A TRAINING DEMONSTRATION FOR EXPERIENTIAL LEARNING IN OPC BASED PROCESS AUTOMATION DATA ACCESS

The study aimed at determining the influence of gender on students’ academic achievement in biology when taught using experiential learning approach. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, Tharaka Nithi County. The accessible population consisted of 1,557 form two students in Sub-County mixed secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students in four schools. The research instruments used were Biology Pre-Test (BPT) and Biology Achievement Test (BAT). The instruments were piloted to determine their reliability in a Sub-County mixed secondary school in Meru-South Sub-County. Reliability coefficient for instruments was 0.741. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (two-way ANOVA, Turkey post hoc analysis). The null hypothesis was tested at = 0.05 significant level. The findings revealed no statistically gender difference in academic achievement in biology when taught using experiential learning and conventional approaches. The study therefore recommended that experiential learning approach is an accommodative teaching approach that may be used with both male and female students. This means that, regardless of students gender, the experiential learning approach is appropriate in teaching and learning to promote academic achievement. Additionally, Experiential learning approach affords all students an equal access to the curriculum while maintaining their high expectations. The findings of the study may be help curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject for both boys and girls in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

(2000). Enhancing the Macroeconomics Course: An Experiential Learning Approach. The Journal of Economic Education: Vol. 31, No. 1, pp. 60-65.

Background and Aim: Art theory courses in China are essential for art students, but current teaching methods often lead to low engagement and difficulty in understanding abstract concepts. This study investigates the problems in existing teaching methods, analyzes students' learning interest in multiple teaching approaches across gender and majors, and provides suggestions for enhancing Art Theory courses. Materials and Methods: The study surveyed 200 third-grade students majoring in art at Guangxi Normal University for Nationalities. Data was collected through a structured questionnaire and analyzed using descriptive statistics via SPSS to identify preferences for various teaching methods. Results: Findings indicate that experiential teaching, case-based teaching, and multimedia methods were the most favored across gender and major distinctions. Current teaching methods were considered too traditional and abstract, failing to engage students. The survey revealed key areas for improvement, such as incorporating more interactive and practical learning experiences. Conclusion: The study concludes that blending multiple teaching methods, particularly those focusing on experiential learning and multimedia, would better stimulate student interest and engagement in Art Theory courses. Recommendations for future research include investigating the long-term impacts of diverse teaching methods on student outcomes.

Experiential Learnings is based on the understanding that the knowledge created as the result of an experience. Experiential Learning consisted of four stages, abstract conceptualization, active experimentation, concrete experience, and reflective observation. Experiential learning - Based learning is considered to have characteristics that are expected in the 21st Century Skills Learning. This study aims to develop experiential learning-based instructional design in Production Automation courses using a solar tracker system prototype. The effectiveness of the learning design is measured from the student learning outcomes and responses of the questionnaire provided. The control system subject in the production automation course is considered to have abstract and complex learning material so that it requires visualization to facilitate understanding. The development of the instructional designs is carried out using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The instructional design of the course was implemented in a class consisting of 40 students in the department of Mechanical Engineering Education in a state university in Central Java, Indonesia. From a series of lectures during the course of Production Automation, the instructional design developed based on experiential learning approach received a positive response from the students. The student learning outcomes were also considered good with the average scores of more than 80. This study shows that experiential learning approach could stimulated student learning in mechanical engineering subject.

BACKGROUND: Despite impressive progress that has been made in the provision of health care services to all, the issue of quality service delivery still remains a challenge particularly for point-of-care (POC) diagnostics in resource-limited-settings. Poor competency of primary health care workers in these settings has been shown to be amongst the main contributors to poor quality service delivery.
 
 FINDINGS: Participatory-based continuous professional development (CPD) strategies to support technology advancements in health care are recommended. Experiential learning approaches have been shown to be efficient in supplementing traditional teaching methods for both health care students and professionals. These approaches have been shown to further contribute towards continuous skills development and lifelong learning. 
 
 CONCLUSION: This review therefore provided an overview of literature on experiential learning as one of CPD approaches in relation to health care service improvement in resource-limited setting. In addition, this review has recommended a mobile-based experiential learning approach to help deliver a quality POC technology curriculum to Primary health care-based workers in resource-limited settings.

Purpose The purpose of this article is to identify neurophysiological learning needs in tourism education by examining the subjective perspectives of educators and scholars. The study aims to contribute to discussions on how neuroscience-informed approaches can support curriculum development in a practice-oriented discipline without undermining its experiential and contextual foundations. Design/methodology/approach The study adopts Q methodology to systematically explore academic subjectivities. Based on an interdisciplinary concourse, 40 Q statements addressing pedagogical, cognitive, affective and technological dimensions were developed. A forced quasi-normal Q sort was conducted with academics from tourism-related disciplines, and the data were analyzed using principal component analysis with varimax rotation. Findings The findings reveal strong agreement that conventional lecture-based and sedentary teaching methods are inadequate for tourism education, while experiential, field-based and simulation-supported learning approaches are widely endorsed. At the same time, participants express caution toward the direct pedagogical application of certain neuroscientific claims. Four distinct and internally consistent epistemic perspectives were identified through factor analysis. Research limitations/implications The study is limited by its relatively small and discipline-specific sample, which restricts the generalizability of the findings. Nevertheless, it provides important theoretical implications by framing neuroscience-related debates in tourism education as epistemological and by demonstrating the usefulness of Q methodology in interdisciplinary educational research. Practical implications The findings suggest that tourism curricula should prioritize experiential and practice-oriented learning environments while adopting neuroscience-informed insights cautiously and contextually. Rather than promoting prescriptive brain-based techniques, educators and curriculum designers are encouraged to use neuroscientific knowledge as a reflective support tool that complements experiential learning, emotional engagement and disciplinary practice. Social implications By fostering more effective, reflective and learner-centered educational practices, the study contributes to the development of tourism education that is responsive to contemporary cognitive and experiential learning needs. A context-sensitive integration of neuroscience has the potential to enhance student engagement, professional competence and long-term learning outcomes, thereby supporting the social relevance and sustainability of tourism education. Originality/value This article offers original value by systematically mapping plural academic perspectives on neurophysiological learning needs in tourism education. It advances the literature by showing how neuroscience-informed insights can be integrated into curriculum design in a reflective, context-sensitive and evidence-based manner.

This paper describes the successful application of experiential and reflective learning approaches to promote personal and professional growth of social workers and teachers in the train-the-trainer program of Project P.A.T.H.S. Qualitative data revealed that program participants benefited from their learning experiences. The paper inquires into the dilemma of experiential and reflective learning. Recommendations are presented for those interested in using experiential and reflective approaches for training programs.

This article examines the application of John Dewey’s experiential learning approach within Islamic Religious Education (PAI), highlighting its relevance in linking theory to practice for a deeper and contextual understanding of religion. Employing a library research method, the study investigates how experiential learning can be integrated into PAI and its implications for cultivating reflective and ethical awareness among students in both schools and higher education. The findings reveal that experiential learning not only enables students to grasp Islamic teachings theoretically but also to internalize their values through reflective practice. Furthermore, it fosters critical thinking and ethical awareness by engaging learners in problem-based learning, case studies, and social participation. The approach also contributes to reconstructing a dynamic Islamic epistemology that connects empirical experience with critical reflection, thereby making Islamic teachings more applicable to everyday life. Overall, experiential learning should be understood not merely as a methodological innovation in PAI but as a transformative strategy for Islamic education to adapt effectively to the challenges of globalization and modernity.‎

This paper presents the results from a study undertaken to improve the teaching and learning effectiveness in engineering education courses, specifically for Technical and Vocational Education (TVE) system in Bahrain. A teaching and learning assessment tool was developed for participants (existing TVE teachers in electrical and electronic engineering and a pilot group of TVE students). The purpose was to examine the existing approaches of teaching and learning practised in TVE educational environment as well as learning styles preferred by TVE students. The results confirmed that TVE teachers applied limited methods of teaching and learning. However, TVE students had widely varying learning preferences, as they are more motivated by using the experiential learning approach. The experiential learning model allowed students to make their own learning choices and relate what they were learning to the real-work applications (using diagrams, hyperlinked text, video, pictures, interactive examples, virtual reality simulations, and animations). Based on the drawn conclusions, a teaching and learning guideline for engineering education was originated specifically for the needs of the TVE system in Bahrain. The guideline is a potential tool for structuring and improving engineering learning courses in TVE. The guideline will also help in meeting modern industrial requirements by equipping students with better skills, abilities and attitude.

This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Like others in the teaching profession, second language education (SLE) teachers have been subjected in recent years to a process of work intensification and accountability. This process makes use ofexternally developed sets of behavioral objectives, assessment instruments, commercially produced classroom materials, and externally controlled technologies. Taken together, these have resulted in a marked reduction in the freedom of dedicated SLE teachers to be inventive, flexible, adaptable, and responsive to students' needs. In short, teachers are losing professional autonomy. In this article, we argue that an experiential learning approach can help counter this trend. We describe and compare three theoretical frameworks and models in this orientation that have been developed specifically for SLE and draw out practical implications for classroom task design. We contend that experiential learning is more than a classroom management technique and argue the importance of linking learner autonomy and teacher professionalism through this approach.

In artwork appreciation activities, visiting physical exhibitions in art museums is often limited by time, distance and cost. Thus, conventional teaching is mostly conducted through textbooks, presentation slides or videos. However, by presenting artwork appreciation through a lecture, it is difficult for students to feel the beauty of artworks, and they can hardly develop accurate appreciation knowledge and critical thinking. To tackle this problem, this study proposed an experiential learning‐based spherical video‐based virtual reality (EL‐SVVR) learning approach based on the experiential learning theory to guide students to browse world‐famous artworks and experience the features of artwork creation. This study developed an EL‐SVVR learning system and adopted a quasi‐experimental design to determine whether the EL‐SVVR learning approach improved students' performance in artwork appreciation in comparison with the conventional teaching approach. A total of 45 university students from two classes who participated in an elective art course were recruited in the study. One class was assigned to be the experimental group and adopted the EL‐SVVR learning approach, while the other class was assigned to be the control group and adopted the conventional technology‐supported learning (CTL) approach. The results showed that in comparison with the CTL approach, the EL‐SVVR learning approach enhanced students' learning achievement, learning motivation, self‐efficacy, critical thinking and performance in digital painting creation during artwork appreciation. Practitioner notes What is already known about this topic Spherical video‐based virtual reality (SVVR) situates students in a simulated environment that enables them to have deep experience regarding the learning contexts. SVVR has great potential in promoting students' learning performance by providing them situational contexts. What this paper adds An SVVR‐based experiential learning approach is proposed to facilitate students' artwork creation. In addition to promoting students' learning outcomes, the EL‐SVVR learning approach could better facilitate students' learning achievement, learning motivation, critical thinking, self‐efficacy, and performance in painting creation. Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities; in particular, in improving students' creative thinking for artwork creation. It is potentially worth trying to apply the SVVR technology to other courses related to artwork creation to promote learners' learning performances and perceptions. It is worth promoting the SVVR approach in school settings since it is a low‐tech and low‐cost solution with potentially positive impacts on students' learning outcomes.

21st century learning can develop students' skills needed to live and work in a dynamic global era. The 21st century learning design can be carried out using research methodology based on experiential learning & collaborative practice. Strengthening 21st century skills can also be done using an experiential learning approach that is integrated with the Independent Campus Learning Program launched by the government. The method used in this service is the experiential learning method with stages, namely: preparation stage, observation stage, planning stage, activity implementation stage and evaluation stage of the process that has been undertaken and reflection stage. The target of this service is junior high school students in the Banjarmasin area. The final result of this activity is instilling student empathy towards the problems of community life, being able to work together across fields of science, and increasing the real role and contribution of universities and students in national development.

Drug and alcohol neonate simulators were used to highlight the effects of substance misuse on prenatal development within lifespan development modules to 61 Psychology undergraduates and 12 sixth-form Health and Social Care students. A mixed method approach was used considering both knowledge development and perceptions of experiential hands-on learning. Student knowledge of the effects of drugs and alcohol on prenatal development was assessed before and after an interactive session on teratogenesis utilising neonate simulators demonstrating these effects. With this experiential learning approach, the statistical analysis combining both groups showed increased knowledge after the interactive session, and the students perceived this enhanced understanding to be a direct result of hands-on interaction with the neonate simulators. The researchers encourage the use of neonate simulators as good practice that can be effectively incorporated into the psychology and other health-related teaching contexts to facilitate knowledge on teratogenesis.

Traditional classroom settings often limit student engagement in Islamic jurisprudence (Fiqh) education, potentially affecting learning outcomes. Outdoor learning presents an alternative approach that may enhance student achievement through experiential learning. This study aims to determine the influence of outdoor learning methods on student achievement in Fiqh subject at Madrasah Tsanawiyah Muhammadiyah 06 Sambi. This research employed an experimental design with 15 seventh-grade students as the experimental group receiving outdoor learning intervention and 10 seventh-grade students as the control group with conventional learning. Student achievement was measured using questionnaires administered in pre-cycle, first cycle, and second cycle phases. The findings revealed significant improvements in student achievement. Pre-cycle assessment showed 51.5% achievement, which increased to 68.9% in the first cycle, representing a 17.04% improvement. Implementation of the second cycle resulted in 85.04% achievement, demonstrating an additional 16.50% improvement from the first cycle. The substantial incremental gains confirm the positive influence of outdoor learning methods on enhancing student achievement in Fiqh subjects. This research highlights the importance of experiential and contextual learning approaches in Islamic education settings. Educators should consider incorporating outdoor learning strategies into Fiqh curriculum to improve student engagement and academic performance in Islamic jurisprudence education.Setting kelas tradisional sering membatasi keterlibatan siswa dalam pendidikan hukum Islam (Fiqih), yang berpotensi mempengaruhi hasil belajar. Pembelajaran luar ruangan (outdoor learning) menyajikan pendekatan alternatif yang dapat meningkatkan prestasi siswa melalui pembelajaran berbasis pengalaman. Penelitian ini bertujuan untuk menentukan pengaruh metode outdoor learning terhadap prestasi belajar siswa pada mata pelajaran Fiqih di Madrasah Tsanawiyah Muhammadiyah 06 Sambi. Penelitian ini menggunakan desain eksperimental dengan 15 siswa kelas VII sebagai kelompok eksperimen yang menerima intervensi pembelajaran luar ruangan dan 10 siswa kelas VII sebagai kelompok kontrol dengan pembelajaran konvensional. Prestasi belajar siswa diukur menggunakan angket yang diadministrasikan dalam tahap prasiklus, siklus pertama, dan siklus kedua. Temuan menunjukkan peningkatan signifikan dalam prestasi belajar siswa. Penilaian prasiklus menunjukkan prestasi 51,5%, yang meningkat menjadi 68,9% pada siklus pertama, menunjukkan peningkatan sebesar 17,04%. Implementasi siklus kedua menghasilkan prestasi 85,04%, mendemonstrasikan peningkatan tambahan sebesar 16,50% dari siklus pertama. Peningkatan bertahap yang substansial ini mengkonfirmasi pengaruh positif metode outdoor learning terhadap peningkatan prestasi belajar siswa pada mata pelajaran Fiqih. Penelitian ini menekankan pentingnya pendekatan pembelajaran eksperiensial dan kontekstual dalam lingkungan pendidikan Islam. Pendidik sebaiknya mempertimbangkan untuk mengintegrasikan strategi pembelajaran luar ruangan ke dalam kurikulum Fiqih untuk meningkatkan keterlibatan siswa dan kinerja akademik dalam pendidikan hukum Islam.