Teaching Magazine Publishing through Experiential Learning

Rhodes, Leara; Roessner, Amber

doi:10.1177/107769580806300403

Cited by 13 publications

(10 citation statements)

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“…Most instructors will teach and assess based on traditions in their discipline or their own experience (Quinn & Shurville, 2009) and, as a result, tend to use traditional testing methods in all courses including EL courses. For example, although several studies identify a range of assessment methods in EL courses such as journals, reports, group projects, presentations, self-evaluation, etc., many courses still rely on traditional assessment formats such as tests and quizzes (Breunig, 2005;Garvin & Ramsier, 2003;Rhodes & Roessner, 2009). The persistent use of traditional assessment methods in EL courses may be due to instructor perception of traditional methods, such as written assessment, as being the most effective method for evaluating student learning (Davis 1988).…”

Section: Experiential Assessmentmentioning

confidence: 99%

Performance, Preference, and Perception in Experiential Learning Assessment

2018

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A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods. Une étude pilote a été réalisée afin d’explorer les préférences, la performance et les perceptions des étudiants concernant l’évaluation de l’apprentissage par l’expérience à la suite d’un enseignement par l’expérience. Une expérience d’apprentissage, faisant appel à un enseignement semi-dirigé et à des méthodes d’apprentissage par l’expérience, a été offerte à 13 étudiants bénévoles qui ont ensuite été évalués par le biais d’une étude de cas, d’une présentation, d’un journal et d’un essai, représentant à la fois l’évaluation de groupe et l’évaluation individuelle. La performance des étudiants en ce qui concerne leur compréhension et leur participation a été comparée à leurs perceptions et à leurs préférences. La performance des étudiants indique que bien que le journal (évaluation individuelle) semble être le meilleur moyen pour les étudiants d’exprimer leur compréhension, c’est ce qui les faisaient participer le moins. L’étude de cas et les présentations (évaluation de groupe) étaient ce que les étudiants avaient en général préféré et que les étudiants considéraient comme les meilleurs formes d’évaluation, et ce pour plusieurs raisons (utile, bénéfique, engageant, stimulant, etc.). Il est possible que la nature collaboratrice des évaluations de groupe corresponde au style d’enseignement, ce qui suggère que le moyen employé pour l’évaluation devrait suivre un format semblable à l’expérience d’apprentissage dans les cours où l’on emploie des méthodes d’enseignement par l’expérience. L’essai en tant que forme traditionnelle d’évaluation a été apprécié pour sa structure et parce qu’il pouvait refléter la familiarité des étudiants avec ce type d’évaluation, mais il a été moins apprécié en général du fait qu’il s’agissait d’un exercice individuel. Chaque méthode d’évaluation employée dans cette étude pilote a présenté une certaine valeur, bien que sous différentes formes, et ces résultats indiquent qu’il est utile d’évaluer à la fois de façon authentique et par un mélange de méthodes.

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Section: Experiential Assessmentmentioning

confidence: 99%

Performance, Preference, and Perception in Experiential Learning Assessment

2018

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“…All analyses were conducted using R v.3.0.2. (R Core Team, 2013). MMI and SPMI tests were performed using package "MRCV" (Kozoil & Bilder, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…MMI and SPMI tests were performed using package "MRCV" (Kozoil & Bilder, 2013). Chi-square tests were computed using package "gmodels" (Warnes, 2013) as part of the statistical computing program R (R Core Team, 2013). All analyses were tested for significance at the p < 0.05 level.…”

Section: Methodsmentioning

confidence: 99%

Surveying Assessment in Experiential Learning: A Single Campus Study

2015

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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. L’objectif de cette étude était de déterminer quelles méthodes d’évaluation expérientielle sont employées dans les universités canadiennes et dans quelle mesure elles sont employées. Le fait d’explorer l’évaluation expérientielle permettra d’identifier quelles sont les méthodes employées couramment et facilitera le développement des meilleures pratiques d’évaluation dans le contexte de l’apprentissage expérientiel au niveau institutionnel. Les origines de l’apprentissage expérientiel se trouvent dans les travaux de Dewey (1938), modifiés plus tard par Kolb et Fry (1975). Les méthodes expérientielles comprennent : l’éducation expérientielle, l’apprentissage par le service, l’apprentissage par problèmes, ainsi que quelques autres tel que l’apprentissage par action, l’apprentissage par l’enquête et les études de cas. Les professeurs qui pratiquent actuellement l’apprentissage expérientiel dans les universités participantes ont été invités à remplir un questionnaire en ligne portant sur leur enseignement et leurs méthodes d’évaluation. Cet article partage les résultats et les analyses du sondage sur l’apprentissage expérientiel.

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“…Past research supports this expectation for increased media literacy among students in fields relating to mediated communication (McCall, 1987;Phang & Schaefer, 2009;Ken & Taylor, 2005;Rogers & Chaffee, 1983). Additionally, the industry of mediated communication in the contemporary era have a growing demand for multi-skilled practitioners (Wenger, Owens, & Cain, 2018;Rhodes & Roessner, 2009), resulting in the elevating emphasis on technical skills within communication education (Carpenter, 2009). Phang and Schaefer (2009) practical-oriented teaching is more impactful in terms of increasing media literacy.…”

Section: Media Literacy and Audience Reception Of Media Messagesmentioning

confidence: 96%

Somebody Google a Doctor! Urgent Health Information Seeking Habits of Young Adults

Cain

Armstrong

Hou

2020

ONLINE J COMMUN MEDI

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While much scholarship has been done on health information-seeking habits, comparatively little has been done on these habits among young adults. Objective: The primary objective of this study was to determine to which media young adults turn during an urgent health crisis, which factors correspond to their choice, and if informationseeking corresponded to visiting a health professional. Method: A survey method was used, sampling students from two large universities. Results: Credibility was the most consistent factor in predicting respondent media choice for an urgent health matter. Whether respondents were socially conservative or liberal affected media choice, as did perceptions of online and traditional media credibility. Searching for health information online corresponded to more frequently visiting health professionals. Conclusion: This study supports that young adults turn to a variety of media sources, traditional and online, during health crisis and that this information-seeking does correspond to visiting health professionals after.

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Teaching Magazine Publishing through Experiential Learning

Cited by 13 publications

References 0 publications

Performance, Preference, and Perception in Experiential Learning Assessment

Performance, Preference, and Perception in Experiential Learning Assessment

Surveying Assessment in Experiential Learning: A Single Campus Study

Somebody Google a Doctor! Urgent Health Information Seeking Habits of Young Adults

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