The Complex Experience of Learning to Do Research

Emo, Kenneth; Emo, Wendy; Kimn, Jung‐Han; Gent, Stephen P.

doi:10.1177/1053825915578913

Cited by 6 publications

(6 citation statements)

References 19 publications

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“…These associations suggest that the level of the PS attendance constitutes an important factor for the sustainability of the program. This is in alignment with situated learning theory which suggests that experiential education can be considered as the learning that occurs through participation in the social world (Lave, 1991; Emo et al, 2015; Quay, 2003; Seaman et al, 2017).…”

Section: Discussionsupporting

confidence: 62%

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Otaki

Naidoo

Heialy

et al. 2022

Journal of Experiential Education

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Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.

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Section: Discussionsupporting

confidence: 62%

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Otaki

Naidoo

Heialy

et al. 2022

Journal of Experiential Education

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“…A certain degree of trust is thus built-in to the encounter from the outset. This also enabled the flexibility, serendipity and interpersonal network development which enrichens experiential learning of the research process (Emo, Emo, Kimn, & Gent, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…However, critical perspectives also highlight concerns such as the potentially exploitative, neocolonial and harmful relations between powerful northern and marginalized southern partners (Abbott, 2006;Epprecht, 2004), the environmental impact (Dvorak, Christiansen, Fischer, & Underhill, 2011), and even the risk of inadvertently reifying culture and reinforcing othering (Doerr, 2017;Lansing & Farnum, 2017;Ramirez, 2013). With the potential to both benefit and harm, understanding the perspectives of people who host FS programs is important.…”

Section: Introductionmentioning

confidence: 99%

Exploring Community Residents’ Motivations for Interacting With American Field School Undergraduates in South Africa

Wainwright

Sicwebu

Gong

et al. 2019

Journal of Experiential Education

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Background: Learning by experience in field schools (FS) depends implicitly on the willingness of local residents to engage with students. While critical perspectives have highlighted the potential harms of study abroad on local people, their views are less frequently investigated. Purpose: To explore the perspectives and motivations of local residents who agreed to be interviewed by American undergraduates undertaking a five-week FS in community health research methods in Cape Town, South Africa. Methodology/Approach: Semi-structured interviews were conducted with 23 residents to explore their perspectives on why they, and others, were willing to be interviewed by students. These were thematically analyzed. Findings/Conclusions: Emphasis was given to the status implicit in being "a student" and "a visitor" and the respect, hospitality and support this status engendered. To be a student was to be a child and not in a position to help. However, expectations were that help would come later. Residents valued the conversations they had which were seen as opportunities for enjoyment, exchange and bridging social divides. Implications: In experiential learning programs such as these, local residents are a key community learning resource. Certain design features appear to help optimize the engagement and relationship-building valued by students and residents alike.

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“…While we focus here on specific attitudinal changes, rather than learning changes as a result of outdoor experiences, student learning itself is impacted by interacting with the natural environment. As a result of experiential interaction with the natural environment, increasingly complex learning phenomena can be realized (Emo et al, 2015;Ormrod, 2011).…”

Section: Experiential Educationmentioning

confidence: 99%

The impact of field experiences in paleontology on high school learners

Lepore

Lundgren

Lawver

2023

Journal of Geoscience Education

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Field experiences are an important element of paleontological knowledge building. However, there is little information about the effects field experiences have on science stewardship and personal growth in high school learners. This pilot study analyzed the reflections of a group of female and male 9th grade U.S. high school students (N = 72) on their first field paleontology experience at Rainbow Basin Natural Area, California. We investigate the attitudinal impact of this experience within a human dimensions research framework using mixed methods. Likert-style surveys indicate relative consistency in pre-and post-treatment total group responses student-to-student. Qualitative responses highlight themes such as the power of science stewardship and a personal sense of connection to public lands. An increase in reflections of stewardship across coded segments occurred, from 18.4% to 29.4% pretreatment versus post-treatment. Qualitative responses and the human dimensions research framework are highly recommended as tools for paleontology education researchers to more effectively document attitudinal changes during field experiences and to better understand field paleontology narratives. In combination, these methods can highlight the intersection of science stewardship, personal growth through experiential education, and the importance of field paleontology. Future studies can make use of human dimensions research to illuminate the impact of field paleontology on pre-college students, and document the influence of field science on future generations of policy-makers, educators, and scientists.

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The Complex Experience of Learning to Do Research

Cited by 6 publications

References 19 publications

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Exploring Community Residents’ Motivations for Interacting With American Field School Undergraduates in South Africa

The impact of field experiences in paleontology on high school learners

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