of middle school students have physical education classes after 11:00 A.M. Students in SMC spend an average of 19.6 hr/wk outdoors in the after-school period, during which time they are engaged in light to moderate physical activities. Half of the students are exposed to tobacco smoke at home, and 7% of middle school students smoke. On the basis of BMI, 60% of students were classified as undernourished, overweight, or obese. No correlations were found between BMI and time spent viewing TV, time outdoors (on weekdays and weekends), or exposure to environmental tobacco smoke

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

Science.gov (United States)

Yuk Chan, Cecilia Ka

2012-08-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

Experiential Learning in Occupational Therapy: Can It Enhance Readiness for Clinical Practice?

Science.gov (United States)

Knecht-Sabres, Lisa Jean

2013-01-01

This mixed method study examined the effectiveness of experiential learning opportunities near the end of the occupational therapy students' didactic education. A pretest/posttest design with a gain score approach was used to determine whether there was a significant improvement in the occupational therapy students' self-perception of their…

The Role of Outdoor Art in Urban Environmental Education

Science.gov (United States)

Filippelli, G. M.; Kesling, M.; Ryan, T.; Fraser, J.; McDonald, F.; Rollings, A.; Miss, M.; Kanpetch, B.; Trueblood, M.

2015-12-01

Finding ways to engage youth in inadvertent learning about nature and the environment is challenging, particularly in urban areas where environmental literacy is profoundly limited by access to safe and representative spaces. Termed the Nature Deficit Disorder, the lack of contact and connection between people and their environment leads to a less than holistic approach to environmental management at the personal and governmental levels. One of the challenges is developing ways to engage youth in science learning not by bringing them indoors to a science museum but rather by taking the science museum outdoors. Funded by the NSF Informal Science Learning program, we launched a collaborative between scientists and artists to understand the nature and impact of environmental learning through outdoor art and science programming, called StreamLines. Launched in 2014 and now near full deployment, the program is part of a bigger initiative in Indianapolis (Reconnecting to Our Waterways) to embrace the multiple waterways that traverse the city as a valuable community and health resource. This collaborative is designed to function on multiple levels. An Artist and Scientists Roundtable engages practitioners in regular conversations supplemented by external readings to share how practitioners use concepts and tools from the "opposite" side to inform their work and scholarship. Physical installations of iconic art at individual sites reflect the environmental conditions at individual sites are designed as tools for explicit and implicit learning and exploration about the environment. Music, poetry, and dance programming developed for individual sites portray cogent characteristics of place and are meant to allow visitors to see how artists engage with and draw from the environment for inspiration. A research approach unpins all of these efforts, utilizing a set of different sample populations to explore environmental education and potential advocacy after interactions with

Experiential Learning Model on Entrepreneurship Subject to Improve Students’ Soft Skills

Directory of Open Access Journals (Sweden)

Lina Rifda Naufalin

2016-06-01

Full Text Available This research aims to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in the year of 2015/2016.  Findings show that the experiential learning model could improve students’ soft skills. The research showed that there is increased at the dimension of confidence by 52.1%, result-oriented by 22.9%, being courageous to take risks by 10.4%, leadership by 12.5%, originality by 10.4%, and future-oriented by 18.8%. It could be concluded that the experiential learning model is effective model to improve students’ soft skills on entrepreneurship subject. Dimension of confidence has the highest rise. Students’ soft skills are shaped through the continuous stimulus when they get involved at the implementation.

Learning from Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach

Science.gov (United States)

Canhoto, Ana Isabel; Murphy, Jamie

2016-01-01

Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a "back to basics" look at what constitutes an effective experiential learning initiative. Drawing on the…

Learning Why We Buy: An Experiential Project for the Consumer Behavior Course

Science.gov (United States)

Morgan, Felicia N.; McCabe, Deborah Brown

2012-01-01

Marketing educators have long recognized the value of engendering students' deep learning of course content via experiential pedagogies. In this article, the authors describe a semester-long, team-based retail audit project that is structured to elicit active student engagement with consumer behavior course material via concrete, hands-on,…

The Role of Entrepreneurship Program Models and Experiential Activities on Engineering Student Outcomes

Science.gov (United States)

Duval-Couetil, Nathalie; Shartrand, Angela; Reed, Teri

2016-01-01

Entrepreneurship education is being delivered to greater numbers of engineering students through a variety of courses, programs, and experiential learning activities. Some of these opportunities are designed primarily to serve engineering students in their departments and colleges, while others are cross-campus, university-wide efforts to serve…

Exploring the Intersection of Beliefs toward Outdoor Play and Cold Weather among Northeast Minnesota's Formal Education and Non-Formal EE Communities

Science.gov (United States)

Hughes, Amy Christine; Zak, Kevin; Ernst, Julie; Meyer, Rebecca

2017-01-01

In a notoriously cold-seasoned region, this paper explored how our formal education and non-formal environmental education (EE) gatekeepers of Northeastern Minnesota regard the importance of outdoor play and cold weather for young students. This research study explored the relationship between participant gatekeepers' beliefs of the benefits…

Virtual Enterprise: Transforming Entrepreneurship Education

Science.gov (United States)

Borgese, Anthony

2011-01-01

Entrepreneurship education is ripe for utilizing experiential learning methods. Experiential methods are best learned when there is constant immersion into the subject matter. One such transformative learning methodology is Virtual Enterprise (VE). Virtual Enterprise is a multi-faceted, experiential learning methodology disseminated by the City…

Collaboration in experiential therapy.

Science.gov (United States)

Berdondini, Lucia; Elliott, Robert; Shearer, Joan

2012-02-01

We offer a view of the nature and role of client-therapist collaboration in experiential psychotherapy, focusing on Gestalt and emotion-focused therapy (EFT). We distinguish between the necessary condition of mutual trust (the emotional bond between client and therapist) and effective collaboration (regarding the goals and tasks of therapy). Using a case study of experiential therapy for social anxiety, we illustrate how the development of collaboration can be both complex and pivotal for therapeutic success, and how it can involve client and therapist encountering one another through taking risks by openly and nonjudgementally disclosing difficult experiences in order to enrich and advance the work. © 2012 Wiley Periodicals, Inc.

Celebrating the Past--Creating Our Future. Wilderness Education Association National Conference on Outdoor Leadership Proceedings (Paul Smith, New York, January 23-25, 2003).

Science.gov (United States)

Brawdy, Paul, Ed.; Luo, Ping, Ed.

This proceedings of the 2003 Wilderness Education Association (WEA) conference contains 10 papers and presentation summaries on outdoor leadership, wilderness programs, and related training. Following a brief history of WEA, the entries are: (1) "Adventure Education and Rock 'n Roll: Sustaining the Revolution in Post-Communist Romania" (Dawn M.…

Not Merely Experiential: Unconscious Thought Can Be Rational

Directory of Open Access Journals (Sweden)

Katie E. Garrison

2017-07-01

Full Text Available Individuals often form more reasonable judgments from complex information after a period of distraction vs. deliberation. This phenomenon has been attributed to sophisticated unconscious thought during the distraction period that integrates and organizes the information (Unconscious Thought Theory; Dijksterhuis and Nordgren, 2006. Yet, other research suggests that experiential processes are strengthened during the distraction (relative to deliberation period, accounting for the judgment and decision benefit. We tested between these possibilities, hypothesizing that unconscious thought is distinct from experiential processes, and independently contributes to judgments and decisions during a distraction period. Using an established paradigm, Experiment 1 (N = 319 randomly induced participants into an experiential or rational mindset, after which participants received complex information describing three roommates to then consider consciously (i.e., deliberation or unconsciously (i.e., distraction. Results revealed superior roommate judgments (but not choices following distraction vs. deliberation, consistent with Unconscious Thought Theory. Mindset did not have an influence on roommate judgments. However, planned tests revealed a significant advantage of distraction only within the rational-mindset condition, which is contrary to the idea that experiential processing alone facilitates complex decision-making during periods of distraction. In a second experiment (N = 136, we tested whether effects of unconscious thought manifest for a complex analytical reasoning task for which experiential processing would offer no advantage. As predicted, participants in an unconscious thought condition outperformed participants in a control condition, suggesting that unconscious thought can be analytical. In sum, the current results support the existence of unconscious thinking processes that are distinct from experiential processes, and can be rational. Thus

Not Merely Experiential: Unconscious Thought Can Be Rational.

Science.gov (United States)

Garrison, Katie E; Handley, Ian M

2017-01-01

Individuals often form more reasonable judgments from complex information after a period of distraction vs. deliberation. This phenomenon has been attributed to sophisticated unconscious thought during the distraction period that integrates and organizes the information (Unconscious Thought Theory; Dijksterhuis and Nordgren, 2006). Yet, other research suggests that experiential processes are strengthened during the distraction (relative to deliberation) period, accounting for the judgment and decision benefit. We tested between these possibilities, hypothesizing that unconscious thought is distinct from experiential processes, and independently contributes to judgments and decisions during a distraction period. Using an established paradigm, Experiment 1 ( N = 319) randomly induced participants into an experiential or rational mindset, after which participants received complex information describing three roommates to then consider consciously (i.e., deliberation) or unconsciously (i.e., distraction). Results revealed superior roommate judgments (but not choices) following distraction vs. deliberation, consistent with Unconscious Thought Theory. Mindset did not have an influence on roommate judgments. However, planned tests revealed a significant advantage of distraction only within the rational-mindset condition, which is contrary to the idea that experiential processing alone facilitates complex decision-making during periods of distraction. In a second experiment ( N = 136), we tested whether effects of unconscious thought manifest for a complex analytical reasoning task for which experiential processing would offer no advantage. As predicted, participants in an unconscious thought condition outperformed participants in a control condition, suggesting that unconscious thought can be analytical. In sum, the current results support the existence of unconscious thinking processes that are distinct from experiential processes, and can be rational. Thus, the

Not Merely Experiential: Unconscious Thought Can Be Rational

Science.gov (United States)

Garrison, Katie E.; Handley, Ian M.

2017-01-01

Individuals often form more reasonable judgments from complex information after a period of distraction vs. deliberation. This phenomenon has been attributed to sophisticated unconscious thought during the distraction period that integrates and organizes the information (Unconscious Thought Theory; Dijksterhuis and Nordgren, 2006). Yet, other research suggests that experiential processes are strengthened during the distraction (relative to deliberation) period, accounting for the judgment and decision benefit. We tested between these possibilities, hypothesizing that unconscious thought is distinct from experiential processes, and independently contributes to judgments and decisions during a distraction period. Using an established paradigm, Experiment 1 (N = 319) randomly induced participants into an experiential or rational mindset, after which participants received complex information describing three roommates to then consider consciously (i.e., deliberation) or unconsciously (i.e., distraction). Results revealed superior roommate judgments (but not choices) following distraction vs. deliberation, consistent with Unconscious Thought Theory. Mindset did not have an influence on roommate judgments. However, planned tests revealed a significant advantage of distraction only within the rational-mindset condition, which is contrary to the idea that experiential processing alone facilitates complex decision-making during periods of distraction. In a second experiment (N = 136), we tested whether effects of unconscious thought manifest for a complex analytical reasoning task for which experiential processing would offer no advantage. As predicted, participants in an unconscious thought condition outperformed participants in a control condition, suggesting that unconscious thought can be analytical. In sum, the current results support the existence of unconscious thinking processes that are distinct from experiential processes, and can be rational. Thus, the

Student Trade Missions: An Experiential Learning Opportunity

Science.gov (United States)

Audet, Josée; Marcotte, Geneviève

2018-01-01

In response to the criticisms addressed to business schools, teaching formulas that foster experiential learning are increasingly being put forward. The Missions Commerciales de l'Université Laval (MCUL--Université Laval Trade Missions) is a training program designed to foster experiential learning. This program extends over an entire academic…

Mathematics and Experiential Learning--Are They Compatible?

Science.gov (United States)

Davidovitch, Nitza; Yavich, Roman; Keller, Nelly

2014-01-01

In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…

Outdoor advertising, obesity, and soda consumption: a cross-sectional study

Directory of Open Access Journals (Sweden)

Lesser Lenard I

2013-01-01

Full Text Available Abstract Background Recent research has shown that neighborhood characteristics are associated with obesity prevalence. While food advertising in periodicals and television has been linked to overweight and obesity, it is unknown whether outdoor advertising is related to obesity. Methods To test the association between outdoor food advertising and obesity, we analyzed telephone survey data on adults, aged 18–98, collected from 220 census tracts in Los Angeles and Louisiana. We linked self-reported information on BMI and soda consumption with a database of directly observed outdoor advertisements. Results The higher the percentage of outdoor advertisements promoting food or non-alcoholic beverages within a census tract, the greater the odds of obesity among its residents, controlling for age, race and educational status. For every 10% increase in food advertising, there was a 1.05 (95% CI 1.003 - 1.093, p Conclusions There is a relationship between the percentage of outdoor food advertising and overweight/obesity.

Outdoor Learning: Supervision Is More than Watching Children Play

Science.gov (United States)

Olsen, Heather; Thompson, Donna; Hudson, Susan

2011-01-01

Early childhood programs strive to provide good-quality care and education as young children develop their physical, emotional, social, and intellectual skills. In order to provide children with positive, developmentally appropriate learning opportunities, educators ensure the safety and security of children, indoors and outdoors. The outdoor…

Subject related teaching in udeskole (outdoor school)

DEFF Research Database (Denmark)

Barfod, Karen Seierøe

Subject related teaching in udeskole In this symposium, subject related teaching on a regular basis in the outdoors, known as udeskole will be described and discussed. Based on recent and ongoing research and development, the education taking the place of teaching into account of the learning...... will identify the necessity of doing research into the field, as 18,4% of all Danish schools is shown to have one or more classes working with udeskole (Barfod et al, 2016). Secondly, the subject related teaching in the outdoors will be exemplified by four research projects. First, the subject ‘Danish...... teaching in the outdoors will be supplemented with recent research upon barriers for using external learning environments ‘the open school’ in Skive Muncipiality. Closing the seminar will be a presentation of the national Danish Network UdeskoleNet and its application. Sources: Barfod, K., Ejbye-Ernst, N...

The impact of an outdoor wilderness program on the participants' sense of connectedness to the natural world

Science.gov (United States)

Nodurft, Susan Jennings Johnson

The main objective of this study was to determine the impact of an innovative, outdoor wilderness program on the participants' sense of connectedness with the natural world. Ancillary objectives looked at the impact of epistemological and pedagogical program elements, participants' people and place background experiences, and worldviews on this connectedness sense. The weekend program, based upon a philosophy of deep ecology, draws upon the Native American wisdom tradition and employs a pedagogy of myth, modeling and experiential learning. The researcher and fourteen volunteers primarily drawn from biology classes at a community college participated in the study. Snyder's (1988) four themes of connectedness and a heuristic qualitative design described by Moustakas (1990) were employed in determining the essence of impact. Data collection methods included pre- and post-questionnaires, audio and video tapes of the weekend, field notes, journals, and follow-up interviews. Upon completion of data gathering, three co-researchers were selected for focus study. Results of analysis are described in the form of in-depth profiles of the three co-researchers' experiences containing verbatim narration and common themes explicated from those profiles. Findings revealed that (1) the co-researchers experienced a deep and transforming sense of connectedness with the natural world, (2) a number of key program elements could be identified that facilitated connectedness, (3) childhood experiences played a significant role, and (4) pre-existing biocentric worldviews deepened as a result of the wilderness experience. Several important implications resulted from this study: (1) Transformative programs such as the outdoor program in this study, virtually nonexistent in mainstream environmental education, need to be taken seriously and efforts made to incorporate these types of programs in our public schools, (2) science educators need to examine and amend a belief structure which, in

Season, sex, age, and education as modifiers of the effects of outdoor air pollution on daily mortality in Shanghai, China: The Public Health and Air Pollution in Asia (PAPA) Study.

Science.gov (United States)

Kan, Haidong; London, Stephanie J; Chen, Guohai; Zhang, Yunhui; Song, Guixiang; Zhao, Naiqing; Jiang, Lili; Chen, Bingheng

2008-09-01

Various factors can modify the health effects of outdoor air pollution. Prior findings about modifiers are inconsistent, and most of these studies were conducted in developed countries. We conducted a time-series analysis to examine the modifying effect of season, sex, age, and education on the association between outdoor air pollutants [particulate matter air pollution for the warm season (April-September) and cool season (October-March) separately. For total mortality, we examined the association stratified by sex and age. Stratified analysis by educational attainment was conducted for total, cardiovascular, and respiratory mortality. Outdoor air pollution was associated with mortality from all causes and from cardiorespiratory diseases in Shanghai. An increase of 10 mug/m(3) in a 2-day average concentration of PM(10), SO(2), NO(2), and O(3) corresponds to increases in all-cause mortality of 0.25% [95% confidence interval (CI), 0.14-0.37), 0.95% (95% CI, 0.62-1.28), 0.97% (95% CI, 0.66-1.27), and 0.31% (95% CI, 0.04-0.58), respectively. The effects of air pollutants were more evident in the cool season than in the warm season, and females and the elderly were more vulnerable to outdoor air pollution. Effects of air pollution were generally greater in residents with low educational attainment (illiterate or primary school) compared with those with high educational attainment (middle school or above). Season, sex, age, and education may modify the health effects of outdoor air pollution in Shanghai. These findings provide new information about the effects of modifiers on the relationship between daily mortality and air pollution in developing countries and may have implications for local environmental and social policies.

Introducing the Use of a Semi-Structured Video Diary Room to Investigate Students' Learning Experiences during an Outdoor Adventure Education Groupwork Skills Course

Science.gov (United States)

Cooley, Sam J.; Holland, Mark J.; Cumming, Jennifer; Novakovic, Emily G.; Burns, Victoria E.

2014-01-01

Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students' perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore…

EFEKTIVITAS OPEN-ENDED EXPERIENTIAL LEARNING CASES DALAM PENINGKATAN PERTIMBANGAN PROFESIONAL

Directory of Open Access Journals (Sweden)

Andian Ari Istiningrum

2015-04-01

Full Text Available Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas implementasi model pembelajaran Open-Ended Experiential Learning Cases dalam usaha peningkatan kemampuan mahasiswa untuk memberikan pertimbangan profesional. Penelitian ini merupakan penelitian pre-experimental design dengan jenis one-group pretes-postes design. Popolasi penelitian adalah mahasiswa jurusan Akuntansi yang mengambil mata kuliah Akuntansi Keuangan Menengah 1 sebanyak 75 orang, sedangkan sampel yang digunakan adalah 44 orang. Teknik pengambilan sampel dilakukan dengan convenience sampling. Data dikumpulkan dengan tes uraian dan dianalisis dengan uji beda t test untuk sampel berhubungan. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan kemampuan mahasiswa dalam memberikan pertimbangan profesional sebelum dan sesudah model pembelajaran open-ended experiential learning cases diimplementasikan yang menunjukkan terjadinya peningkatan pertimbangan profesional setelah mahasiswa mengikuti pembelajaran dengan model pembelajaran openended experiential learning cases. Kata Kunci: open-ended experiential learning cases, pertimbangan profesional THE EFFECTIVENESS OF OPEN-ENDED EXPERIENTIAL LEARNING CASES TO IMPROVE PROFESSIONAL JUDGMENT Abstract: This study was aimed to reveal the effectiveness of the implementation of the open-ended experiential learning cases to improve students’ professional judgment. To achieve this purpose, the study was designed as the pre-experimental design with the one-group pretest-post-test design type. The population of the study was the Accounting Department Students at Yogyakarta State University taking the 1 st Intermediate Financial Accounting course. There were 75 students as the population and 44 students were chosen as the research sample. The sampling technique used was the convenience sampling. The data were collected by using the essay test and analyzed by t-test for paired samples. The findings showed that there was a

Cultivating gratitude and giving through experiential consumption.

Science.gov (United States)

Walker, Jesse; Kumar, Amit; Gilovich, Thomas

2016-12-01

Gratitude promotes well-being and prompts prosocial behavior. Here, we examine a novel way to cultivate this beneficial emotion. We demonstrate that 2 different types of consumption-material consumption (buying for the sake of having) and experiential consumption (buying for the sake of doing)-differentially foster gratitude and giving. In 6 studies we show that reflecting on experiential purchases (e.g., travel, meals out, tickets to events) inspires more gratitude than reflecting on material purchases (e.g., clothing, jewelry, furniture), and that thinking about experiences leads to more subsequent altruistic behavior than thinking about possessions. In Studies 1-2b, we use within-subject and between-subjects designs to test our main hypothesis: that people are more grateful for what they've done than what they have. Study 3 finds evidence for this effect in the real-world setting of online customer reviews: Consumers are more likely to spontaneously mention feeling grateful for experiences they have bought than for material goods they have bought. In our final 2 studies, we show that experiential consumption also makes people more likely to be generous to others. Participants who contemplated a significant experiential purchase behaved more generously toward anonymous others in an economic game than those who contemplated a significant material purchase. It thus appears that shifting spending toward experiential consumption can improve people's everyday lives as well as the lives of those around them. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An Experiential Learning Approach to Teaching Social Entrepreneurship, Triple Bottom Line, and Sustainability: Modifying and Extending Practical Organizational Behavior Education (PROBE)

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Gundlach, Michael J.; Zivnuska, Suzanne

2010-01-01

When teaching social entrepreneurship and sustainability, using an experiential learning approach can be more effective than a traditional lecture approach. Social and environmental entrepreneurs often have a deep passion for their work that is important for students to develop early in their careers. Experiential learning enables students to…

Scientific literacy and the ontology of science education: A case study of learning in the outdoors

Science.gov (United States)

Gleason, Tristan

This dissertation seeks to articulate a framework for critiquing and reconstructing science education by fleshing out the relationships between science education, its ontological commitments to nature, and educational practices that promote justice and democracy. Drawing on theoretical and methodological resources from American Pragmatism and science studies, I offer a case study that evokes the practices of a residential outdoor science program in the Pacific Northwest. I suggest that these practices provide an opportunity to imagine how science education emerges differently when it abandons its commitments to a singular and authoritative Nature, and explore how this program provides empirical resources for building a theory of science education that is multinatural. Grasping the plurality of nature diminishes the tension between experiences and the world, recognizing the importance of the sciences to democratic action without positioning them as a singular source of authority. Multinaturalism then becomes an orienting concept for imagining and reconstructing more democratic and just practices of science education, practices that move away from the transmission of a cannon of white, Eurocentric knowledge, and towards the navigation of problems in dynamic worlds.

From Nature Deficit to Outdoor Exploration: Curriculum for Sustainability in Vermont's Public Schools

Science.gov (United States)

Silverman, Jonathan; Corneau, Nicole

2017-01-01

Children today are spending less time than ever outdoors, contributing to a culture of environmental apathy and separation from the natural world. In the growing field of environmental education, teachers are challenged to introduce the outdoors into their curriculum. In Vermont, some public school teachers have successfully implemented…

Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

Science.gov (United States)

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate

2014-01-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students'…

Perceived environmental barriers to outdoor mobility and changes in sense of autonomy in participation outdoors among older people: a prospective two-year cohort study.

Science.gov (United States)

Rantakokko, Merja; Portegijs, Erja; Viljanen, Anne; Iwarsson, Susanne; Kauppinen, Markku; Rantanen, Taina

2017-08-01

The aim was to study whether perceived environmental barriers to outdoor mobility affect changes in sense of autonomy in participation outdoors among community-dwelling older people over a two-year period. Community-dwelling people aged 75-90 years (n = 848) in central Finland were interviewed on two occasions, face-to-face at baseline and over the telephone two years later. Perceived environmental barriers to outdoor mobility were assessed using a 15-item structured questionnaire, and the sum scores categorized into tertiles (0, 1 and 2 or more barriers). Autonomy in participation outdoors was assessed with the 'Impact on Participation and Autonomy' (IPA) questionnaire using the autonomy outdoors subscale (score range 0-20, higher scores indicating more restricted autonomy). Scores for autonomy in participation outdoors were available for 848 participants at baseline (mean 6.2, SD = 3.8) and for 748 participants at the two-year follow-up (mean 6.7, SD = 3.9). At baseline, those reporting multiple environmental barriers had the most restricted autonomy, while those reporting no environmental barriers had the least restricted autonomy (p autonomy in participation outdoors declined more among those reporting multiple environmental barriers compared to those reporting none (age- and sex-adjusted group*time β = .629, s.e. = .277, p = .023). Adjustment for cognitive functioning, education, number of chronic conditions and change in walking difficulty did not influence the association. Perceived environmental barriers to outdoor mobility accelerate the decline in autonomy in participation outdoors among older community-dwelling people. Understanding factors affecting autonomy can help in finding ways to support the sense of autonomy as people age.

Outdoor advertising, obesity, and soda consumption: a cross-sectional study

Science.gov (United States)

2013-01-01

Background Recent research has shown that neighborhood characteristics are associated with obesity prevalence. While food advertising in periodicals and television has been linked to overweight and obesity, it is unknown whether outdoor advertising is related to obesity. Methods To test the association between outdoor food advertising and obesity, we analyzed telephone survey data on adults, aged 18–98, collected from 220 census tracts in Los Angeles and Louisiana. We linked self-reported information on BMI and soda consumption with a database of directly observed outdoor advertisements. Results The higher the percentage of outdoor advertisements promoting food or non-alcoholic beverages within a census tract, the greater the odds of obesity among its residents, controlling for age, race and educational status. For every 10% increase in food advertising, there was a 1.05 (95% CI 1.003 - 1.093, pfood ads, those living in areas in which 30% of ads were for food would have a 2.6% increase in the probability of being obese. Conclusions There is a relationship between the percentage of outdoor food advertising and overweight/obesity. PMID:23305548

Enhancing the College Student Experience: Outcomes of a Leisure Education Program

Science.gov (United States)

Jordan, Katherine A.; Gagnon, Ryan J.; Anderson, Denise M.; Pilcher, June J.

2018-01-01

Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on…

Cultivating Urban Naturalists: Teaching Experiential, Place-Based Learning through Nature Journaling in Central Park

Science.gov (United States)

Warkentin, Traci

2011-01-01

Preservice educators engaged in experiential, place-based learning through a semester-long assignment in which they observed a specific place in Central Park in Manhattan, New York, and kept a nature journal. The assignment was organized around two pivotal elements: direct, sensory experience and time in place. Both elements added vital dimensions…

PENGARUH MODEL EXPERIENTIAL LEARNING TERHADAP KEMAMPUAN BERPIKIR SISWA SMA

Directory of Open Access Journals (Sweden)

Mar’atus Sholihah

2016-11-01

Full Text Available The purpose of this study was to determine the effect of Experiential Learning models developed by Kolb's theory of the critical thinking skills of high school students. This study uses a quasi experiment conducted in SMA Assa'adah Gresik. The population of students of class X IS second semester of academic year 2015/2016. Samples are 2 classes that are homogeneous. Methods of data collection using test questions and the ability to think critically using observation sheet. Data were analyzed by comparing the average acquisition value of critical thinking skills with experimental class control class. Average value of the critical thinking skills using model Experiential Learning higher at 80.9 while the control class is 71.2. Based on the average it can be concluded that the learning model of Experiential Learning can improve students' critical thinking skills. This study is expected to provide information on the application and benefits of the model Experiential Learning in teaching geography and make it more meaningful for students. Tujuan dari penelitian ini adalah mengetahui pengaruh model Experiential Learning yang dikembangkan oleh teori Kolb terhadap kemampuan berpikir kritis siswa SMA. Penelitian ini menggunakan metode quasi experimen yang dilakukan di SMA Assa’adah Gresik. Populasi siswa kelas X IS semester genap tahun pelajaran 2015/2016. Sampel yang digunakan sebanyak 2 kelas yang bersifat homogen. Metode pengumpulan data menggunakan soal tes kemampuan berpikir kritis serta menggunakan lembar observasi. Data yang diperoleh kemudian dianalisis dengan membandingkan rata-rata perolehan nilai kemampuan berpikir kritis kelas kontrol dengan kelas eksperimen. Nilai rata rata kemampuan berpikir kritis yang menggunakan model pembelajaran Experiential Learning lebih tinggi, yaitu sebesar 80,9, sedangkan kelas kontrol sebesar 71,2. Berdasarkan nilai rata-rata tersebut dapat disimpulkan bahwa model pembelajaran Experiential Learning dapat

Fear of moving outdoors and development of outdoor walking difficulty in older people

DEFF Research Database (Denmark)

Rantakokko, Merja; Mänty, Minna; Iwarsson, Susanne

2009-01-01

To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation.......To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation....

Outdoor thermal comfort.

Science.gov (United States)

Nikolopoulou, Marialena

2011-06-01

A review of the various approaches in understanding outdoor thermal comfort is presented. The emphasis on field surveys from around the world, particularly across Europe, enables us to understand thermal perception and evaluate outdoor thermal comfort conditions. The consistent low correlations between objective microclimatic variables, subjective thermal sensation and comfort outdoors, internationally, suggest that thermophysiology alone does not adequate describe these relationships. Focusing on the concept of adaptation, it tries to explain how this influences outdoor comfort, enabling us to inhabit and get satisfaction from outdoor spaces throughout the year. Beyond acclimatization and behavioral adaptation, through adjustments in clothing and changes to the metabolic heat, psychological adaptation plays a critical role to ensure thermal comfort and satisfaction with the outdoor environment. Such parameters include recent experiences and expectations; personal choice and perceived control, more important than whether that control is actually exercised; and the need for positive environmental stimulation suggesting that thermal neutrality is not a pre-requisite for thermal comfort. Ultimately, enhancing environmental diversity can influence thermal perception and experience of open spaces.

Integrating Experiential Learning and Cases in International Business

Science.gov (United States)

Ramburuth, Prem; Daniel, Shirley

2011-01-01

In no other discipline is experiential learning more important than in the complex field of International Business (IB), which aims to prepare students to work and manage across political, economic, national, and sociocultural boundaries. This paper discusses various types of experiential learning activities and approaches to IB teaching, and…

Nursing Students' Attitudes Toward Poverty: Does Experiential Learning Make a Difference?

Science.gov (United States)

Vliem, Sally

2015-01-01

The number of people living in poverty is growing, and it is important for nursing students to understand issues of social justice. Undergraduate nursing students completed the Attitude Toward Poverty-Short Form to determine if an experiential activity changed their attitudes from a behavioral to a structural perspective of poverty. Participants in the experimental group demonstrated a more structural perspective of poverty than did those in the control group. Implications for nursing education are discussed.

KEEFEKTIFAN EXPERIENTIAL LEARNING PEMBELAJARAN MATEMATIKA MTs MATERI BANGUN RUANG SISI DATAR

Directory of Open Access Journals (Sweden)

Dyahsih Alin Sholihah

2015-11-01

Full Text Available Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika.   THE EFFECTIVENESS OF EXPERIENTIAL LEARNING IN MATHEMATICS LEARNING  IN SUBJECT MATTER OF FLAT SIDE CONSTRUCT Abstract This study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students’ appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo

Learning never goes on holiday: an exploration of social tourism as a context for experiential learning

NARCIS (Netherlands)

Bos, L.D.H.; McCabe, S.; Johnson, S.

2015-01-01

This paper applies Experiential Learning Theory to examine learning experiences of UK children during a holiday to assess the potential of holidays as influencing factors in educational achievement and attainment. The paper presents findings from a study undertaken with low-income families who had

Using Conflict-Management Surveys to Extricate Research out of the "Ivory Tower": An Experiential Learning Exercise

Science.gov (United States)

Anakwe, Uzoamaka P.; Purohit, Yasmin S.

2006-01-01

Management scholars have encouraged newer approaches to management education combining cognitive lessons with active experiential activities. This article describes how surveys, originally intended for collecting conflict-management data, can be introduced in the classroom to catalyze a deeper understanding of conflict. This article exemplifies…

Outdoor time and dietary patterns in children around the world.

Science.gov (United States)

Chaput, Jean-Philippe; Tremblay, Mark S; Katzmarzyk, Peter T; Fogelholm, Mikael; Mikkilä, Vera; Hu, Gang; Lambert, Estelle V; Maher, Carol; Maia, Jose; Olds, Timothy; Onywera, Vincent; Sarmiento, Olga L; Standage, Martyn; Tudor-Locke, Catrine; LeBlanc, Allana G

2018-04-19

Whether outdoor time is linked to dietary patterns of children has yet to be empirically tested. The objective of this study was to examine the association between outdoor time and dietary patterns of children from 12 countries around the world. This multinational, cross-sectional study included 6229 children 9-11 years of age. Children self-reported the time that they spent outside before school, after school and on weekends. A composite score was calculated to reflect overall daily outdoor time. Dietary patterns were assessed using a food frequency questionnaire, and two components were used for analysis: healthy and unhealthy dietary pattern scores. On average, children spent 2.5 h outside per day. After adjusting for age, sex, parental education, moderate-to-vigorous physical activity, screen time and body mass index z-score, greater time spent outdoors was associated with healthier dietary pattern scores. No association was found between outdoor time and unhealthy dietary pattern scores. Similar associations between outdoor time and dietary patterns were observed for boys and girls and across study sites. Greater time spent outside was associated with a healthier dietary pattern in this international sample of children. Future research should aim to elucidate the mechanisms behind this association.

Examining African American and white outdoor recreation participation after demographic standardization on selected characteristics

Science.gov (United States)

James E. Christensen; John F. Dwyer

1995-01-01

The "marginality" explanation of differences between the outdoor recreation participation of African Americans and Whites was evaluated using demographic standardization of age, income, and education for a sample of African American and White Illinois residents. After standardization, African America/White differences in outdoor recreation participation were...

Case studies of individualized professional development at an outdoor education center

Science.gov (United States)

Pearsall, Marjorie

Since the publishing of A Nation at Risk in 1983, educators across the country have directed attention and formal research studies towards discovering why American schools are not producing graduates who measure up to students in other countries. Research has been done which deals with children's responses to learning science while utilizing a variety of educational strategies. Factors such as gender, ethnicity, class size, length of the school day or school year, equipment availability and usage, have been studied and their impact analyzed. New assessment devices and testing instruments have been used to measure the amount and quality of their learning. Significant in its absence from most studies is the recognition of what classroom teachers believe about science, what they feel to be the best way(s) to teach science, and how they actually teach science. Related research on these factors laid the ground work for this study. Teaching is a profession characterized by a need for life-long learning. Some teachers study for advanced degrees. "Workshops" and "teacher institutes", either on-site at their own schools or through other enrichment situations provide learning opportunities for others. Informal educational institutions which have provided science enrichment field trip opportunities have recently begun to look at the curriculum goals and expectations of the state boards of education and regional school districts. As they become informed about these goals, their enrichment opportunities are found to serve the schools more fully. This study focuses on the Arlington Echo Outdoor Education Center, where the staff does not merely plan, prepare for, and present lessons on various age-appropriate science topics to schoolchildren which come to them. Instead, it is the policy of this center to prepare the individual classroom teachers so that the teacher assumes the responsibility to provide the preparation of the children for the experience, the facilitation of the

An Analysis of Theories Related to Experiential Learning for Practical Ethics in Science and Technology

Science.gov (United States)

Parahakaran, Suma

2017-01-01

Learners in higher education are self -driven to attain goals and objectives of what is required by the Universities for career prospects in the fields of Sciences and Technology. This paper analyses theories of experiential learning which will contribute to implementation of Ethical behaviors in science and technology towards citizenship…

Breaking Down the Stigma of Mental Illness through an Adventure Camp: A Collaborative Education Initiative.

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Stuhlmiller, Cynthia M.

2003-01-01

Describes an outdoor adventure camp to help mental health consumers and nursing students explore the issues of mental health and illness through experiential and perceived risk challenges. Evaluation data reveals a breakdown in the stigma of mental illness as consumers and students came to know, trust, and count on each other in order to succeed…

Taking Experiential Givenism Seriously

Directory of Open Access Journals (Sweden)

Shane J. Ralston

2013-07-01

Full Text Available In the past few years, a small but intense debate has transpired on the margins of mainstream scholarship in the discipline of Philosophy, particularly within the subfield of American pragmatism. While most philosophical pragmatists dedicate their attention to questions concerning how ideas improve experience (or the theory–practice continuum, those participating in this exchange have shown greater concern for an issue that is, at its core, a theoretical matter: Does the theory of experience espoused by the classic American philosopher John Dewey succumb to what contemporary analytic philosophers—for instance, Wilfred Sellars, Donald Davidson, and John McDowell—call the Myth of the Given? One commentator, Scott Aikin, claims that Dewey relied on noninferential and nonconceptual content or givens as perceptual inputs for cognitive experience. The upshot of Aikin’s objection is that these experiential givens constitute a proxy epistemological foundation for the beliefs that flow from inquiry—a position clearly in conflict with Dewey’s commitment to antifoundationalism. The objection assumes a slightly different form in the hands of another scholar of American pragmatism, Colin Koopman. Gregory Pappas and David Hildebrand respond to Koopman’s version of the objection. The goals of this article are to clarify the objection, highlight the stakes in the debate, identify misunderstandings of Dewey’s experiential metaphysics on both sides, and determine why the experiential givenism objection merits serious philosophical scrutiny in the future.

A Project Management Approach to Applying Best Practices to Online CS/MIS Experiential Learning Projects

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Schwieger, Dana; Surendran, Ken

2015-01-01

The value of experiential learning projects (which are usually major assessments in courses) in education has been touted since the early 1900s (Dewey, 1938). These projects have the potential to deepen students' understanding of course topics by allowing them to put concepts into practice and watch the results develop. However, experiential…

Development and validation of the attitudes toward outdoor play scales for children.

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Beyer, Kirsten; Bizub, Jessica; Szabo, Aniko; Heller, Beth; Kistner, Amy; Shawgo, Erin; Zetts, Corey

2015-05-01

The natural world has long been associated with health and described as a therapeutic landscape, and a growing body of research demonstrates the benefits of interacting with nature for mental and physical health. However, concern is growing that children have lost connection to the natural world and spend less time outdoors, despite the known health benefits of doing so. It is likely that healthy behaviors related to engagement with nature are mediated by beliefs about the value and safety of play in nature. While the literature abounds with qualitative examinations of children's attitudes toward outdoor play, there exist few instruments to quantitatively measure these attitudes. Informed by health behavior change theories, we describe the development and validation of the Attitudes toward Outdoor Play (ATOP) scales. As part of a community-academic partnership project called More Than a Pretty Place, the development of the ATOP scales unfolded in stages: (1) item generation based on a comprehensive literature review and consensus among the project team, (2) interviews with environmental educators, (3) initial pilot testing, (4) scale refinement, (5) administration during 2012 and 2013 to a sample of school children ages 9-13 (n = 362) in Milwaukee, WI, USA, and (6) quantitative psychometric evaluation. Two distinct scales emerged: ATOP-benefits (alpha = 0.79) and ATOP-fears (alpha = 0.79). Validity analyses found that both scales correlated as expected with measures of engagement in outdoor play, parental support for outdoor play, and sedentary behaviors. The ATOP scales are reliable and valid instruments for measuring attitudes toward outdoor play that may mediate children's outdoor activity in natural settings. The ATOP scales could be useful for evaluating the effects of programming, such as environmental education programming, on improving children's attitudes toward the benefits of nature and reducing their fears, and may predict more distal outcomes

Connecting to the Good Life through Outdoor Adventure Leadership Experiences Designed for Indigenous Youth

Science.gov (United States)

Ritchie, Stephen D.; Wabano, Mary Jo; Corbiere, Rita G.; Restoule, Brenda M.; Russell, Keith C.; Young, Nancy L.

2015-01-01

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined…

Bridging Natural and Digital Domains: Attitudes, Confidence, and Interest in Using Technology to Learn Outdoors

Science.gov (United States)

Hougham, R. Justin; Nutter, Marc; Graham, Caitlin

2018-01-01

Background: The current study, Project EARPOD (Engaging At-Risk Populations Outdoors, Digitally), addressed two questions: First, does the use of technology in environmental education detract from students' experiences outdoors? Second, can these technological interventions be expanded to provide access to students and schools across the…

Experiential self-focus writing as a facilitator of processing an interpersonal hurt.

Science.gov (United States)

Liao, Kelly Yu-Hsin; Wei, Meifen; Russell, Daniel W; Abraham, W Todd

2012-10-01

This study examined the effects of experiential self-focus writing on changes in psychological outcomes (i.e., unforgiveness and negative affect) after an interpersonal hurt and the buffering effects of experiential self-focus writing on the association between anger rumination and these psychological outcomes. A sample of 182 college students who had experienced interpersonal hurt were randomly assigned to either the experiential self-focus writing condition, in which participants wrote about their feelings and experiences related to the hurt, or to a control writing condition in which they wrote about a recent neutral event. Latent growth curve analyses indicated that changes in unforgiveness over time did not differ between the experiential self-focus writing and the control writing conditions. However, relative to the control writing condition, negative affect decreased faster during writing and increased more slowly at follow-ups in the experiential self-focus writing condition. The results supported the hypothesis that negative affect resulting from an interpersonal hurt would significantly decrease over time among participants in the experiential self-focus writing group compared with the control group. Implications of experiential self-focus writing for interpersonal hurt and directions for future studies are discussed. © 2012 Wiley Periodicals, Inc.

Knowledge, behavioral practices, and experiences of outdoor fallers: Implications for prevention programs.

Science.gov (United States)

Chippendale, Tracy; Raveis, Victoria

2017-09-01

Although the epidemiology and prevention of falls has been well studied, the focus has been on indoor rather than outdoor falls. Older adults' knowledge of outdoor risk factors and their outdoor fall prevention practices have not been examined. To fill this gap, and to inform the development of a prevention program, we sought to explore the experiences and fall prevention knowledge and practices of older adults who had sustained an outdoor fall. A cross-sectional study using random digit telephone dialing was used to survey community dwelling seniors (N=120) across the five boroughs of New York City. We used the Outdoor Falls Questionnaire (OFQ), a valid and reliable tool as the survey instrument. Perceived outdoor fall risks, strategies used for prevention, and outdoor fall experiences were examined. SPSS version 21 was used for descriptive analysis of participant characteristics and to determine frequencies of perceived outdoor fall risks and strategies used for prevention. Phenomenological analysis was used with the qualitative data. Qualitative and quantitative data were analyzed separately and a mixed methods matrix was used to interpret and integrate the findings. Analysis revealed diverse unmet education and training needs including the importance of using single vision glasses, understanding the fall risks associated with recreational areas and parking lots, safe outdoor walking strategies, safe carrying of items on level and uneven surfaces, as well as when walking up and down stairs, and safety in opening/closing doors. Study findings are informative for outdoor fall prevention programs as well as practice. Copyright © 2017 Elsevier B.V. All rights reserved.

OceanGLOBE: an Outdoor Research and Environmental Education Program for K-12 Students

Science.gov (United States)

Perry, R. B.; Hamner, W. M.

2006-12-01

OceanGLOBE is an outdoor environmental research and education program for upper elementary, middle and high school students, supplemented by online instructional materials that are available without charge to any educator. OceanGLOBE was piloted in 1995 with support from a National Science Foundation Teacher Enhancement project, "Leadership in Marine Science" (award no.ESI-9454413 to UCLA). Continuing support by a second NSF Teacher Enhancement project (award no. ESI-9819424 to UCLA) and by COSEE-West (NSF awards OCE-215506 to UCLA and OCE-0215497 to USC) has enabled OceanGLOBE to expand to a growing number of schools and to provide an increasingly robust collection of marine science instructional materials on its website, http://www.msc.ucla.edu/oceanglobe/ OceanGLOBE provides a mechanism for students to conduct inquiry-based, hands-on marine science research, providing experiences that anchor the national and state science content standards learned in the classroom. Students regularly collect environmental and biological data from a beach site over an extended period of time. In the classroom they organize, graph and analyze their data, which can lead to a variety of student-created science products. Beach research is supported by instructional marine science materials on the OceanGLOBE website. These online materials also can be used in the classroom independent of the field component. Annotated PowerPoint slide shows explain research protocols and provide marine science content. Field guides and photographs of marine organisms (with emphasis on the Southern California Bight) and a growing collection of classroom investigations (applicable to any ocean location) support the science content presented in the beach research program and slide shows. In summary, OceanGLOBE is a comprehensive learning package grounded in hands-on, outdoor marine science research project in which students are the principal investigators. By doing scientific work repetitively over an

Outdoor Classrooms

Science.gov (United States)

Mayes, Valynda

2010-01-01

An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

Science.gov (United States)

Kamath, Shyam; Agrawal, Jagdish; Krickx, Guido

2008-01-01

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique "hands-on" global consulting program that is integrated into an international EMBA program for mid-career and senior American and European managers. It details the challenges for the integration of experiential action learning, double-loop…

Negative emotions and emotional eating: the mediating role of experiential avoidance.

Science.gov (United States)

Litwin, Rachel; Goldbacher, Edie M; Cardaciotto, LeeAnn; Gambrel, Laura Eubanks

2017-03-01

Emotional eating is a risk factor for eating pathology across the life- and weight-span. Research demonstrates that negative emotions are a precipitant of emotional eating, particularly among female college students. However, the underlying factors that explain this relationship are unclear. Experiential avoidance, a propensity toward being unwilling to remain in contact with aversive private experiences, may explain the association between negative emotions and emotional eating. The purpose of this study was to examine whether experiential avoidance would mediate the association between negative emotions and emotional eating. A sample of 132 women (17.4 % African American, 59.8 % White) completed measures of mood, experiential avoidance and emotional eating. Bias-corrected bootstrapping mediational analyses were conducted. Experiential avoidance mediated the relationship between negative emotions and emotional eating b = -0.21, 95 % BC CI [-0.43, -0.07]. The indirect effect through experiential avoidance accounted for 9 % of the variance, which represents a medium effect (k 2  = 0.09, 95 % BC CI [0.03, 0.18]). Results suggest that experiential avoidance is important for understanding the relationship between negative emotions and emotional eating and may inform potential strategies for prevention and treatment.

Stigmatizing materialism: on stereotypes and impressions of materialistic and experiential pursuits.

Science.gov (United States)

Van Boven, Leaf; Campbell, Margaret C; Gilovich, Thomas

2010-04-01

Five studies examined the stigmatization of materialism. Participants expressed negative stereotypes of materialistic people, considering them to be more selfish and self-centered than experiential people (Study 1). Participants also viewed materialistic pursuits as more extrinsically motivated than experiential pursuits (Study 2). These stereotypes led respondents from varied demographic backgrounds to form less favorable impressions of individuals who were associated with prototypically materialistic versus experiential purchases, a result that was statistically mediated by impressions that materialistic purchases were more extrinsically motivated (Study 3). These differential impressions are primarily attributable to the denigration of materialistic people rather than the admiration of experiential people (Study 4). The stigmatization of materialism led participants to like less and enjoy interacting less with their conversation partners when discussing materialistic rather than experiential purchases (Study 5). The authors discuss these findings' implications for self-perception, accurate social perception, and well-being.

In and out of Place: Exploring the Discursive Effects of Teachers' Talk about Outdoor Education in Secondary Schools in New Zealand

Science.gov (United States)

Mikaels, Jonas; Backman, Erik; Lundvall, Suzanne

2016-01-01

The purpose of this article is to explore and problematise teachers' talk about outdoor education in New Zealand. The focus is on what can be said, how it is said and the discursive effects of such ways of speaking. The inquiry draws on Foucauldian theoretical insights to analyse interview transcripts derived from semi-structured interviews with…

Development and implementation of FRESH--a post-secondary nutrition education program incorporating population strategies, experiential learning and intersectoral partnerships.

Science.gov (United States)

Matthews, June I; Zok, Anne V; Quenneville, Emily P M; Dworatzek, Paula D N

2014-07-11

The FRESH (Food Resources and Education for Student Health) peer nutrition education program engages undergraduate and graduate students in experiential learning to improve the campus food and nutrition environment and promote healthy behaviours among university students. University students in general, and graduate and undergraduate food and nutrition students as program designers and peer educators, respectively. Large university campus in southwestern Ontario. A peer nutrition education program, utilizing multiple population strategies and intersectoral partnerships, was created by and for university students with faculty and food service personnel as mentors. The population health strategies employed were building awareness and program branding; developing personal skills through peer nutrition education and hands-on cooking demonstrations; and creating supportive environments through incentive programs for fruit and dairy as well as point-of-purchase menu labelling. The program has reached students, staff and faculty through over 60 interactive FRESH displays and education sessions. Website and social media have also had a significant reach with over 4,000 website visits and 277 Facebook "likes". FRESH has also improved the food environment for over 5,000 students in residence, e.g., 1,931 FRESH Fruit/Dairy Cards have been returned for free fruit/milk cartons. Graduate students in Foods and Nutrition continue to participate every year (cumulative n=60) in ongoing program development. Peer educators have developed enhanced leadership, public speaking and group facilitation skills, and the ability to creatively apply what they have learned in the classroom to new contexts. Increased nutrition knowledge and an improved food environment could, over the long term, support improved university student health.

Development and Implementation of a Model Training Program to Assist Special Educators, Parks and Resource Management Personnel and Parents to Cooperatively Plan and Conduct Outdoor/Environmental Education Programs for Handicapped Children and Youth. Final Report.

Science.gov (United States)

Vinton, Dennis A.; Zachmeyer, Richard F.

This final report presents a description of a 3-year project to develop and implement a model training program (for special education personnel, park and resource management personnel, and parents of disabled children) designed to promote outdoor environmental education for disabled children. The project conducted 22 training workshops (2-5 days)…

GeoBus: bringing experiential Earth science learning to secondary schools in the UK

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Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

2014-12-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

Lessons from an Experiential Learning Process: The Case of Cowpea Farmer Field Schools in Ghana

Science.gov (United States)

Nederlof, E. Suzanne; Odonkor, Ezekiehl N.

2006-01-01

The Farmer Field School (FFS) is a form of adult education using experiential learning methods, aimed at building farmers' decision-making capacity and expertise. The National Research Institute in West Africa conducted FFS in cowpea cultivation and we use this experience to analyse the implementation of the FFS approach. How does it work in…

Pop-Up Retailing: The Design, Implementation, and Five-Year Evolution of an Experiential Learning Project

Science.gov (United States)

Burgess, Brigitte

2012-01-01

Educators continually seek innovative methods by which to engage students. Kolb's experiential learning theory was a catalyst for designing and incorporating a pop-up retail consignment store into a junior level retail promotion course. After five years of use and refinement, the project has proven to be a powerful method to engage students in the…

The role of rational and experiential processing in influencing the framing effect.

Science.gov (United States)

Stark, Emily; Baldwin, Austin S; Hertel, Andrew W; Rothman, Alexander J

2017-01-01

Research on individual differences and the framing effect has focused primarily on how variability in rational processing influences choice. However, we propose that measuring only rational processing presents an incomplete picture of how participants are responding to framed options, as orthogonal individual differences in experiential processing might be relevant. In two studies, we utilize the Rational Experiential Inventory, which captures individual differences in rational and experiential processing, to investigate how both processing types influence decisions. Our results show that differences in experiential processing, but not rational processing, moderated the effect of frame on choice. We suggest that future research should more closely examine the influence of experiential processing on making decisions, to gain a broader understanding of the conditions that contribute to the framing effect.

Signs of the Times: An Outdoor Education Project with Profoundly Deaf and Hearing Children.

Science.gov (United States)

Levi, Jan

1994-01-01

Describes a British outdoor program in which 11- and 12-year-old students were placed in mixed groups containing several ethnic groups and hearing and deaf children. Includes children's comments on outdoor activities, their relationships with other children, and communication problems and their resolution. An adjacent page illustrates 12 British…

Experiential Learning and Research Ethics: Enhancing Knowledge through Action

Science.gov (United States)

Teixeira-Poit, Stephanie M.; Cameron, Abigail E.; Schulman, Michael D.

2011-01-01

How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and…

Implementation and impact of experiential learning in a graduate level teacher education program: An example from a Canadian universit

Directory of Open Access Journals (Sweden)

Cher M. Hill

2016-11-01

Full Text Available Teacher inquiry, in which teachers study their own professional practice, is currently a popular form of experiential learning that is considered a powerful tool to bring about effective change in teaching and learning. Little empirical evidence, however, exists to explain precisely if and how this pedagogical methodology moves teachers toward transformation of practice. Using grounded theory methodology, we examined twelve end of term graduate level learning portfolios and administered a survey to 336 in-service teachers enrolled in a two-year graduate diploma program in the Faculty of Education at Simon Fraser University, Canada. We found powerful evidence that our programs were highly impactful, with 94% of teachers reporting transformative learning within the second year of the program. Using portfolio data we examined the process of the teacher transformations. Our findings revealed that teachers’ abilities to interrogate their subjective-objective stance deepened their experiential learning. Using three case studies we exemplify how transformative pathways were formulated and conclude with a discussion of the implications of learning through experience, including the value of student-generated learning goals, continuous interfacing of theory and practice, seeing your ‘teaching’ through the eyes of your students/colleagues or parents, and the power of living your research question in the context of your own classroom and school setting. We end the paper on a cautionary note pointing out the vulnerability of programs of this nature in an era of accountability, standardization, quality control, and risk management all of which eclipse approaches that focus on authentic practical problems and student generated solutions.

Classrooms in the Wild: Learning Language and Life Skills in the KUIS Outdoor Sports Circle.

Science.gov (United States)

Wurr, Adrian

The role of outdoor education activities in the Kanda University English language institute is described. The outdoor program was developed to unite faculty and students interested in recreational activities and provide an opportunity to explore common interests in nature, sports, and language learning. The activities develop self-esteem,…

Exploring experiential value in online mobile gaming adoption

OpenAIRE

Okazaki, Shintaro

2008-01-01

Despite the growing importance of the online mobile gaming industry, little research has been undertaken to explain why consumers engage in this ubiquitous entertainment. This study attempts to develop an instrument to measure experiential value in online mobile gaming adoption. The proposed scale consists of seven first-order factors of experiential value: intrinsic enjoyment, escapism, efficiency, economic value, visual appeal, perceived novelty, and perceived risklessness. The ...

Interrelating Behavioral Measures of Distress Tolerance with Self-Reported Experiential Avoidance.

Science.gov (United States)

Schloss, Heather M; Haaga, David A F

2011-03-01

Experiential avoidance and distress intolerance play a central role in novel behavior therapies, yet they appear to overlap considerably the REBT concept of low frustration tolerance. Using baseline data from 100 adult cigarette smokers enrolled in a clinical trial of smoking cessation therapies, the present study evaluated the convergent validity of common questionnaire measures of experiential avoidance (Acceptance and Action Questionnaire; AAQ; Hayes et al. 2004, and Avoidance and Inflexibility Scale: AIS; Gifford et al. 2004) and behavioral measures of distress tolerance (computerized Mirror Tracing Persistence Task: MTPT-C: Strong et al. 2003; computerized Paced Auditory Serial Addition Task; PASAT-C; Lejuez et al. 2003). The distress tolerance measures correlated significantly (r = .29) with one another. However, the questionnaire measures of experiential avoidance did not correlate with each other, nor with the behavioral measures. Further research is needed on the validity of measuring experiential avoidance by self-report and of the overlap versus distinctiveness of seemingly similar constructs such as experiential avoidance, distress tolerance, and frustration tolerance.

Experiential learning for education on Earth Sciences

Science.gov (United States)

Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

2015-04-01

The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a

“Why did you select that instead of something else?” - Experiential didactic knowledge, didactics and science of teaching

DEFF Research Database (Denmark)

Qvortrup, Ane; Keiding, Tina Bering

A growing interest in the education system has led to a stronger focus on assessment and documentation of quality in teaching and learning at all levels of the education system. An important question is where teachers locate the arguments for the selections they make in the planning and evaluation...... of teaching and learning. The aim of this paper is twofold: to introduce three types of knowledge – experiential didactic knowledge, didactics, and the science of teaching – and to demonstrate how, in different ways, they provide teachers with knowledge that can be used in selection and reasoning. Empirical...... provide simple prescriptions that exempt teachers from making decisions. Ultimately, how a guiding principle manifests itself in teaching refers relates to the teacher’s experiential didactic knowledge. On the one hand, the three types of knowledge increase complexity in selection by offering a wider...

Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble

OpenAIRE

Glenna G. Bower

2013-01-01

This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience wer...

VITA Experiential, Service-Learning, Learned Competencies, and Changed Mindsets

Science.gov (United States)

Boneck, Robin; Barnes, Jeffrey N.; Stillman, Tyler F.

2014-01-01

The authors describe how Southern Utah University has integrated the U.S. Internal Revenue Service (IRS) Voluntary Income Tax Assistance (VITA) program as an experiential servicelearning activity for over a decade and a half. First, we describe the value of experiential servicelearning. Second, we detail the program, its oversight, its student…

Microcognitive science: bridging experiential and neuronal microdynamics

Directory of Open Access Journals (Sweden)

Claire ePetitmengin

2013-09-01

Full Text Available Neurophenomenology, as an attempt to combine and mutually enlighten neural and experiential descriptions of cognitive processes, has met practical difficulties which have limited its implementation into actual research projects. The main difficulty seems to be the disparity of the levels of description: while neurophenomenology strongly emphasizes the micro-dynamics of experience, at the level of brief mental events with very specific content, most neural measures have much coarser functional selectivity, because they mix functionally heterogeneous neural processes either in space or in time. We propose a new starting point for this neurophenomenology, based on a the recent development of human intra-cerebral EEG research to highlight the neural micro-dynamics of human cognition, with millimetric and millisecond precision and b a disciplined access to the experiential micro-dynamics, through specific elicitation techniques. This lays the foundation for a microcognitive science, the practical implementation of neurophenomenology to combine the neural and experiential investigations of human cognition at the subsecond level.

Experiential learning model on entrepreneurship subject for improving students’ soft skills

Directory of Open Access Journals (Sweden)

Lina Rifda Naufalin

2017-01-01

Full Text Available The objective of the research was to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in 2015/2016.  The result of the research showed that the experiential learning model could improve students’ soft skills. The research showed that there were increases at the dimension of confidence, (52.1%, result-oriented (22.9%, being courageous to take risks (10.4%, leadership (12.5%, originality (10.4%, and future-oriented (18.8%. It could be concluded that the experiential learning model was effective to improve students’ soft skills on entrepreneurship subject. It also showed that the dimension of confidence had the highest rise. Students’ soft skills were shaped through the continuous stimulus when they got involved at the implementation.Penelitian ini bertujuan untuk meningkatkan soft skills mahasiswa dalam mata kuliah kewirausahaan dengan menggunakan model experietial learning. Diharapkan dengan model pembelajaran ini terjadi peningkatan soft skills mahasiswa yang ditandai dengan peningkatan rasa percaya diri, berorientasi tugas dan hasil, berani mengambil resiko, kepemimpinan, keorisinilan, dan berorientasi masa depan. Penelitian ini menggunakan metode penelitian tindakan kelas dengan menggunakan model desain menurut Kemmis dan Mc Tagart. Penelitian ini dilakukan dalam dua siklus, yaitu siklus I dan siklus II. Penelitian ini dilaksanakan di kelas pendidikan ekonomi angkatan 2015/2016. Hasil penelitian ini menunjukkan bahwa penggunaan model experiential learning dapat meningkatkan soft skills

A case study in experiential learning: pharmaceutical cold chain management on wheels.

Science.gov (United States)

Vesper, James; Kartoglu, Ümit; Bishara, Rafik; Reeves, Thomas

2010-01-01

People who handle and regulate temperature-sensitive pharmaceutical products require the knowledge and skills to ensure those products maintain quality, integrity, safety, and efficacy throughout their shelf life. People best acquire such knowledge and skills through "experiential learning" that involves working with other learners and experts. The World Health Organization developed a weeklong experiential learning event for participants so they could gain experience in how temperature-sensitive products are handled, stored, and distributed throughout the length of the distribution supply chain system. This experiential learning method enabled participants to visit, critically observe, discuss and report on the various components of the cold chain process. An emphasis was placed on team members working together to learn from one another and on several global expert mentors who were available to guide the learning, share their experiences, and respond to questions. The learning event, Pharmaceutical Cold Chain Management on Wheels, has been conducted once each year since 2008 in Turkey with participants from the global pharmaceutical industry, health care providers, national regulatory authorities, and suppliers/vendors. Observations made during the course showed that it was consistent with the principles of experiential and social learning theories. Questionnaires and focus groups provided evidence of the value of the learning event and ways to improve it. Reflecting the critical elements derived from experiential and social learning theories, five factors contributed to the success of this unique experiential learning event. These factors may also have relevance in other experiential learning courses and, potentially, for experiential e-learning events.

The Experientiality of Sustainability: Living with Our Choices

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Pritchard, M.

2015-12-01

In an age when the escalating impact of human activity on the global environment has begun to threaten the long-term survival of humanity, increasing focus is being brought to bear on the scientific, social, economic, political, and cultural ramifications of the various courses of action open to individuals and societies across the globe. The intentional and intelligent modification of human behavior to balance environmental impact with human wellbeing is seen as the key to entering what Jeffrey Sachs has called the 'Age of Sustainable Development'. There are mechanisms, legal, socio-cultural, religious, economic, and technological that may ameliorate to varying degrees the environmental impact of human activity. These mechanisms are explored at length in the literature and assessed by their capacity to encourage or compel compliant behavior. They rely heavily on individual and collective choices based on rational self-interest, which is in turn informed by knowledge. The role of education in facilitating sustainable human activity is a key feature of many contributions to the literature. The alarming shortcoming in these discussions is the absence of an effective approach to learned sustainability that may achieve the necessary changes in human behavior and particularly adult choices with respect to daily acts of consumption. Sustainable practices and choices are most effectively produced through immersion in experientially based learning programs aimed at elementary and secondary school students. The experience of sustainable living during the critical phase of personal identity formation is the key to shaping behavior, and not just imparting knowledge. This AGU education session, ED041: Teaching Sustainability and Human Impact through Collaborative Teaching Methods, explores the principles on which such experiential immersion learning contributes to genuine sustainable behaviors and choices through targeted, intelligently designed residential programs.

An Examination of Perceived Constraints to Outdoor Recreation

Science.gov (United States)

G.T. Green; J.M. Bowker; X. Wang; H.K. Cordell; Cassandra Y. Johnson

2009-01-01

This study examines whether different social and marginalized groups in American society (minorities, women, rural dwellers, immigrants, low income, less educated) perceive more constraints or barriers to outdoor recreation participation than White middle-class males. Logistic regressions were applied to data from the National Survey on Recreation and the Environment...

Revisiting the Pink Triangle Exercise: An Exploration of Experiential Learning in Graduate Social Work Education

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Pugh, Greg L.

2014-01-01

The pink triangle exercise is an example of an experiential learning exercise that creates cognitive dissonance and deep learning of unrealized internalized biases among social work students. Students wear a button with a pink triangle on it for 1 day and write a reflection paper. The exercise increases self-awareness, cultural competence, and the…

Fear of moving outdoors and development of outdoor walking difficulty in older people.

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Rantakokko, Merja; Mänty, Minna; Iwarsson, Susanne; Törmäkangas, Timo; Leinonen, Raija; Heikkinen, Eino; Rantanen, Taina

2009-04-01

To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation. Observational prospective cohort study and cross-sectional analyses. Community and research center. Seven hundred twenty-seven community-living people aged 75 to 81 were interviewed at baseline, of whom 314 took part in a 3.5-year follow-up. Fear of moving outdoors and its potential individual and environmental correlates were assessed at baseline. Perceived difficulties in walking 0.5 km and 2 km were assessed twice a year over a 3.5-year period. At baseline, 65% of the women and 29% of the men reported fear of moving outdoors. Poor socioeconomic status; musculoskeletal diseases; slow walking speed; and the presence of poor street conditions, hills in the nearby environment, and noisy traffic correlated with fear of moving outdoors. At the first 6-month follow-up, participants with fear of moving outdoors had more than four times the adjusted risk (odds ratio (OR)=4.6, 95% confidence interval (CI)=1.92-11.00) of developing difficulties in walking 0.5 km and a three times greater adjusted risk (OR=3.10, 95% CI=1.49-6.46) for developing difficulty in walking 2 km compared with those without fear. The difference in the prevalence of walking difficulties remained statistically significant over the 3.5-year follow-up (P=.02 and P=.009, respectively). Fear of moving outdoors is common in older adults and increases the risk of developing self-reported difficulties in walking 0.5 km and 2 km. Knowledge about individual and environmental factors underlying fear of moving outdoors and finding ways to alleviate fear of moving outdoors are important for community planning and prevention of disability.

Rational and experiential decision-making preferences of third-year student pharmacists.

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McLaughlin, Jacqueline E; Cox, Wendy C; Williams, Charlene R; Shepherd, Greene

2014-08-15

To examine the rational (systematic and rule-based) and experiential (fast and intuitive) decision-making preferences of student pharmacists, and to compare these preferences to the preferences of other health professionals and student populations. The Rational-Experiential Inventory (REI-40), a validated psychometric tool, was administered electronically to 114 third-year (P3) student pharmacists. Student demographics and preadmission data were collected. The REI-40 results were compared with student demographics and admissions data to identify possible correlations between these factors. Mean REI-40 rational scores were higher than experiential scores. Rational scores for younger students were significantly higher than students aged 30 years and older (prational decision making over experiential decision making, which was similar to results of studies done of other health professions.

A Socio-Environmental Case for Skill in Outdoor Adventure

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Mullins, Philip M.

2014-01-01

In response to the crisis of sustainability, this paper revisits understandings of human--environment relations established through skill-based outdoor activities that are used commonly among adventure recreation, education, and tourism. Reconsidering a predominant focus on risk and a persistent tension between technical and environmental…

Experiential versus rational training: a comparison of student attitudes toward homosexuality.

Science.gov (United States)

Guth, Lorraine J; Lopez, David F; Rojas, Julio; Clements, Kimberly D; Tyler, J Michael

2004-01-01

Based on Epstein's (1994a) cognitive-experiential self-theory, two new training interventions were designed to teach students about gay, lesbian and bisexual issues. The efficacy of these theoretically based interventions was assessed in a short-term (7-week, three occasion) longitudinal study. Fifty undergraduate psychology students were randomly assigned to one of three treatment groups: Rational Training, Experiential Training, or Control Group. A residualized change score procedure was used to analyze change in levels of sexual prejudice and affect across the three types of measurement (pre-test, post-test, and follow-up). A 3 (Rational Training, Experiential Training, Control Group) x 2 (Low Sexual Prejudice, High Sexual Prejudice) MANOVA revealed that after the training, participants in the Experiential Group (affective training) had more accepting attitudes toward homosexuality compared to the Control Group. In addition, participants in the Experiential Group experienced more positive affect compared to the Rational and Control Groups and experienced more negative affect compared to the Rational Group. Findings are discussed and suggestions for future research are provided.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

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Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

2017-09-27

For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators

A Flow of Entrepreneurial Learning Elements in Experiential Learning Settings

DEFF Research Database (Denmark)

Ramsgaard, Michael Breum; Christensen, Marie Ernst

This paper explored the concept of learning in an experiential learning setting and whether the learning process can be understood as a flow of learning factors influencing the outcome. If many constituting factors lead to the development of learning outcomes, there might need to be developed...... that are a part of experiential learning settings and curriculum development....... a differentiated approach to facilitate experiential learning. Subsequently the paper investigated how facilitators of learning processes can design a learning space where the boundary of what is expected from the learner is challenged. In other words the aim was to explore the transformative learning processes...

Rational and Experiential Decision-Making Preferences of Third-Year Student Pharmacists

Science.gov (United States)

McLaughlin, Jacqueline E.; Cox, Wendy C.; Williams, Charlene R.

2014-01-01

Objective. To examine the rational (systematic and rule-based) and experiential (fast and intuitive) decision-making preferences of student pharmacists, and to compare these preferences to the preferences of other health professionals and student populations. Methods. The Rational-Experiential Inventory (REI-40), a validated psychometric tool, was administered electronically to 114 third-year (P3) student pharmacists. Student demographics and preadmission data were collected. The REI-40 results were compared with student demographics and admissions data to identify possible correlations between these factors. Results. Mean REI-40 rational scores were higher than experiential scores. Rational scores for younger students were significantly higher than students aged 30 years and older (prational decision making over experiential decision making, which was similar to results of studies done of other health professions. PMID:25147392

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning.

Science.gov (United States)

Williams, Charlene R; McLaughlin, Jacqueline E; Cox, Wendy C; Shepherd, Greene

2016-09-25

Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

Science.gov (United States)

McLaughlin, Jacqueline E.; Cox, Wendy C.; Shepherd, Greene

2016-01-01

Objective. To determine if student pharmacists’ preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection. PMID:27756927

Experiential Avoidance, Mindfulness and Depression in Spinal Cord Injuries

DEFF Research Database (Denmark)

Skinner, Timothy C.; Roberton, Terri; Allison, Garry T.

2010-01-01

) completed a questionnaire including the depression subscale of the Depression Anxiety Stress Scale, the Acceptance and Action Questionnaire (AAQ-2; Bond et al., 2007) and the Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003). Thirty per cent of participants scored above the cut-off for possible...... depression, with equal numbers experiencing mild, moderate or severe depression. Mindfulness and experiential avoidance were significantly associated with depression, and were intercorrelated. Further, regression analysis indicated that experiential avoidance mediated the relationship between depression......This preliminary study sought to explore the link between depression, experiential avoidance and mindfulness in people with a spinal cord injury (SCI). We surveyed patients listed on the SCI database at Royal Perth Hospital who had experienced an injury over the last 10 years. Respondents (62...

Enhancing Global Competitiveness through Experiential Learning: Insights into Successful Programming

Science.gov (United States)

Ghose, Nabarun

2010-01-01

International exposure of students is very essential in today's globalized world. Experiential learning, such as study abroad, plays a major role in developing global competencies in students, making them more marketable globally. This paper highlights one experiential activity that injects global competencies in students, thereby making them more…

A Model for Teaching Experiential Counseling Interventions to Novice Counselors.

Science.gov (United States)

Cummings, Anne L.

1992-01-01

Describes model for teaching experiential interventions to novice counselors. Includes two experiential interventions that are focus for new model: two-chair approach based on Gestalt therapy principles and resolution of problematic reaction points. Cognitive, affective, and behavioral concepts of model are related to transfer of learning with the…

Pharmacy education in Saudi Arabia: A vision of the future.

Science.gov (United States)

Aljadhey, Hisham; Asiri, Yousef; Albogami, Yaser; Spratto, George; Alshehri, Mohammed

2017-01-01

Background: Pharmacy education in developing countries faces many challenges. An assessment of the challenges and opportunities for the future of pharmacy education in Saudi Arabia has not been conducted. Objectives: The purpose of the study was to ascertain the views and opinions of pharmacy education stakeholders regarding the current issues challenging pharmacy education, and to discuss the future of pharmacy education in Saudi Arabia. Methods: A total of 48 participants attended a one-day meeting in October 2011, designed especially for the purpose of this study. The participants were divided into six round-table discussion sessions with eight persons in each group. Six major themes were explored in these sessions, including the need to improve pharmacy education, program educational outcomes, adoption of an integrated curriculum, the use of advanced teaching methodologies, the need to review assessment methods, and challenges and opportunities to improve pharmacy experiential training. The round-table discussion sessions were videotaped and transcribed verbatim and analyzed by two independent researchers. Results: Participants agreed that pharmacy education in the country needs improvement. Participants agreed on the need for clear, measureable, and national educational outcomes for pharmacy programs in the Kingdom. Participants raised the importance of collaboration between faculty members and departments to design and implement an integrated curriculum. They also emphasized the use of new teaching methodologies focusing on student self-learning and active learning. Assessments were discussed with a focus on the use of new tools, confidentiality of examinations, and providing feedback to students. Several points were raised regarding the opportunities to improve pharmacy experiential training, including the need for more experiential sites and qualified preceptors, addressing variations in training quality between experiential sites, the need for

The self-created outdoor class-room "Michelbachpark": Practical experiences of 5 years project work in every-day school life

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Brake, Jens; Istler, Katharina; Kisser, Thomas

2015-04-01

"Economy and ethos" is the guiding principle of the Evangelic Paul-Distelbarth-Gymnasia in Obersulm, located in Baden-Württemberg, Germany. Starting with class 5, the pupils have every year another project to accomplish. Since 5 years, the project in class 10 is the creation of a 1.35 hectare outdoor-class-room near the Michelbach, the "Michelbachpark". The "Michelbachpark" is a consortium project of the school, the community Obersulm, the company Cartondruck and the forestry commission office of the county Heilbronn. The focus of the project "Michelbachpark" is on several aspects of sustainable development. In the years from 2009 to 2013, there was a highlight on the ecological aspect. Since 2012, the social facet is the centre. The aim is to construct an area, which is a place for recreation and also a learning-place for people interested in nature science. Therefore the pupils designed and manufactured different experimental set-ups for younger pupils from about age 6 to 14, and some experiential education stations. Starting from 2014, the outdoor class-room is going to be combined with the use of mobile devices. Several problems aroused in the design-work: - Pupils from age 6 to 14 do not have a mobile device for certain. - The pupils maybe do not know how to handle a mobile device. - The mobile internet in the rural area may not be fast enough for about 30 pupils. - Someone has to pay for the mobile devices and the mobile internet, if it would be used. So, there is need for easily manageable mobile device and also easy manageable application, and the data should be provided without ongoing costs and with acceptable speed. Since the media plays a great part in the prize-winning curricula of the school, a set of tablets is available. The founded solution could be a blue print for other, similar outdoor education settings: The learning modules are working with QR-Codes and the data will be provided through a temporarily available local Webserver. Hence the

Yoga Asanas as an Effective Form of Experiential Learning When Teaching Musculoskeletal Anatomy of the Lower Limb

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Bentley, Danielle C.; Pang, Stephen C.

2012-01-01

Physical movement as a conduit for experiential learning within the academic context of anatomy is a strategy currently used in university dance education. This same approach can be applied to other movement-based practices, for example, yoga. The primary purpose of this study was to pilot a novel teaching curriculum to yoga practitioners, based…

The mediation effect of experiential avoidance between coping and psychopathology in chronic pain.

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Costa, Joana; Pinto-Gouveia, José

2011-01-01

This study explores experiential avoidance as a mediator in the relationship between coping (rational coping, avoidant coping and detached/ emotional coping) and psychopathology (depression, anxiety and stress). A battery of self-report questionnaires was used to assess coping, experiential avoidance and depression, anxiety and stress in 70 participants with a chronic pain from Portuguese primary health care units. Regression analyses were performed and showed preliminary evidence supporting the mediation role of experiential avoidance in a Portuguese sample with chronic pain. Results show that experiential avoidance partially or fully mediate the effects of rational coping and detached/emotional coping on depression and stress. Implications for clinical practice were discussed and suggest that psychopathology is not necessary direct product of coping and other processes, such as experiential avoidance, are likely involved. Copyright © 2010 John Wiley & Sons, Ltd.

Bringing the Digital World to Students: Partnering with the University Communications Office to Provide Social Media Experiential Learning Projects

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Childers, Courtney C.; Levenshus, Abbey B.

2016-01-01

The Accrediting Council on Education in Journalism and Mass Communications recognizes the importance of a curriculum that prepares students "to apply current tools and technologies appropriate for the communications professions in which they work, and to understand the digital world" (ACEJMC, n.d.). Infusing experiential learning into…

Delivering Formal Outdoor Learning in Protected Areas: A Case Study of Scottish Natural Heritage National Nature Reserves

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Black, Rosemary

2013-01-01

In most countries, protected area management agencies provide formal outdoor learning opportunities for a wide range of educational groups. For high-quality formal outdoor learning programmes that provide a range of experiences to be effectively delivered, specific resources and infrastructure are needed. Using the case study of Scottish Natural…

9 CFR 3.27 - Facilities, outdoor.

Science.gov (United States)

2010-01-01

... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Facilities, outdoor. 3.27 Section 3.27... Pigs and Hamsters Facilities and Operating Standards § 3.27 Facilities, outdoor. (a) Hamsters shall not be housed in outdoor facilities. (b) Guinea pigs shall not be housed in outdoor facilities unless...

Real-time individualized training vectors for experiential learning.

Energy Technology Data Exchange (ETDEWEB)

Willis, Matt; Tucker, Eilish Marie; Raybourn, Elaine Marie; Glickman, Matthew R.; Fabian, Nathan

2011-01-01

Military training utilizing serious games or virtual worlds potentially generate data that can be mined to better understand how trainees learn in experiential exercises. Few data mining approaches for deployed military training games exist. Opportunities exist to collect and analyze these data, as well as to construct a full-history learner model. Outcomes discussed in the present document include results from a quasi-experimental research study on military game-based experiential learning, the deployment of an online game for training evidence collection, and results from a proof-of-concept pilot study on the development of individualized training vectors. This Lab Directed Research & Development (LDRD) project leveraged products within projects, such as Titan (Network Grand Challenge), Real-Time Feedback and Evaluation System, (America's Army Adaptive Thinking and Leadership, DARWARS Ambush! NK), and Dynamic Bayesian Networks to investigate whether machine learning capabilities could perform real-time, in-game similarity vectors of learner performance, toward adaptation of content delivery, and quantitative measurement of experiential learning.

Opportunity Evaluation through Experiential Learning (OETEL): An Analysis of Perceived Desirability, Perceived Feasibility, and Entrepreneurial Intention

OpenAIRE

Krisakorn Sukavejworakit; Triyuth Promsiri; Thanaphol Virasa

2018-01-01

The entrepreneurial intention is recognized as the best predictor of entrepreneurship activity. This study aims to extend the understanding of entrepreneurial intention within the context of entrepreneurship education. The role of opportunity evaluation on entrepreneurial intention was explored with the application of Experiential Learning Theory. The conceptual framework was developed based on the integrated entrepreneurial intention model, where perceived desirability and perceived feasibil...

Children Designing a Soft Toy. An LCE model as an application of the experiential learning during the holistic craft process

Directory of Open Access Journals (Sweden)

Marja-Leena Rönkkö

2015-02-01

Full Text Available In a holistic craft process, the same person designs a visual and technical appearance, produces the design with craft materials and technologies, make necessary changes to the design during its production and finally assesses the process and the finished product. Similarly, in the educational context, students should make craft products starting with the design process. These kinds of designing and hands-on activities nurture students’ creativity and problem-solving skills and offer them an opportunity to test their ideas and see them realised. Testing and further developing pedagogical approaches to holistic craft is important from the perspective of the renewal of the national core curriculum (2016 in Finland, which emphasises holistic approaches and the integration of different content areas. This study presents an experiential learning model of combining literature education, ethic-moral education and craft. Kolb’s model of experiential learning gives a solid and systematic theoretical base for this LCE model (one combining literature, craft and ethic-moral education. The teaching experiment is implemented as a craft process supported with children’s literature and activities based on a story. It seems that children can derive benefit from literature and activities during a craft making process. In addition, referencing literature enables the teacher to combine the craft process with multiple learning targets, fostering both ethical and content skills. We present the LCE model both in the light of an experiential learning model and the pragmatic implementations it gives rise to. According to our experiments, experiential learning can be meaningfully applied to the holistic craft process and craft education. Furthermore, the LCE model helps students to commit to holistic craft by nurturing a personal attachment. Normal 0 21 false false false FI X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso

Life Beyond Walls. Proceedings of the National Conference on Outdoor Recreation (Ft. Collins, Colorado, November 10-13, 1988).

Science.gov (United States)

Gilbert, Jim, Ed.; Bruner, Eric, Ed.

This proceedings contains 16 papers on recreation and adventure programming, outdoor education, and outdoor leadership training. The papers are: (1) "Beyond Recreation: Our Classroom Is Wild America" (Barry Auskern); (2) "Outward Bound Leadership Model: An Exploratory Study of Leadership Variables" (Natalie L. Bartley); (3)…

A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS

Directory of Open Access Journals (Sweden)

Stephen Temple

2010-07-01

Full Text Available This paper asks what beginning design learning experiences best support the remainder of design education. It is a conjecture of brain-based learning theory that a student’s direct, concrete primary experiences are responsible for the construction of fundamental structures of neural processing as “hard wired” pathways. These structures then form the ground of and set into play patterns of later more abstracted learning experiences. Pedagogy of basic design courses that seeks introduction of creative processes as a foundation for design education must recognize these experiential, biologically developmental relationships as basic to developmentally appropriate beginning design curriculum. This paper models a beginning design pedagogy on developmental relationships between concrete and abstract processes of learning as a basis for transformative creative thinking that enables student self-development that progresses up the curriculum. Aligning with developmental learning theories (Piaget and others, a basic tenant of this approach is that learning at the primary level of direct experience self initiates brain changes where students form their own structure of learning. Thus, initial learning experiences will be those that best enable decision-making consistent with the biological interactivity between body and mind, between, respectively, the concrete and the abstract. This is important because the designed environment in which we all live is grounded in the development of abstract content experientially based in concrete material physicality. Experiential learning theories (Kolb and others, following Piaget identify concrete and abstract learning as fundamental poles for acquiring and acting on knowledge: Concrete learning involves direct experiential engagement through heuristic discovery and reflection and abstract learning involves indirect representational cues in acts of conceptualization, synthesis, and experimentation. The

Human resource training and development. The outdoor management method.

OpenAIRE

THANOS KRIEMADIS; ANNA KOURTESOPOULOU

2008-01-01

In the age of international competition in today’s economy, companies must train their employees and prepare them for jobs in the future. There are many different types and educational approaches in human resource training, but the present study will focus on the Outdoor Management Development (OMD). For better understanding, the particular training method and the core stages of the training process will be examined and the definitions of OMD as an educational tool for management development ...

Outdoorsman: Outdoor Cooking.

Science.gov (United States)

Alberta Dept. of Agriculture, Edmonton.

This Outdoor Cookery manual provides information and instruction on the basic outdoor skills of building suitable cooking fires, handling fires safely, and storing food. The necessity of having the right kind of fire is stressed (high flames for boiling, low for stewing, and coals for frying and broiling). Tips on gauging temperature, what types…

Clinical use of sensory gardens and outdoor environments in norwegian nursing homes: a cross-sectional e-mail survey.

Science.gov (United States)

Gonzalez, Marianne Thorsen; Kirkevold, Marit

2015-01-01

Gardens and outdoor environments offer multiple therapeutic possibilities for the residents in nursing homes. Web-based questionnaires were sent to 488 nursing home leaders and 121 leaders responded. The clinical impressions of the leaders and staff regarding the benefits of sensory gardens (SGs) to the residents were consistent with previous research. SGs facilitated taking residents outdoors, offered convenient topics for communication and facilitated social privacy for relatives. For improved clinical use of SGs and outdoor environments, systematic assessment of residents' interests, performance and experiences when outdoors, implementation of seasonal clinical programmes and educational programmes for leaders and staff are recommended.

Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction

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Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J.

2017-01-01

Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer…

Outdoor smoking behaviour and support for outdoor smoking restrictions before and after France's national smoking ban.

Science.gov (United States)

Kennedy, Ryan David; Behm, Ilan; Craig, Lorraine; Thompson, Mary E; Fong, Geoffrey T; Guignard, Romain; Beck, Francois

2012-02-01

On January 1, 2008, the French government implemented a national ban on indoor smoking in hospitality venues. Survey results indicate the indoor ban has been successful at dramatically reducing indoor smoking; however, there are reports of an increased number of outdoor hospitality spaces (patios) where smoking can take place. This study sought to understand if the indoor ban simply moved smoking to the outdoors, and to assess levels of support for smoking restrictions in outdoor hospitality settings after the smoke-free law. Telephone interviews were conducted among 1067 adult smokers before and after the 2008 indoor ban as part of the International Tobacco Control (ITC) France Survey. Among other topics, this survey measures how the smoking ban has influenced smoking behaviour relevant to outdoor sections of hospitality venues. In addition, 414 non-smoking adults and 164 respondents who had quit smoking between waves were also asked about support for outdoor smoking restrictions. Reported smoking outdoors at cafés/pubs/bars increased from 33.6% of smokers at Wave 1 to 75.9% at Wave 2. At restaurants, smoking outdoors increased from 28.9% to 59.0%. There was also an increase in reported non-smoking for both visits to cafés/pubs/bars, and restaurants from 13.4% to 24.7%, and 30.4% to 40.8% respectively. The majority of smokers (74.5%), non-smokers (89.4%) and quitters (74.0%) support a partial or complete ban on smoking in outdoor areas of restaurants. The indoor smoking ban moved smoking to outdoor spaces; however, the ban is also associated with increased non-smoking behaviour. The majority of respondents support outdoor smoking restrictions in patio environments.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

Science.gov (United States)

Brien, Sarah; Parry, Marcus

2017-01-01

Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to

A Teacher's Guide To: Indians and the Outdoor Classroom.

Science.gov (United States)

Schumacher, C. M.

As a basic teacher's guide to the study of plants in their environment, this document serves primarily as a starting point for outdoor education with an American Indian emphasis in the State of South Dakota. The State is divided into three broad environmental categories or "biotic communities" (Prairie and Plains, Woodlands, and Wet…

The impact of daycare attendance on outdoor free play in young children.

Science.gov (United States)

Carsley, S; Liang, L Y; Chen, Y; Parkin, P; Maguire, J; Birken, C S

2017-03-01

Outdoor free play is important for healthy growth and development in early childhood. Recent studies suggest that the majority of time spent in daycare is sedentary. The objective of this study was to determine whether there was an association between daycare attendance and parent-reported outdoor free play. Healthy children aged 1-5 years recruited to The Applied Research Group for Kids! (TARGet Kids!), a primary care research network, were included. Parents reported daycare use, outdoor free play and potential confounding variables. Multivariable linear regression was used to determine the association between daycare attendance and outdoor free play, adjusted for age, sex, maternal ethnicity, maternal education, neighborhood income and season. There were 2810 children included in this study. Children aged 1 to <3 years (n = 1388) and ≥3 to 5 years (n = 1284) who attended daycare had 14.70 min less (95% CI -20.52, -8.87; P < 0.01) and 9.44 min less (95% CI -13.67, -5.20; P < 0.01) per day of outdoor free play compared with children who did not attend daycare, respectively. Children who spend more time in daycare have less parent-reported outdoor free play. Parents may be relying on daycare to provide opportunity for outdoor free play and interventions to promote increased active play opportunities outside of daycare are needed. © The Author 2016. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory

Science.gov (United States)

Bergsteiner, Harald; Avery, Gayle C.

2014-01-01

Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome…

体验式营销与客户口碑的实证研究%Empirical Research on the Experiential Marketing and Reputation among Customers

Institute of Scientific and Technical Information of China (English)

丁建岚

2011-01-01

Experiential marketing has penetrated in various industries, but how can we develop the experiential marketing strategy? This paper combines the 7EP experiential marketing strategies and behavior of reputation among customers, establishes the conceptual model between marketing strategy and reputation among customers, and gets the correlation between strategies and reputation among customers of 7EP experiential marketing strategies. At the same time, the integrated experiential marketing strategy which is practical and adaptive to the actual business is made for education services industry.%体验式营销已经深入各个行业中,而体验式营销的策略到底如何制定？本文结合7EP体验式营销策略和客户口碑行为,建立了体验式营销策略与客户口碑行为之间的概念模型,并通过实证得出了7EP体验式营销策略中各策略与口碑的相关程度.同时,针对教育服务业提出切实可行,结合企业实际的整合体验式营销策略.

Predicting outdoor sound

CERN Document Server

Attenborough, Keith; Horoshenkov, Kirill

2014-01-01

1. Introduction  2. The Propagation of Sound Near Ground Surfaces in a Homogeneous Medium  3. Predicting the Acoustical Properties of Outdoor Ground Surfaces  4. Measurements of the Acoustical Properties of Ground Surfaces and Comparisons with Models  5. Predicting Effects of Source Characteristics on Outdoor Sound  6. Predictions, Approximations and Empirical Results for Ground Effect Excluding Meteorological Effects  7. Influence of Source Motion on Ground Effect and Diffraction  8. Predicting Effects of Mixed Impedance Ground  9. Predicting the Performance of Outdoor Noise Barriers  10. Predicting Effects of Vegetation, Trees and Turbulence  11. Analytical Approximations including Ground Effect, Refraction and Turbulence  12. Prediction Schemes  13. Predicting Sound in an Urban Environment.

Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Science.gov (United States)

Seaman, Jayson; Bell, Brent J.; Trauntvein, Nate

2017-01-01

In this article, we report on research undertaken in 2016 to assess a number of trends influencing the current status of degree-granting outdoor programs in the United States, including factors that bear on the value of degrees. We analyze data provided by the U.S. Department of Education's College Scorecard and results of a survey comparing 59…

The Place of Experience and the Experience of Place: Intersections between Sustainability Education and Outdoor Learning

Science.gov (United States)

Hill, Allen

2013-01-01

As social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education…

Qualitative Findings from an Experientially Designed Exercise Immunology Course: Holistic Wellness Benefits, Self-Efficacy Gains, and Integration of Prior Course Learning

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Curry, Jennifer; Fazio-Griffith, Laura; Carson, Russell; Stewart, Laura

2010-01-01

Experiential education is a well documented approach to engaging student learners. This manuscript presents findings from a qualitative inquiry, specifically focus group discussions, investigating the perceptions of 28 student participants in a learning opportunity provided to a kinesiology class involving structured group exercise (marathon…

The Impact of Transformational Leadership, Experiential Learning, and Reflective Journaling on the Conservation Ethic of Tertiary-Level Non-Science Majors

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Reynolds, Bradley Robert

2013-01-01

The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the…

The Internationalization of Experiential Learning for Deaf and Hard of Hearing College Students: A Case Study of Accessibility and Globalization

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Peisner, Elizabeth Suzanne

2011-01-01

Utilizing a qualitative case study, this dissertation analyzed how one university provided accessibility to international experiential learning opportunities for a primarily disabled student population. The Council for the Advancement of Standards (CAS, 2006) in Higher Education consists of a self-assessment guide adapted as a framework to analyze…

A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

OpenAIRE

Nur Rokhimah Hanik, Anwari Adi Nugroho

2015-01-01

Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

Helpful Components Involved in the Cognitive-Experiential Model of Dream Work

Science.gov (United States)

Tien, Hsiu-Lan Shelley; Chen, Shuh-Chi; Lin, Chia-Huei

2009-01-01

The purpose of the study was to examine the helpful components involved in the Hill's cognitive-experiential dream work model. Participants were 27 volunteer clients from colleges and universities in northern and central parts of Taiwan. Each of the clients received 1-2 sessions of dream interpretations. The cognitive-experiential dream work model…

The frequency of outdoor play for preschool age children cared for at home-based child care settings.

Science.gov (United States)

Tandon, Pooja S; Zhou, Chuan; Christakis, Dimitri A

2012-01-01

Given that more than 34% of U.S. children are cared for in home-based child care settings and outdoor play is associated with physical activity and other health benefits, we sought to characterize the outdoor play frequency of preschoolers cared for at home-based child care settings and factors associated with outdoor play. Cross-sectional study of 1900 preschoolers (representing approximately 862,800 children) cared for in home-based child care settings (including relative and nonrelative care) using the nationally representative Early Childhood Longitudinal Study, Birth Cohort. Only 50% of home-based child care providers reported taking the child outside to walk or play at least once/day. More than one-third of all children did not go outside to play daily with either their parent(s) or home-based child care provider. There were increased odds of going outside daily for children cared for by nonrelatives in the child's home compared with care from a relative. Children with ≥3 regular playmates had greater odds of being taken outdoors by either the parents or child care provider. We did not find statistically significant associations between other child level (age, sex, screen-time), family level (highest education in household, mother's race, employment, exercise frequency), and child care level (hours in care, provider's educational attainment, perception of neighborhood safety) factors and frequency of outdoor play. At a national level, the frequency of outdoor play for preschoolers cared for in home-based child care settings is suboptimal. Further study and efforts to increase outdoor playtime for children in home-based child care settings are needed. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Using Experiential Learning to Increase the Recognition of Everyday Sexism as Harmful: The WAGES Intervention

OpenAIRE

Cundiff, JL; Zawadzki, MJ; Danube, CL; Shields, SA

2014-01-01

© 2014 The Society for the Psychological Study of Social Issues. The harms of subtle sexism tend to be minimized despite negative cumulative effects, thus people may be less motivated to address subtle sexism. We tested the effectiveness of an experiential learning intervention, WAGES-Academic (Workshop Activity for Gender Equity Simulation-Academic), to educate about the harms of subtle sexism in the academic workplace. Across two studies, WAGES increased the recognition of everyday sexism a...

Knowledge discovery based on experiential learning corporate culture management

Science.gov (United States)

Tu, Kai-Jan

2014-10-01

A good corporate culture based on humanistic theory can make the enterprise's management very effective, all enterprise's members have strong cohesion and centripetal force. With experiential learning model, the enterprise can establish an enthusiastic learning spirit corporate culture, have innovation ability to gain the positive knowledge growth effect, and to meet the fierce global marketing competition. A case study on Trend's corporate culture can offer the proof of industry knowledge growth rate equation as the contribution to experiential learning corporate culture management.

Relationships between middle childhood outdoor experiences and an adult individual's knowledge of the environment

Science.gov (United States)

Gillette, Brandon A.

During the last several decades, the nature of childhood has changed. There is not much nature in it anymore. Numerous studies in environmental education, environmental psychology, and conservation psychology show that the time children spend outdoors encourages healthy physical development, enriches creativity and imagination, and enhances classroom performance. Additional research shows that people's outdoor experiences as children, and adults can lead to more positive attitudes and behavior towards the environment, along with more environmental knowledge with which to guide public policy decisions. The overall purpose of this study was to examine the effect of middle childhood (age 6-11) outdoor experiences on an individual's current knowledge of the environment. This correlational study evaluated the following potential relationships: 1) The effect of "outdoorsiness" (defined as a fondness or enjoyment of the outdoors and related activities) on an individual's environmental knowledge; 2) The effect of gender on an individual's level of outdoorsiness; 3) The effect of setting (urban, suburban, rural, farm) on an individual's level of outdoorsiness and environmental knowledge; 4) The effect of formal [science] education on an individual's level of outdoorsiness and environmental knowledge; and 5) The effect of informal, free-choice learning on an individual's level of outdoorsiness and environmental knowledge. Outdoorsiness was measured using the Natural Experience Scale (NES), which was developed through a series of pilot surveys and field-tested in this research study. Participants included 382 undergraduate students at the University of Kansas with no preference or bias given to declared or undeclared majors. The information from this survey was used to analyze the question of whether outdoor experiences as children are related in some way to an adult's environmental knowledge after accounting for other factors of knowledge acquisition such as formal education

The Impact of Experiential Avoidance on the Inference of Characters' Emotions: Evidence for an Emotional Processing Bias.

Science.gov (United States)

Pickett, Scott M; Kurby, Christopher A

2010-12-01

Experiential avoidance is a functional class of maladaptive strategies that contribute to the development and maintenance of psychopathology. Although previous research has demonstrated group differences in the interpretation of aversive stimuli, there is limited work on the influence of experiential avoidance during the online processing of emotion. An experimental design investigated the influence of self-reported experiential avoidance during emotion processing by assessing emotion inferences during the comprehension of narratives that imply different emotions. Results suggest that experiential avoidance is partially characterized by an emotional information processing bias. Specifically, individuals reporting higher experiential avoidance scores exhibited a bias towards activating negative emotion inferences, whereas individuals reporting lower experiential avoidance scores exhibited a bias towards activating positive emotion inferences. Minimal emotional inference was observed for the non-bias affective valence. Findings are discussed in terms of the implications of experiential avoidance as a cognitive vulnerability for psychopathology.

Seeing What Children See: Enhancing Understanding of Outdoor Learning Experiences through Body-Worn Cameras

Science.gov (United States)

Lloyd, Amanda; Gray, Tonia; Truong, Son

2018-01-01

This study investigates innovative ways that outdoor educators can actively promote young participants' authentic voice in educational research and, in turn, increase our understanding of their worldview through accurately recording what children are seeing, hearing, doing, and touching when they are beyond our researcher's gaze. The study was…

Integrating Educational Technologies into Teacher Education: A Case Study

Science.gov (United States)

Rawlins, Peter; Kehrwald, Benjamin

2014-01-01

This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

"I find it odd that people have to highlight other people's differences - even when there are none": Experiential learning and interculturality in teacher education

Science.gov (United States)

Dervin, Fred

2017-02-01

This article examines the role of experiential learning in developing intercultural competences in the context of teacher education in Finland. Local and foreign students studying to become teachers were asked to write five short narratives each about meaningful intercultural encounters they experienced prior to enrolling in an intercultural course. Based on these narratives, the author analyses the potential overlap between the way the students reflect on and interpret these encounters and an understanding of interculturality which concentrates on the construction of self- other and social justice. The discourse analysis of the students' narratives shows that in most cases, important intercultural learning seems to have already taken place before these students embarked on the course. The article ends with a discussion of the importance of starting from this observation in teacher education and of providing the student teachers with theoretical tools and methods which can support them in expanding their understanding of interculturality in their job as teachers.

Everyday Uncertainties: Reframing Perceptions of Risk in Outdoor Free Play

Science.gov (United States)

Niehues, Anita Nelson; Bundy, Anita; Broom, Alex; Tranter, Paul; Ragen, Jo; Engelen, Lina

2013-01-01

This paper reports the results of risk reframing, an intervention to offer parents and educators a context for building new and complex perceptions of risk in children's outdoor free play. Our objective was to alter these adults' perceptions of risk to increase the sustainability of an innovative child-centred playground intervention. Qualitative…

Outdoor Leadership Skills: A Program Perspective

Science.gov (United States)

Shooter, Wynn; Sibthorp, Jim; Paisley, Karen

2009-01-01

Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills…

An Exploration of "Scaffolded" and "Experiential" Learning Environment's Impact upon Students' Experiences of a Challenging Level 6 Topic in Forensic Psychology: MAPPA

Science.gov (United States)

Wilkinson, Dean J.; Jones, Tim

2017-01-01

Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life…

EXPERIENTIAL GROUPS IN THE TRAINING OF GROUP COUNSELORS AND THERAPISTS: A VIEW FROM TRAINEES PERSPECTIVE

Directory of Open Access Journals (Sweden)

Birutė Jakubkaitė

2014-04-01

Full Text Available Many theorists and practitioners believe that integration of theoretical knowledge, observation of proficient group counselor work, supervision of personal work with groups and personal experience as a group member help future group therapists to acquire skills necessary for group counseling. Personal experience can be acquired through participation in experiential groups. As it is little known of the personal experience of experiential group members, it is not sufficiently clear whether insights and opinions of these members are consistent with those emphasized in the literature about experiential groups in the training context. The aim of this research is to provide a structured description of experiences of experiential group participants in the training context: how trainees perceive experiential groups in the training context. To achieve this aim, a qualitative study strategy was employed which is particularly appropriate in cases when a research object has been little explored and results of available studies are controversial. The research was organized and carried out on the basis of the principles and requirements of thematic analysis. Students from one and the same Group Therapy training program of the Institute of Humanistic and Existential Psychology (Birštonas, Lithuania were chosen for this research. In addition to theoretical lectures, program participants went through three experiential groups that were led by experienced group counselors. The work of the group was observed by two program supervisors. Participants of the research were 8 persons aged from 29 to 48. Semi-structured interviews were used to gather research data. The participants were asked to share their experiences, mostly focusing on experiential groups. The analysis of the gathered data crystallized around 5 themes: preliminary expectations; goals of the experiential group; weakness and unsafety of the experiential group; experiential group process continuity

The Dirt on Outdoor Classrooms.

Science.gov (United States)

Rich, Steve

2000-01-01

Explains the planning procedure for outdoor classrooms and introduces an integrated unit on monarch butterflies called the Monarch Watch program. Makes recommendations to solve financial problems of outdoor classrooms. (YDS)

Using Non-Extension Volunteering as an Experiential Learning Activity for Extension Professionals

Science.gov (United States)

Andrews, Kevin B.; Lockett, Landry L.

2013-01-01

Extension professionals can gain much-needed competencies in volunteer administration through experiential learning by participating in volunteer activities. Experiential learning is a means of behavior change that allows the individual learner to reflect on, abstract, and apply their experiences to new situations. This article expands on…

9 CFR 3.52 - Facilities, outdoor.

Science.gov (United States)

2010-01-01

... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Facilities, outdoor. 3.52 Section 3.52 Animals and Animal Products ANIMAL AND PLANT HEALTH INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE ANIMAL... outdoors when the atmospheric temperature falls below 40 °F. (d) Protection from predators. Outdoor housing...

Experiential Strategies for the Survival of Small Cities in Europe

DEFF Research Database (Denmark)

Allingham, Peter

2009-01-01

The aim of the article is to analyse, discuss and evaluate different methods of branding applied in experiential strategies for the survival of small cities in Europe. After the introduction that refers to the advent of the experience economy in the post-Fordist era, the article introduces various...... branding methods applied in experiential strategies. Then follows an analysis of how these branding methods are applied in experiential strategies for the development and survival of two small cities in Germany, Dresden and Wolfsburg, in which car production and city development have been combined....... The article concludes with an evaluation of the branding methods, which includes considerations of whether they can be used as models of survival for other small European cities. The evaluation refers to recent views on the question of representation and authenticity, and the role of cultural heritage...

Depressive realism from the perspective of cognitive-experiential self-theory.

Science.gov (United States)

Pacini, R; Muir, F; Epstein, S

1998-04-01

To explain why the depressive realism effect has been found in trivial, artificial laboratory but not in more realistic or emotionally engaging situations, the authors hypothesized that depressed people overcompensate for a tendency toward maladaptive experiential (intuitive) processing by exercising excessive rational control in trivial situations. In more consequential situations, they are unable to control their maladaptive experiential processing because it is excessive, or their rational control is insufficient, or both. As predicted, a subclinically depressed group (n = 39) made more optimal decisions than a nondepressed control group (n = 36) under trivial conditions, and the groups converged under more consequential conditions, with the depressed group responding less and the control group more optimally. Also, the depressed group reported engaging in less rational processing and in more maladaptive experiential processing in everyday life than did the control group.

Experiential marketing, customer satisfaction, behavioral intention: timezone game center surabaya

OpenAIRE

Rahardja, Christina; Anandya, Dudi

2010-01-01

Experience Economy now affects the progression of economics and customer value will increase whether companies offer memorable experiences. Experiential Marketing focuses on customer experiences from sense, feel, think, act and relate experiences, therefore called customers as affective decision makers. There is a lack of research on emotional response of service companies, and this research is directed to fill in the gap. Research aims to analyze the effect of experiential marketing on cu...

Exploring experiential value in online mobile gaming adoption.

Science.gov (United States)

Okazaki, Shintaro

2008-10-01

Despite the growing importance of the online mobile gaming industry, little research has been undertaken to explain why consumers engage in this ubiquitous entertainment. This study attempts to develop an instrument to measure experiential value in online mobile gaming adoption. The proposed scale consists of seven first-order factors of experiential value: intrinsic enjoyment, escapism, efficiency, economic value, visual appeal, perceived novelty, and perceived risklessness. The survey obtained 164 usable responses from Japanese college students. The empirical data fit our first-order model well, indicating a high level of reliability as well as convergent and discriminant validity. The single second-order model also shows an acceptable model fit.

Preparing teachers for the performance and evaluation of gaming-simulation in experiential learning climates.

Science.gov (United States)

Barber, P; Norman, I

1989-02-01

Gaming-simulation exercises have become an established teaching strategy for nursing education. This paper suggests that nurse educators must now attempt to evaluate their effect on learning. Problems of evaluation are discussed and alternative approaches critically considered. The dominant 'classical' approach is rejected in favour of 'illuminative' evaluation and the approach of 'new paradigm research'. Nurse teachers are encouraged to apply the principles of therapeutic community practice and 'gestalt awareness' to the learning environment to enhance gains from experiential approaches. Finally the need to prepare teachers is examined. It is suggested that personal and interpersonal sensitivity, plus the ability to meaningfully facilitate groupwork are necessary prerequisites for effective gaming-simulation and its qualitative evaluation.

Benefits of Campus Outdoor Recreation Programs: A Review of the Literature

Science.gov (United States)

Andre, Elizabeth K.; Williams, Nathan; Schwartz, Forrest; Bullard, Chris

2016-01-01

Campus outdoor recreation programs and facilities have faced a number of public attacks questioning their value for students. Climbing walls in particular have become, to some, emblematic of waste and financial excess in higher education. Despite these claims, this literature review uncovers numerous benefits for participants and schools provided…

An Experiential Cooking and Nutrition Education Program Increases Cooking Self-Efficacy and Vegetable Consumption in Children in Grades 3-8.

Science.gov (United States)

Jarpe-Ratner, Elizabeth; Folkens, Stephanie; Sharma, Sonika; Daro, Deborah; Edens, Neilé K

Evaluate the effect of a community-based, experiential cooking and nutrition education program on consumption of fruits and vegetables and associated intermediate outcomes in students from low-income families. Quasi-experimental program evaluation by pre-post survey of participating students and their parents. Underserved elementary and middle schools in Chicago. Students (n = 271; 65% girls, 44% Hispanic, 32% African American; 94% eligible for free/reduced price lunch) in grades 3-8 selected by school staff to participate by variable inclusion criteria. 59% of students who applied returned both pre- and post-surveys. Ten-week (2 h/wk) chef-instructor-led program held in cafeteria kitchens after school. Changes in student nutrition knowledge, cooking self-efficacy, fruit and vegetable liking and consumption, and communication to family about healthy eating. Changes from beginning to end of program were analyzed with paired t test. Results were considered significant at P cooking self-efficacy score from 3.2 to 3.6, and vegetable consumption score from 2.2 to 2.4 (all P cooking and nutrition education programs led by chef-instructors may be effective ways to improve nutrition in low-income communities. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Modeling the consumer's perception of experiential marketing in the Romanian private ophthalmologic services.

Science.gov (United States)

Gheorghe, Consuela-Mădălina; Gheorghe, Iuliana-Raluca; Purcărea, Victor Lorin

2017-01-01

the following features: females with the ages between 36 and 45, from the rural area and with a middle level of education, their private ophthalmologic consultation frequency was at every 3 months and they also declared having a stable physician. Going further with the analysis, 89.63% of the respondents admitted they were willing to buy a private ophthalmologic service based on the experiential marketing application strategies. The design of a model containing both the constituent elements of the experimental marketing and its consequences in ophthalmologic services was conducted by modeling with structural equations in WarpPLS version 6.0 software. Thus, the validity of the model was assessed with the Cronbach's alpha coefficients, Composite reliability values, as well as with the Average Variance Extracted coefficients, and the fitness of the model was determined by using the ARS, APC, and AVIF values, respectively. According to the beta coefficients and levels of statistical significance (pconsumer loyalty, Think Experience had a negative influence on the WOM, Relate Experience had a negative impact on consumer Loyalty, as well as Relate Experience had a negative impact on willingness to purchase an ophthalmologic service. In contrast, the following positive relationships were established: Feel Experience established a positive relationship with WOM and consumer loyalty, Think Experience presented a positive impact both on consumer loyalty and on willingness to purchase an ophthalmologic service, Act Experience presented a positive impact on WOM and willingness to purchase and last, willingness to purchase an ophthalmologic service presented a positive influence on consumer loyalty and WOM. However, managers in Ophthalmology can successfully use experimental marketing strategies if they promote a story, meaning a life experience.

Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

Science.gov (United States)

Coker, Patty

2010-01-01

This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

A transdisciplinary approach to developing a web-based nursing experiential log system for advanced practice nursing clinical experiences.

Science.gov (United States)

Olson, Brandon D; Fauchald, Sally K

2011-11-01

This article describes a transdisciplinary project between the computer information systems department and the graduate nursing department of a higher education institution. The project is the planning, development, and implementation of a Web-based nursing experiential log system for advanced practice nursing clinical experiences, which was funded by a Nursing Education Practice and Retention grant from the Health Resources and Services Administration. The article explains the concept and benefits of the transdisciplinary nature of the project. The design team, project leadership, and roles within the team are reviewed, including the role of end-user faculty in the design process. The article describes the focus and scope of the Web-based experiential log system database that is used to document and track advanced practice nursing student clinical experiences, as well as a summary of the design process used to develop the log system and the specific functionality of the database system. The implementation process, including end-user training, pilot implementation, and modifications, lessons learned, and future directions of the project are addressed. The article concludes with the benefits to the clinical experience and graduate nursing program that have been noted since the implementation of the system.

An International Capital Budgeting Experiential Exercise

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Manuel, Tim; Tangedahl, Lee

2009-01-01

This article describes an experiential exercise that uses a brief simulation model intended to introduce undergraduate international finance students to the complexities in corporate investments in foreign countries. Use of the model requires one or preferably two class periods. Student learning goals include: (a) understanding how different…

Let's Walk Outdoors! Self-Paced Walking Outdoors Improves Future Intention to Exercise in Women With Obesity.

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Krinski, Kleverton; Machado, Daniel G S; Lirani, Luciana S; DaSilva, Sergio G; Costa, Eduardo C; Hardcastle, Sarah J; Elsangedy, Hassan M

2017-04-01

In order to examine whether environmental settings influence psychological and physiological responses of women with obesity during self-paced walking, 38 women performed two exercise sessions (treadmill and outdoors) for 30 min, where oxygen uptake, heart rate, ratings of perceived exertion, affect, attentional focus, enjoyment, and future intentions to walk were analyzed. Physiological responses were similar during both sessions. However, during outdoor exercise, participants displayed higher externally focused attention, positive affect, and lower ratings of perceived exertion, followed by greater enjoyment and future intention to participate in outdoor walking. The more externally focused attention predicted greater future intentions to participate in walking. Therefore, women with obesity self-selected an appropriate exercise intensity to improve fitness and health in both environmental settings. Also, self-paced outdoor walking presented improved psychological responses. Health care professionals should consider promoting outdoor forms of exercise to maximize psychological benefits and promote long-term adherence to a physically active lifestyle.

Strategi Experiential Marketing dan Loyalitas Merek

Directory of Open Access Journals (Sweden)

Dian Tauriana

2008-09-01

Full Text Available Consumer experience born from the consumption of a product or service gives a distinct impression in the minds of consumers. This impression creates brand loyalty, provided that the appropriate marketing program is designed to provide a unique experience. Article explores a study that uses primary and secondary data at Bengawan Solo Coffee to see the impact of marketing programs based on experience upon customer loyalty towards the Bengawan Solo Coffee brand. Data were collected by direct interviews of selected respondents through purposive sampling. Furthermore, those data were analyzed using several statistical methods, such as normality tests, the validity and reliability, the classic assumption test, Pearson product moment, and multiple regression. The results shows that there are significant correlation between  marketing based on experience (feel, act, and relate towards brand loyalty. The relationship between experiential marketing (feel and relate towards brand loyalty is low, while the experiential marketing relationship (act is quite strong.

Rational Emotive Education

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Knaus, William

1977-01-01

Rational Emotive Education--an outgrowth of theories developed by Albert Ellis--is a teaching design of mental health concepts and problem-solving activities designed to help students to approach and cope with their problems through experiential learning, via a structured, thematic sequence of emotive education lessons. (MJB)

A Survey Instrument for Measuring the Experiential Value of Employee-Tourist Encounters

DEFF Research Database (Denmark)

Mattsson, Jan; Sørensen, Flemming; Jensen, Jens Friis

In this paper, we develop and test a survey instrument that aims at estimating the experiential value of employee-tourist encounters in destination-based tourism companies, as well as the characteristics of encounters that affect such experiential value. We suggest that such an instrument can...... for their visitors, rather than simply delivering service quality....

Ambulatory Morning Report: A Case-Based Method of Teaching EBM Through Experiential Learning.

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Luciano, Gina L; Visintainer, Paul F; Kleppel, Reva; Rothberg, Michael B

2016-02-01

Evidence-based medicine (EBM) skills are important to daily practice, but residents generally feel unskilled incorporating EBM into practice. The Kolb experiential learning theory, as applied to curricular planning, offers a unique methodology to help learners build an EBM skill set based on clinical experiences. We sought to blend the learner-centered, case-based merits of the morning report with an experientially based EBM curriculum. We describe and evaluate a patient-centered ambulatory morning report combining the User's Guides to the Medical Literature approach to EBM and experiential learning theory in the internal medicine department at Baystate Medical Center. The Kolb experiential learning theory postulates that experience transforms knowledge; within that premise we designed a curriculum to build EBM skills incorporating residents' patient encounters. By developing structured clinical questions based on recent clinical problems, residents activate prior knowledge. Residents acquire new knowledge through selection and evaluation of an article that addresses the structured clinical questions. Residents then apply and use new knowledge in future patient encounters. To assess the curriculum, we designed an 18-question EBM test, which addressed applied knowledge and EBM skills based on the User's Guides approach. Of the 66 residents who could participate in the curriculum, 61 (92%) completed the test. There was a modest improvement in EBM knowledge, primarily during the first year of training. Our experiential curriculum teaches EBM skills essential to clinical practice. The curriculum differs from traditional EBM curricula in that ours blends experiential learning with an EBM skill set; learners use new knowledge in real time.

Marketing Plan Competition for Experiential Learning

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Civi, Emin; Persinger, Elif S.

2011-01-01

Many students find traditional lectures, routine memorization, and restatement of facts and terms tedious and boring (Munoz and Huser, 2008). This requires professors to employ a variety of teaching techniques, for example, live case classroom projects. Such an experiential learning opportunity encourages students to become involved with the…

Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory

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Dettweiler, Ulrich; Ünlü, Ali; Lauterbach, Gabriele; Becker, Christoph; Gschrey, Bernhard

2015-01-01

This paper presents data from a mixed-method pilot study (n = 84) searching into learning psychological aspects of an outdoor science teaching program. We use data from qualitative explorations into the pupils' learning motivation during field observation, a group interview, and open questionnaires, in order to understand quantitative measures from the Self-Determination Index (SDI), and the Practical Orientation (PO) of the program. Our data suggest that lower self-regulated pupils in “normal” science classes show a significantly higher self-regulated learning motivational behavior in the outdoor educational setting (p motivated pupils. PMID:25741301

The Policies and Practice of Preschoolers' Outdoor Play: A Chinese Perspective on Greeting the Millennium

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Hu, Bi Ying; Kong, Zhaowei; Roberts, Sherron Killingsworth

2014-01-01

Early childhood education and care (ECEC) scholars and health professionals worldwide share a common concern about the decline in children's physical development and activity due to lack of access to good quality outdoor environments. Early childhood education and care facilities across the world have been affected by trends that are limiting…

Experiential and rational decision making: a survey to determine how emergency physicians make clinical decisions.

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Calder, Lisa A; Forster, Alan J; Stiell, Ian G; Carr, Laura K; Brehaut, Jamie C; Perry, Jeffrey J; Vaillancourt, Christian; Croskerry, Patrick

2012-10-01

Dual-process psychological theories argue that clinical decision making is achieved through a combination of experiential (fast and intuitive) and rational (slower and systematic) cognitive processes. To determine whether emergency physicians perceived their clinical decisions in general to be more experiential or rational and how this compared with other physicians. A validated psychometric tool, the Rational Experiential Inventory (REI-40), was sent through postal mail to all emergency physicians registered with the College of Physicians and Surgeons of Ontario, according to their website in November 2009. Forty statements were ranked on a Likert scale from 1 (Definitely False) to 5 (Definitely True). An initial survey was sent out, followed by reminder cards and a second survey to non-respondents. Analysis included descriptive statistics, Student t tests, analysis of variance and comparison of mean scores with those of cardiologists from New Zealand. The response rate in this study was 46.9% (434/925). The respondents' median age was 41-50 years; they were mostly men (72.6%) and most had more than 10 years of clinical experience (66.8%). The mean REI-40 rational scores were higher than the experiential scores (3.93/5 (SD 0.35) vs 3.33/5 (SD 0.49), prational 3.93/5, mean experiential 3.05/5). The mean experiential scores were significantly higher for female respondents than for male respondents (3.40/5 (SD 0.49) vs 3.30/5 (SD 0.48), p=0.003). Overall, emergency physicians favoured rational decision making rather than experiential decision making; however, female emergency physicians had higher experiential scores than male emergency physicians. This has important implications for future knowledge translation and decision support efforts among emergency physicians.

Waiting for Merlot: anticipatory consumption of experiential and material purchases.

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Kumar, Amit; Killingsworth, Matthew A; Gilovich, Thomas

2014-10-01

Experiential purchases (money spent on doing) tend to provide more enduring happiness than material purchases (money spent on having). Although most research comparing these two types of purchases has focused on their downstream hedonic consequences, the present research investigated hedonic differences that occur before consumption. We argue that waiting for experiences tends to be more positive than waiting for possessions. Four studies demonstrate that people derive more happiness from the anticipation of experiential purchases and that waiting for an experience tends to be more pleasurable and exciting than waiting to receive a material good. We found these effects in studies using questionnaires involving a variety of actual planned purchases, in a large-scale experience-sampling study, and in an archival analysis of news stories about people waiting in line to make a purchase. Consumers derive value from anticipation, and that value tends to be greater for experiential than for material purchases. © The Author(s) 2014.

The Role of Plas y Brenin in the Development of Outdoor Activities.

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Nichols, Geoff

1995-01-01

Plas y Brenin, (British) National Mountain Centre, was evaluated through surveys of users of outdoor residential courses, nonusers from relevant sports, and experts. The center's most highly rated aspect was "setting standards for training," but some educators suggested that the center's concentration on technical expertise in sports…

Sharing information: Mixed-methods investigation of brief experiential interprofessional

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Cocksedge, Simon; Barr, Nicky; Deakin, Corinne

In UK health policy ‘sharing good information is pivotal to improving care quality, safety, and effectiveness. Nevertheless, educators often neglect this vital communication skill. The consequences of brief communication education interventions for healthcare workers are not yet established. This study investigated a three-hour interprofessional experiential workshop (group work, theoretical input, rehearsal) training healthcare staff in sharing information using a clear structure (PARSLEY). Staff in one UK hospital participated. Questionnaires were completed before, immediately after, and eight weeks after training, with semistructured interviews seven weeks after training. Participants (n=76) were from assorted healthcare occupations (26% non-clinical). Knowledge significantly increased immediately after training. Self-efficacy, outcome expectancy, and motivation to use the structure taught were significantly increased immediately following training and at eight weeks. Respondents at eight weeks (n=35) reported their practice in sharing information had changed within seven days of training. Seven weeks after training, most interviewees (n=13) reported confidently using the PARSLEY structure regularly in varied settings. All had re-evaluated their communication practice. Brief training altered self-reported communication behaviour of healthcare staff, with sustained changes in everyday work. As sharing information is central to communication curricula, health policy, and shared decision-making, the effectiveness of brief teaching interventions has economic and educational implications.

Student’s Perceptions on Simulation as Part of Experiential Learning in Approaches, Methods, and Techniques (AMT Course

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Marselina Karina Purnomo

2017-03-01

Full Text Available Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT course which is one of the courses in English Language Education Study Program (ELESP of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students’ perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students’ learning for it formed a meaningful learning in class.  DOI: https://doi.org/10.24071/llt.2017.200104

Student Experiential Opportunities in National Security Careers

Energy Technology Data Exchange (ETDEWEB)

None, None

2007-12-31

This report documents student experiential opportunities in national security careers as part of the National Security Preparedness Project (NSPP), being performed under a Department of Energy (DOE)/National Nuclear Security Administration (NNSA) grant. This report includes a brief description of how experiential opportunities assist students in the selection of a career and a list of opportunities in the private sector and government. The purpose of the NSPP is to promote national security technologies through business incubation, technology demonstration and validation, and workforce development. Workforce development activities will facilitate the hiring of students to work with professionals in both the private and public sectors, as well as assist in preparing a workforce for careers in national security. The goal of workforce development under the NSPP grant is to assess workforce needs in national security and implement strategies to develop the appropriate workforce.

Reducing indoor residential exposures to outdoor pollutants

Energy Technology Data Exchange (ETDEWEB)

Sherman, Max H.; Matson, Nance E.

2003-07-01

The basic strategy for providing indoor air quality in residences is to dilute indoor sources with outdoor air. This strategy assumes that the outdoor air does not have pollutants at harmful levels or that the outdoor air is, at least, less polluted than the indoor air. When this is not the case, different strategies need to be employed to ensure adequate air quality in the indoor environment. These strategies include ventilation systems, filtration and other measures. These strategies can be used for several types of outdoor pollution, including smog, particulates and toxic air pollutants. This report reviews the impacts that typical outdoor air pollutants can have on the indoor environment and provides design and operational guidance for mitigating them. Poor quality air cannot be used for diluting indoor contaminants, but more generally it can become an indoor contaminant itself. This paper discusses strategies that use the building as protection against potentially hazardous outdoor pollutants, including widespread pollutants, accidental events, and potential attacks.

Developing Communication Management Skills: Integrated Assessment and Reflection in an Experiential Learning Context

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Cyphert, Dale; Dodge, Elena Nefedova; Duclos (Wilson), Leslie K.

2016-01-01

The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer…