A Systematic Framework of Experiential Learning: Challenging Educators to Make College more than an Aggregation of Credits

Dillette, Alana; Sipe, Lori J.

doi:10.4236/ce.2018.99106

Cited by 5 publications

(11 citation statements)

References 18 publications

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“…Despite these criticisms, Kolb's ELT has been influential in the field of education and continues to be widely used in various disciplines (Kolb & Kolb, 2018;Morris, 2020), especially hospitality education (Askren & James, 2021;Dillette & Sipe, 2018;Zisan, Albattat, & Bvvasar, 2021). It provides a valuable framework for understanding strategies that promote active and reflective learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Green,

du Plessis

2023

IJLTER

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Project-based learning (PjBL) is a teaching and learning approach that involves students actively working on real-world projects, to develop knowledge and skills. This method has been shown to be effective in promoting learner autonomy (LA) and skills development in language learning studies. There is, however, a dearth of research on the use of PjBL in hospitality education, especially in a technical and vocational education and training (TVET) environment. Using a case study research strategy, this study aimed to investigate whether PjBL could be used to promote autonomy and develop employable skills in students in hospitality education. A convergent mixed methods approach was used to develop a framework for PjBL in promoting LA in a TVET environment. The study included a closed-structured questionnaire with responses from 144 (n=144) students from two hospitality programmes, as well as a semi-structured interview with 18 student participants. The findings indicate that PjBL is an effective teaching and learning approach in hospitality education that can promote LA, lead to a deeper understanding of the subject matter, while facilitating the development of a variety of important skills and competencies. Students can apply their knowledge and skills in meaningful ways through hands-on, real-world activities, which can foster a greater sense of autonomy and responsibility for their own learning. Moreover, this study emphasises the significance of incorporating PjBL into hospitality education programmes, to prepare students for success in a rapidly changing world.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Green,

du Plessis

2023

IJLTER

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“…This learning process involves a creative tension between the four modes of learning in response to the situational demands. The holistic idea fuses the concrete experience of being the best teacher with the concept of acquiring knowledge through critical thinking and reflection (Dillette, 2018). Fundamentally, it can be traced back to "learning by doing" proposed by Dewey (1938).…”

Section: Experiential Learningmentioning

confidence: 99%

“…The European Conference on Arts & Humanities 2022 Official Conference Proceedings learning (Zhang, 2021;Zhang et al, 2019). To showcase the outcomes and identify problems, other methods are needed to supplement action research (Bernstein, 2018;Dillette & Sipe, 2018). Therefore, in this study, I collected data by including an image questionnaire to be answered mainly by sketches.…”

Section: Introductionmentioning

confidence: 99%

The European Conference on Arts & Humanities 2022: Official Conference Proceedings

2022

ECAH Official Conference Proceedings

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This study aims to comprehend better the culture surrounding Romantic aesthetics of fantasy and the uncanny during the nineteenth century (c.1800-1890) and evaluate how their expression in Schubert's music can be understood. Initially, it will examine philosophical writings (Chander 2015; Ffytche) artwork (Crane 2013; Dunekacke 2016) and literature (Geistfeld 2015; Smajic 2003) of the period, combining this examination with academic literature (Ellerman 2015; Trumball 1905) to explore why and how ideas around fantasy and the uncanny were spreading through European culture and taking on extra significance. After explaining why Schubert is the choice of subject for this study, it will apply these findings to hermeneutic musical perspectives of Schubert's music, providing insight into the relationship between aesthetic theory, cultural practice, and analytic theory. Firstly, the literary perspective, connected to the supernatural, poetic, and Romantic notions of imagination (

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“…These scholars include John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, and Carl Rogers. [ 6 7 ] Dillette and Sipe[ 35 ] articulate that ELT has been successfully utilized in many studies to improve teaching, learning, and practices. The theory emphasizes the significant role of experience in the learning process.…”

Section: Introductionmentioning

confidence: 99%

Strengthening critical thinking through debriefing – experiential learning theory: A case study

2024

Journal of Education and Health Promotion

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BACKGROUND: There is a dire need to strengthen students’ critical thinking in clinical training since it is an essential skill in clinical practice to optimize patient care. Debriefing is a formal or informal post-activity discussion that aims to improve learning outcomes, including critical thinking in clinical practice. There is a lack of research that focuses on students’ experiences of debriefing to promote critical thinking in the South African context using experiential learning theory as a theoretical lens. OBJECTIVE: This study aimed to explore South African students’ lived experiences of debriefing to improve critical thinking. MATERIALS AND METHOD: The author employed a qualitative single-case study design within an interpretivist paradigm. A purposive sampling technique was adopted. Six participants were recruited for this study. The author invited the participants to participate in semi-structured interviews. Data were analyzed through the six-step data analysis framework proposed by Creswell. To ensure the trustworthiness, the author employed multiple techniques to improve the credibility, conformability, dependability, and transferability of this study. These techniques included a well-planned research design and methods, thick descriptions of data, and an audit trail that was audited by a second coder. RESULTS: The findings revealed that participants shared positive experiences toward debriefing and furthermore debriefing through optimized student engagement and improved learning outcomes. This study also revealed that students experienced less stress in group debriefings. However, this study also identified some challenges in conducting debriefing. The challenges were primarily related to incompetent facilitators, inappropriate duration of debriefing sessions, and limited space in the clinic. Moreover, small group debriefing is recommended. CONCLUSION: Debriefing is an effective pedagogical approach to optimize critical thinking in clinical practice. It is recommended that debriefing should be implemented as a norm in clinical training at higher education institutions. Further studies are recommended to be conducted at national and international levels.

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A Systematic Framework of Experiential Learning: Challenging Educators to Make College more than an Aggregation of Credits

Cited by 5 publications

References 18 publications

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

The European Conference on Arts & Humanities 2022: Official Conference Proceedings

Strengthening critical thinking through debriefing – experiential learning theory: A case study

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