A revised model of experiential learning with a debriefing checklist

Matsuo, Makoto; Nakagawa, Masaki

doi:10.1111/ijtd.12177

Cited by 32 publications

(15 citation statements)

References 51 publications

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“…Both teamwork and presentation can be emotionally loaded activities: consider for instance a fear of presenting, perfectionistic tendencies, or friction between group members. In contrast, other reflection models such as that of Kolb & Fry (1975) emphasize abstract conceptualization over awareness of other sources of behavior (Matsuo & Nagata, 2020). Korthagen actually highlighted the ALACT model's value in reflecting on collaborative situations and emphasizes the prioritization of reflective thinking as "a fundamental program learning goal before the field-based experience" (1985, p. 12).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…The authors facilitated this process by actively engaging students in the learning module case studies. Kolb's experiential learning theory (1984) which was later expanded by Matsuo and Nagata (2020) also guided the development of the simulation experience. Kolb's theory is predicated on students' learning by actively participating in experiences: guided and safe experiences transform into active learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Addressing telehealth education in a family nurse practitioner program through simulation-based learning

Berrier

Hellier

2022

J Am Assoc Nurse Pract

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Telehealth usage increased because of the COVID-19 pandemic. Health care agencies responded by increasing existing platforms and implementing new telehealth platforms. Despite the demand, health care providers may have had little training in the telehealth care delivery model in the workplace or embedded in school. Based on educational theory, evidence, and best practice, the authors crafted a learning module that focused on telehealth medical skills followed by a summative standardized patient simulation. This article describes the development, implementation, and evaluation of the learning module and the summative simulation assessment. The learning module and the simulation provided a teaching strategy that resulted in an objective measurement of student clinical performance, which may be elusive in a traditional face-to-face practicum. Additionally, the simulation-based learning resulted in increased student satisfaction with simulation and increased self-confidence to apply the information in the clinical setting.

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“…Esto lo explica un entrevistado: "el extensionista tiene que cuestionarse continuamente sus propias prácticas, porque si hace y no reflexiona, no te hace una buena labor … Es una parte, un gran ciclo de aprendizaje, que necesariamente tiene que ser con acción y reflexión" (Cu5-H-In). Así, de manera intuitiva, y en línea con la teoría del aprendizaje experiencial (Matsuo & Nagata, 2020), los entrevistados argumentan que es necesario sumar a la acción una actitud reflexiva, como herramienta para generar aprendizajes a partir de la práctica. En definitiva, como plantean Méndez Sastoque y Giraldo Restrepo (2022), se trata de "aprender de la reflexión crítica acerca de su propia práctica cotidiana, llegando con ello a modificarla, ajustarla o perfeccionarla" (p. 2).…”

Section: Facilitadores Individuales Interpersonales E Institucionales...unclassified

Propuestas de extensionistas de Argentina, Chile, Cuba, Ecuador, Guatemala y Uruguay para fortalecer su propia formación

Landini

2022

Rev. Bras. Educ. Camp.

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La formación de los extensionistas rurales resulta clave para abordar de manera eficaz los desafíos de la práctica. En general, la literatura académica sobre formación de extensionistas presenta propuestas a partir de la visión de investigadores y especialistas. En este trabajo se sistematizan y analizan las propuestas y recomendaciones de extensionistas rurales de seis países latinoamericanos para fortalecer sus conocimientos y su formación. Se entrevistó a 133 extensionistas, 47 mujeres y 86 hombres. Los resultados permitieron identificar diferentes facilitadores de la formación de los extensionistas, así como recomendaciones de nivel individual, grupal e institucional, y para el sistema educativo formal. Las recomendaciones de los entrevistados muestran la necesidad de pensar la formación de los extensionistas más allá del diseño de un plan de capacitación y la importancia de generar entornos facilitadores del aprendizaje, seleccionar y retener personal formado, realizar acciones iniciales de inducción, institucionalizar mentorías, facilitar encuentros de intercambio entre pares, diseñar planes de capacitación de largo plazo e identificar necesidades futuras de conocimiento. En resumen, la evidencia muestra que se necesita diseñar institucionalmente estrategias de formación integrales que consideren la diversidad de fuentes de conocimiento y aprendizaje.

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A revised model of experiential learning with a debriefing checklist

Cited by 32 publications

References 51 publications

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

Addressing telehealth education in a family nurse practitioner program through simulation-based learning

Propuestas de extensionistas de Argentina, Chile, Cuba, Ecuador, Guatemala y Uruguay para fortalecer su propia formación

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