Experiential learning in the international classroom: Supporting learning effectiveness and integration

Piercy, Niall; Caldwell, Nigel

doi:10.3794/ijme.92.313

Cited by 13 publications

(14 citation statements)

References 54 publications

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“…Accordingly, business educators, at both the undergraduate and graduate levels, are continually looking for effective teaching tools that provide dynamic learning activities for their students (Cornell, 2013). Yet the students" receptiveness to new or old educational teaching approaches varies as different students require different learning styles (Piercy, 2011). However, there was a general support for integrating experiential learning approaches in business education as being effective with various set of business students, which is then promoting currently the excessive using of experiential activities.…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…It is advisable then to start early the experiential learning orientation since middle school to be a professional base for business education (Plesolanu 2013, Cornell 2013). The inability of many business students to relate theories to practice sheds the light on the importance of experiential learning activities which intend to build students" practical experiences (Piercy, 2011).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…However, there was a general support for integrating experiential learning approaches in business education as being effective with various set of business students, which is then promoting currently the excessive using of experiential activities. According to Piercy (2011), the traditional teaching approach may remain the main way of business education, but it should be crucially complemented with experiential exercises (Piercy, 2011 Experiential learning can be considered an effective methodology for self education as it has lots of advantages to improve skills and professional performance (Plesolanu, 2013). Experiential learning has been acknowledged as a basic approach towards helping others to learn (Chavan, 2011).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…According to Piercy (2011), traditional teaching approach in business education is not enough for realizing these aims. Then providing experiential learning approaches as business simulations should be recommended as a constructive practical alternative (Piercy, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Educators in higher education aim as well to prepare capable future business leaders and successful entrepreneurs (Landreth, 2011). According to Piercy (2011), traditional teaching approach in business education is not enough for realizing these aims. Then providing experiential learning approaches as business simulations should be recommended as a constructive practical alternative (Piercy, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students" learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students" effective learning.

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Section: Experiential Learning For Business Educationmentioning

confidence: 99%

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive

Bell

2015

The International Journal of Management Education

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Higher Education Institutions (HEIs) have increasingly utilized experiential approaches in business education; however, some researchers have suggested that further research is required to investigate the effectiveness and student reaction to such approaches. The aim of this study is to determine the impact of an experiential learning approach on the perceived development of entrepreneurial traits and to measure the level of both student engagement and satisfaction. The approach was designed and tested during a Higher National Diploma (HND) entrepreneurship module in a British HEI. Traditional taught sessions were blended with applied activities that required students to utilize the skills they learned to complete steps of the activities, which increased in length and complexity. Results found both a high level of student satisfaction and engagement and the belief that the module's experiential approach had, in many instances, helped to develop entrepreneurial traits. Successful practice and modifications are discussed.

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The impact of critical thinking disposition on learning using business simulations

Bell

Loon

2015

The International Journal of Management Education

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This research seeks to determine the relationship between students' critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students' critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module's intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students' learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.

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Experiential learning in the international classroom: Supporting learning effectiveness and integration

Cited by 13 publications

References 54 publications

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive

The impact of critical thinking disposition on learning using business simulations

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