A Visualization Teaching Method of Utilitarianism Business Ethical Dilemma Resolution Using LEGO Bricks: An Experiential Learning Theory Application

ABSTRACTThis work aims to review the implementation situation of experiential learning (EL) in China’s hospitality education and explore the perceptions of students on the effectiveness of the adopted EL methods. Observations and focus group discussions are conducted in three vocational colleges and three universities in China. The study reveals that EL activities are widely utilized in China’s hospitality education. Generally, students state that EL is more effective than traditional classroom learning. Nonetheless, they consider some EL activities as being ineffectively implemented. Several suggestions are given in this paper to provide support to hospitality educators for improving the utilization of EL methods and facilitate student learning. Furthermore, unique EL methods that are not documented in literature are adopted in China’s hospitality education.

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.

Purpose: The paper aims to provide a robust foundation for understanding the significance and application of experiential learning as an attractive alternative for classroom learning. Through the identification and evaluation of various types of experiential learning, the research seeks to elucidate the diverse approaches and their impacts on student learning outcomes, skill development, and career readiness. Furthermore, by focusing on the integration of curriculum and faculty training to foster an innovation culture, it aims to delineate strategies for enhancing educational practices to align the objectives of higher education with real-world applications. By predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models, thereby providing insights that can inform educators, administrators, and policymakers in enhancing the effectiveness and inclusivity of experiential learning in higher education. Methodology: This paper presents the multifaceted landscape of experiential learning within the context of higher education. The primary objectives of the paper include gaining a comprehensive understanding of the concept and principles of experiential learning, identifying and evaluating various methods of experiential learning and their impacts in higher education, and exploring the integration of curriculum and faculty training to foster an innovation culture based on exploratory research methods. Results/Analysis: The paper aims to assess the impact of experiential learning adoption on student learning, skill development, and career readiness, emphasizing the importance of aligning educational practices with real-world applications. Furthermore, the paper seeks to address critical issues related to equity and inclusivity in experiential learning, along with identifying faculty training needs. By examining challenges and proposing solutions, the chapter contributes to creating an inclusive environment that benefits a diverse student body. The analysis takes a forward-looking approach by predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models. Originality/Value: This holistic exploration serves as a valuable resource for educators, administrators, and policymakers seeking to enhance the effectiveness and inclusivity of experiential learning in higher education. Type of paper: Exploratory Research.

The research is aimed at improving students interest and ability to master the material of The Influence of Friction Forces on Surface Area and the Influence of Friction Forces on the Smoothness and Rudeness of the Surface Using the Method of Experiential Learning with the Modification of Children Game. The research was conducted at SDN 14 Paninggahan Solok. The research was carried out from July until April 2013. This is a classroom action research consisting of two cycles. In each cycle there are planning, doing, observing, and reflecting. The technique employed was descriptive analysis technique and the data collecting tools was documentation. The documents were students worksheets, scoring list, and observational sheets. The research result shows that by using the method of experiential learning with the modification of children game, the classroom atmosphere became interesting and it improved the students achievement. It was proven by the improvement of test result I before the research was conducted. The average score of the students was 54.4%. at the first cycle, it was 71.3% and 91.9% at the second cycle. Positive activities of the students were also improved. At the first cycle it was 30.29% and it became 92.71% at the second cycle. It can be inferred that the method of experiential learning with the modification of children game can improve students achievement on natural science subject.

Exploring nurse educators' views of experiential learning: a pilot study

Experiential learning is a teaching strategy and theory that emphasizes the individual student's experience "... there is one permanent frame of reference: namely, the organic connection between education and personal experience” (Dewey, 1938, p. 25). What is known about experiential learning methodology conclusively is that students experience superior learning outcomes when experiential learning methods are used (Burch et al., 2019). What requires further investigation are the factors of assessing experiential education to determine what procedures contribute to the achievement of student outcomes. There is a lack of formal research in K-12 experiential learning and available experiential frameworks are insufficient when applied to K-12 education. Experiential resources focus primarily on the student’s progress through a set of defined procedures when supporting material for the facilitation of learning by educators are noticeably absent. This paper establishes the need for a base of instructors' understanding in K-12 experiential methods assessment. This research identifies areas for further exploration of concepts and future studies to develop relevant supports to facilitate meaningful experiential education in K-12 education.

PurposeSince accreditation bodies emphasize program-level learning goals, there is often less focus on measuring learning at the course level. This study aims to offer a method for using experiential learning exercises to measure student engagement and learning outcomes in cross-cultural relations courses by highlighting which learning outcomes to assess, how to measure the achievement of these learning outcomes, what students learn and the measurement process.Design/methodology/approachData was collected from three sections of the (control group) and (experiment groups). Chi-square independence and analysis of variance (ANOVA) tests were employed to examine the significant association between these groups.FindingsStudents perform alike when exposed to various experiential learning methods. However, the lack of experiential learning might hinder students’ understanding of the course material. Consequently, the performance in both learning objectives from the control group was significantly lower than students in the experiment groups.Originality/valueThis study presents an approach for merging assurance of learning into integrated business courses, and how to use experiential learning exercises as instructional tools for improving and measuring learning. When course-level assessments focusing on developing relevant competencies are well-implemented, they can strengthen related program-level goals.

The experiential learning method aligns well for a design thinking course. While many studies advocate the benefits of how experience influences the learning process, there are also critiques that argue the complexity of experiences with uncontrolled environment. In a course design with experiential learning, the learning activities have to be designed to maximize learning effectiveness of the participants. One design challenge is the duration of these learning activities for experiential learning. These learning activities take up time and effort for teachers to design and student to perform. Proper design of the number and type of activities based on their effectiveness in achieving their learning outcome is required. Another design challenge is the minimum instructional guidance of these learning activities which potentially impact the learning effectiveness of novice students. In this paper, we describe our experiences and findings of applying experiential learning method in a design thinking course with a list of learning activities performed iteratively. Each of the learning activity varies in their duration required and level of instructional guidance. Our survey seeks to find out which of the learning activities are effective for the students to achieve their learning outcomes and how does the level of instructional guidance and duration required in these learning activities affect them. The survey involves 104 undergraduate Information Systems students who have performed these learning activities. Our survey results show that there is only weak correlation between the level of instructional guidance or the activity duration to their learning effectiveness. However, the results show the students prefer certain learning activities, fewer iterations and more time to focus on the learning activities within each iteration. We will also discuss other factors that impact their learning effectiveness such as the complexity of these learning activities and the instructor's teaching style. We hope that these insights can help course designers to better design the learning activities in their design thinking courses.

Bibliometric reviews of research have gained increased popularity since the mid-2010s. Yet, many readers may be uncertain as to the purpose and method of bibliometric reviews. This article provides an introduction to bibliometric review methods, clarifying their purpose, as well as methods of data collection, analysis, and interpretation. The latter portion of the article is devoted to a state-of-the-science, bibliometric review of research on problem-based learning. In this review, the author applied descriptive statistics, citation analysis, and co-citation analysis to a database of 5,764 Scopus-indexed documents on problem-based learning published between 2017 and 2021. The analyses found increasing diversity of the PBL knowledge base with respect to both geographical, subject area origins, and focus of the research when compared with findings reported in past reviews. Author co-citation analysis visualized the intellectual structure of this recent PBL literature revealing four dominant schools of thought: Interdisciplinary PBL Theory and Practice, Active Learning, Social and Experiential Learning, PBL Process. This finding highlights the increasing integration of PBL with other methods of experiential and active learning.

Problem-based Learning (PBL) is a teaching and learning approach to achieve knowledge growth through problem-solving.This paper firstly gives the concept of PBL, then expounds the process of PBL in nursing students' English learning, and finally elaborates the good results of promoting nursing students' learning, such as arousing students' learning interest, improving English ability, expanding communication channels and promoting oral English teaching reform to provide some references for the relative researchers. Concept of PBL

This research investigated students’ perceptions of tutors’ teaching methods applied in one of grammar tutoring classes in an English Education study program at one of the universities in Yogyakarta. The students’ preferences on grammar teaching methods were also discovered. This research employed a quantitative approach. Fifty-seven students participated in this study and filled out the questionnaire. Their activities during tutoring program were observed. Then, the interview was used to gather further information. The result of the questionnaire revealed a mean score of four point twenty-nine. It showed that the participants of this study shared their positive perceptions of tutors’ teaching methods in grammar tutoring classes. They felt that the tutors were able to build a comfortable learning experience and motivate them to have a language exposure. Additionally, the students desired to learn grammar by using the audio-lingual method and communicative language teaching (CLT) method. This study implies the need for a well-prepared peer tutoring program to help students effectively. Additionally, the administrators can address individual learning differences and provide insights for improving grammar instructions.

The purpose of this study is to investigate students' learning experiences and their perceptions towards teaching methods and evaluations, teaching materials and ability grouping policy in the course of Freshmen Practical English. The subjects were freshmen from three different colleges (i.e., College of Management; College of Engineering; College of Humanities and Social Sciences) at National Kaohsiung University of Applied Sciences in the 2005 academic year. Students were distributed into 3 levels based on the placement test provided by the publisher of the textbook for the Freshmen Practical English course. Data were collected through a questionnaire (α= 0.8477) on four categories of students' learning experiences, perceptions toward teaching methods, teaching materials and grouping policies. The questionnaire survey was conducted during the final two weeks of the first semester. Collected data were analyzed and decoded in the SPSS for Winodws 10.0 including the analyses of mean scores, standard deviation, one-way ANOVA and Duncan post hoc comparisons to examine gender difference, level difference and college difference. The results showed that 1) there was a higher percentage of approval than disapproval in all of the four categories, especially in the category of perceptions toward teaching methods and evaluations; 2) 52.5% of the respondents answered so-so to the question of whether they were satisfied with the grouping policy, while 33.1 % responded ”agree,” in contrast to 14.4 % who responded ”disagree.” Moreover, 44.7% of the respondents expressed that grouping was helpful to their English learning, and only 8.6% disagreed; 3) 49.6% preferred to be ability grouped in the Sophomore Listening and Speaking Class, and only 12.6% disagreed; 4) 47% of the respondents agreed that different teaching materials should be used for different level students, while 17.3 of the respondents disagreed; 5) in gender differences, male students demonstrated a significant higher level of stress in learning English, and this phenomenon was especially significant among students from College of Engineering. Besides, more female students felt the classroom atmosphere was nice; 6) 14.5% of the respondent revealed that they were misplaced, and a significant higher percentage of beginning-level respondents wanted to be regrouped per semester than intermediate and intermediate advanced level students.

Purpose: This research indicates the need to identify the right teaching and learning methods, ways to design teaching and learning methods for lecturers, and students in Vietnam's higher education system. From there, point out the limitations of current teaching methods and the advantages when teachers and learners design their new teaching and learning methods. Methodology: This research uses qualitative and quantitative research methods through interviews about teaching methods of lecturers and student learning methods; evaluation of lecturers and students about the advantages and disadvantages of the current teaching and learning method. Respondents included 1.000 students and 130 lecturers at several universities in the Ho Chi Minh City of Vietnam. Main Finding: Based on these data and analysis, this study shown a new paradigm in developing active teaching and learning methods for lecturers and students, optimal methods for achieving the expectations that teaching strategies and active learning by the instructors and students. Implications/Applications: This study contributes to the development of positive teaching and learning strategies, creating interest, and promoting students' self-study ability. The results will help lecturers, and students build proper teaching and learning strategies, creating funny, development capacity, and creativity of students. Novelty/Originality: The research, analyze and design the essential contents of the strategy development process for both teachers (lecturers) and learners (students). The main contributions of the research are the initial conditions necessary for teachers and students to develop effective teaching and learning strategies for themselves.

This research aims to improve critical thinking skill of X AKL 1 graders of SMK Negeri 2 Magelang with experiential learning implementation. This research is classified as Classroom Action Research (CAR) that conducted with two cycles. Data collection techniques used are test and field notes. Based on the results of the study, it can be concluded that the implementation of experiential learning can improve the critical thinking skill of X AKL 1 graders of SMK Negeri 2 Magelang. In cycle I, the average value of students’ critical thinking skill was 44.8 at the pretest increased by 29 or 64.73% to 73.8 at the posttest. In cycle II, the average value of students’ critical thinking skill was 51 at the pretest increased by 30.9 or 60.59% to 81.9 at the posttest. The students’ learning completeness cycle I was 6% at the pretest increased by 57% to 63% at the posttest. While in cycle II was 18% at pretest increased by 67% to 85% at posttest. The suggestion recommended in this article is that experiential learning methods can be used by teachers to improve students’ critical thinking skills. For other researchers, they can also conduct similar research and examine student responses to the implementation of experiential learning for improvement and refinement in the application of the method.

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.