Constructed Spaces and Transitory Decor: Georhetorical Practices as Experiential Learning in Rhetoric and Composition

Learning experience of nursing students in a clinical partnership model: An exploratory qualitative analysis

Purpose – This study describes implementing the experiential learning-based spiritual learning model for high school students. Design/methods/approach – This research adopts a qualitative methodology with a narrative approach, focusing on thirteen Islamic religion teachers from both public and private high schools in Indonesia and Malaysia. Findings – This study divides the findings into three, namely teacher understanding, forms of application and constraints in experiential learning. Teachers' understanding of experiential learning based on this research is not evenly distributed. meaning that the teacher in theory does not know much but some have practiced it. the application of learning is carried out using online media. while the constraints faced came from internal and external factors. Research implications/limitations – This research recommends the use of experiential learning to enhance religious education. Teachers need to develop innovative learning strategies, while students should actively participate in the learning process and apply their experiences. The study also suggests that schools should incorporate experiential learning methods in their curriculum to enhance the effectiveness of religious education. These recommendations provide practical insights into developing religious education based on experiential learning. Originality/value – The study found similarities in the application of experiential learning in religious education between Indonesia and Malaysia, including the use of video media to increase students' interest in the material. However, both countries face similar obstacles, such as the need to increase teacher competence in innovative learning strategies, the presence of noise in new learning, and the need for standard syllabi.

Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching-learning model, (e) virtual reality as architectural pedagogy, (f) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning.

The main responsibility of universities is to cultivate high-quality students. The quality of student cultivation can be enhanced by improving university teachers’ pedagogical competence, and thus enhancing students’ learning experiences and satisfaction. The purpose of this study was to examine the impact of university teachers’ pedagogical competence on students’ learning experience and satisfaction, as well as the mediating effect of university students’ perception of learning experience. Structural equation modeling was employed to examine the relationships between pedagogical competency of university teachers, students’ learning experiences and classroom satisfaction, based on 569 questionnaires. The results indicate that teachers’ professional knowledge ( β = 0.325, p < 0.001) and teaching skills (β = 0.155, p < 0.001) have a direct positive effect on students’ classroom satisfaction. Both factors indirectly influence satisfaction through learning experiences, with professional knowledge showing a standardized path coefficient of 0.615 ( p < 0.001) on learning experiences, and teaching skills showing a coefficient of 0.335 ( p < 0.001). Learning experiences have a direct effect on satisfaction with a coefficient of 0.536 (p < 0.001). Bootstrap testing confirms that the mediation effect of learning experiences is significant, with professional knowledge accounting for 50.4% of the mediation effect (total effect = 0.655, indirect effect = 0.330), and teaching skills accounting for 53.9% (total effect = 0.334, indirect effect = 0.179). The study suggests that university teachers can enhance classroom satisfaction indirectly by optimizing the depth of knowledge, teaching methods, and classroom interactions, thereby improving students’ learning experiences. This study recommends that universities strengthen training in teachers’ professional knowledge and teaching skills, and establish dynamic feedbacks mechanism for teaching outcomes. This study also offers insights for universities to enhance the various dimensions of teachers’ pedagogical competence and optimize administrative and management strategies through the learning experience and satisfaction of university students.

The aim of this study was to examine whether participating in a team-based simulation intervention would improve nursing students' empathy and commitment to addressing social determinants of health (SDOH) and interprofessional teamwork attitudes, beliefs, and behaviors. Outcomes were compared for intraprofessional versus interprofessional team participation. Nursing students must learn strategies to address SDOH, but this content is not well integrated in curricula. Teaming Up for Community Health was created to provide SDOH experiential team learning. Eighty-five nursing students participated in the intraprofessional comparison group or interprofessional intervention group. Surveys were completed before and after the intervention and two months later. Participants had heightened empathy and commitment to addressing SDOH at baseline. Interprofessional teamwork beliefs and behaviors improved for both groups. Experiential learning about SDOH should focus on improving students' self-confidence and performance. Based on the study results, experiential team learning should be threaded through curricula.

This study examines whether summer programming that relies on the delivery of a hands-on, experiential service learning curriculum to deliver content is able to reduce or eliminate summer learning loss in middle school students. Using Alexander, Entwisle, and Olson's (2001) faucet theory as a theoretical framework and a qualitative case study design, the study explores two summer programs in Rhode Island. These programs, one in a low-income community and the other in a mixed-income community both shares a common curriculum of experiential service learning as the framework for their programs. The findings suggest that these hands-on, experiential summer programs had significant positive effects on a variety of student outcomes. Primarily, stakeholders perceived significant effects of the program on social and emotional learning and the development of 21st century skills including problem solving, critical thinking, collaboration, and communication. Data also suggests that programs do have academic benefits for students as well, but the extent of those benefits are less clear. The study also found that the service learning component was not implemented effectively and therefore had little impact on program outcomes. This research has implications for experiential learning research as well as research on effective summer interventions that can help reduce achievement gaps. It also has implications for policymakers and practitioners seeking to implement different forms of summer programming that can be effective at reducing or eliminating summer learning loss. The need for further quantitative research to confirm these findings is required, but the study does suggest that experiential learning is an effective tool for reducing summer learning loss and helping to stem the growth of achievement gaps during the summer months.

Individuals learn both from the outcomes of their own internally generated actions (“experiential learning”) and from the observation of the consequences of externally generated actions (“observational learning”). While neuroscience research has focused principally on the neural mechanisms by which brain structures such as the ventromedial prefrontal cortex (vmPFC) support experiential learning, relatively less is known regarding how learning proceeds through passive observation. We explored the necessity of the vmPFC for observational learning by testing a group of patients with damage to the vmPFC as well as demographically matched normal comparison and brain-damaged comparison groups—and a single patient with bilateral dorsal prefrontal damage—using several value-learning tasks that required learning from direct experience, observational learning, or both. We found a specific impairment in observational learning in patients with vmPFC damage manifest in the reduced influence of previously observed rewards on current choices, despite a relatively intact capacity for experiential learning. The current study provides evidence that the vmPFC plays a critical role in observational learning, suggests that there are dissociable neural circuits for experiential and observational learning, and offers an important new extension of how the vmPFC contributes to learning and memory.

Experiential learning is an effective teaching methodology in education which creates hands-on skills and competencies among school children by offering real life experiences, learning and practical application. First Aid knowledge is an important life skill that facilitates quick action in the face of the emergencies and the avoidance of serious injuries and sometime save the life. The present study investigates the effect of experiential-based First Aid training among middle stage students. The aim was to measure the knowledge, skills, and attitudes of the students toward First Aid. 20 students were taken randomly and a mixed-method design was adopted. Through baseline assessment knowledge of the students was measured through interviews, followed by First Aid training designed with Kolb’s experiential learning cycle as intervention. Achievement, skills tests and interviews were used to collect post-training data. Findings showed that 65% of students scored over 80%, expressing high competence, while others had moderate competence (60–69%). The study also reveals a positive correlation of theoretical and application knowledge. Qualitative analysis findings reveal that training was more effective to gain application based practical knowledge. The study conclude that experiential learning can substantially enhance First Aid competencies, but continuous practice and a conducive learning environment are crucial for frequent and prolonged skill acquisition.

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 handbook acts as an essential guide to understanding and using reflective and experiential learning - whether it be for personal or professional development, or as a tool for learning.It takes a fresh look at experiential and reflective learning, locating them within an overall theoretical framework for learning and exploring the relationships between different approaches.As well as the theory, the book provides practical ideas for applying the models of learning, with tools, activities and photocopiable resources which can be incorporated directly into classroom practice.This book is essential reading to guide any teacher, lecturer or trainer wanting to improve teaching and learning.

Program Pengalaman Lapangan (School Internship Program), abbreviated as PLP, is an obligatory course in the curriculum of study programs under the faculty of teachers training and education. It adopts an experiential field learning to provide comprehensive, direct, and real experiences in school. A long-term goal is set to develop professional teacher competencies. In the Covid-19 pandemic, PLP has been implemented online. This research aimed to analyse the students’ reflections on experiences in online PLP on School Environment to find out to what extent they understand the school environment, good and inspirational experiences, meaning or values that were developed by students, intentions for self-development that arouse based on the experience and reflections, obstacles faced by students and how to solve them. This research was a qualitative research. The results of the study indicated that students’ experiences in getting to know the school environment were included in the good category, students gained various good and inspirational experiences, experiences in overcoming obstacles that arose due to the pandemic, developed meaning or values, and developed intentions for self-development as a teacher candidate. Thus, the meaningful learning cycle based on experiential learning was experienced by the students participating in the online PLP.

Purpose While nonverbal communication skills (NVCS) are an important contributor to building a clinical alliance, they are often included implicitly rather than explicitly in medical education programs. Ambiguity around if (and how) NVCS are taught, learned or developed limits the flexibility of implementation of NVCS education in medical programs. This gap in understanding is further highlighted by recent pushes toward online learning environments. This study aimed to identify the perceptions of clinical skills tutors, simulated patients, and students around learning NVCS and how that translates to an online context. Methods A qualitative study was conducted using a series of semi-structured interviews with clinical skills tutors, simulated patients and medical students from an Australian medical program. The resulting data was analyzed using reflective thematic analysis. Results We classified participant construals of how NVCS are taught and learned into four themes: ‘explicit teaching’, ‘experiential learning’, ‘observational learning’ and the importance of ‘feedback’. In the transition to online learning, the process of learning NVCS through explicit teaching was largely thought to be retained. Experiential and observational learning were retained in limited forms and some elements of feedback were lost. Conclusions This study has identified new perspectives of stakeholders in teaching and learning NVCS online for use in clinical contexts. Learning NVCS online can be beneficial in preparing students for telehealth consultations. However, a better understanding of how skills used online and in face-to-face environments correspond is required to guide the development of innovative and engaging methods for the teaching and learning of NVCS.

Culturally sustainable environmental education is a crucial issue that is inseparable from our society and environment; and closely linked to our life. Taiwan’s cultural environment and family activities are characterized by religious beliefs and temple architectures. Incorporating digital technology into learning about the cultural environment of Taiwan can be an effective way to achieve sustainability. To have a deeper understanding of Taiwan’s culture and aesthetics, this study uses AR (augmented reality) technology to bring interactive experiences to the temple, so that the public can interactively experience arts in the temple. Through the AR navigation system, people can ascertain cultural connotations and understand the power of Taiwan’s beliefs. This study will take the Wumiao (martial temple) in Yanshui District, Tainan, Taiwan, as the research field to examine the learning experiences and performance with an AR navigation system. The empirical method is used to collect data of users’ behaviors and feelings; the statistics approach is also used to testify to the AR usability that is if with AR technology people can have a better understanding and learning performance on the culture aspect. Research finding proves one can have a better learning experience with AR tech with a positive result. According to the correlation coefficient analysis, only perceived enjoyment and perceived ease of use are moderately correlated, the other differences are highly correlated. It is thus clear that AR navigation systems should be applied for having better folk beliefs, cultural etiquette learning experiences, and learning performance, more, for not merely having faith, but also loyalty as well.

Professional self-care in social work is regarded as paramount to ethical and competent practice. However, the absence of an agreed upon operationalization of self-care leaves social work educators directionless on the teaching and modeling of self-care. This study investigated the learned and lived self-care experiences of BSW and MSW students (n = 80) in their final field education experience. Data collection included an anonymous online survey, focus groups, and a follow-up online survey. Broadly, students were asked to consider three aspects of self-care: 1) their understanding of self-care, including the sources of that understanding; 2) their experienced internal and external barriers to self-care; and 3) the interface between self and systems when practicing self-care. Utilizing a general inductive approach to data analysis, several evocative themes emerged suggesting gaps between the learned experience and the lived experience of self-care including the conflict between familial or cultural values and formal self-care education, a divide between their positive experiences with self-care and their actual performance of self-care, and inhibitory components of professional systems to the personal practice of self-care. Students exhorted their social work educators to model self-care, teach it explicitly, provide in-vivo practice opportunities, and to understand the student experience.

ABSTRACTThe pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only one study has followed PSTs through a series of learning experiences. In this study, we used the three-level model of learning as a framework to investigate a PST’s continuing process of learning to teach SE as part of a PETE program and while teaching during the school placement component of the PETE program. The study was guided by the question, ‘How does a PST’s knowledge of teaching and learning SE develop?’ This study reports on one physical education PST learning to teach SE. The learning experience was composed of four PETE courses (two content courses and two school placements) divided into five phases. Data collection employed five semi-structured interviews, coursework and a focus group. Data were analyzed using a hybrid approach of inductive and deductive theme development. Results revealed that the PST progressively developed conscious awareness and understanding about teaching and learning SE. The comprehensive learning experience made the PST develop understanding of teaching and learning SE that reflected knowledge on an abstract level. Studying the relationships between SE concepts, while connecting them with knowledge from various PETE courses, the theoretical foundation of SE became accessible. We encourage physical education teacher educators to allow for a continuing growth of understanding where PSTs develop knowledge through various SE learning and teaching experiences tailored around their needs and concerns.