Learning Identity, Flexibility, and Lifelong Experiential Learning

This paper describes two experiments carried out in order to investigate the role of visuals in multimodal answer presentations for a medical question answering system. First, a production experiment was carried out to determine which modalities people choose to answer different types of questions. In this experiment, participants had to create (multimodal) presentations of answers to general medical questions. The collected answer presentations were coded on the presence of visual media (i.e., photos, graphics, and animations) and their function. The results indicated that participants presented the information in a multimodal way. Moreover, significant differences were found in the presentation of different answer and question types. Next, an evaluation experiment was conducted to investigate how users evaluate different types of multimodal answer presentations. In this second experiment, participants had to assess the informativity and attractiveness of answer presentations for different types of medical questions. These answer presentations, originating from the production experiment, were manipulated in their answer length (brief vs. extended) and their type of picture (illustrative vs. informative). After the participants had assessed the answer presentations, they received a post- test in which they had to indicate how much they had recalled from the presented answer presentations. The results showed that answer presentations with an informative picture were evaluated as more informative and more attractive than answer presentations with an illustrative picture. The results for the post-test tentatively indicated that learning from answer presentations with an informative picture leads to a better learning performance than learning from purely textual answer presentations.

This research was part of a larger study into student performance in senior chemistry with regard to question type and content.This paper examines student perceptions about question type and context and compares these perceptions to actual performance.How students perceive different types of questions and how it influences their self-belief and motivation were the focus of this study.Student responses to different styles or types of questions have been well researched over time.In this study Year 11 chemistry students were quizzed about their preferences to Multiple-Choice questions and Open Response question types and how the presence of each type was likely to influence their test performance.Student's perceptions were then correlated to their actual performance on sample chemistry tests.Students generally preferred MCQ questions and believed they were likely to perform better on these questions regardless of the topic.Test results did not always support this confidence.Suggestions for further research are also made.

PurposeTo maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.Design/methodology/approachThe conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.FindingsThe article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).Originality/valueThe proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.

The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman- Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers’ questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open- ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level.

A powerful tool for social change and transformation for sustainable future has been considered Education for Sustainability (EpS). Thus, in order for the expected results and objectives of EpS to be achieved, new pedagogical proposals are necessary, behavioral change and attitudes must be attained from pedagogical approaches that focus on the criticality of students. For this to be possible, EpS finds opportunities in theories of learning of constructivist epistemology, such as: Theory of Experiential Learning, Transforming Learning, Liberating Learning and Social Learning. Therefore, the objective of this study is to identify and analyze the characteristics of scientific publications on the subject of education for sustainability linked to theories of Experiential, Transformative, Liberating and Social learning. The operationalization of the survey took place through a bibliometric study, which has been searched in the Web of Science and Scopus in the last ten years, as well as in the annals of ANPAD events. The results show that these are themes that are evident in recent years, and that the theory of social learning is the one that is most consolidated in the literature when it comes to education for sustainability.

The move from face-to-face to distance learning poses a challenge for courses that rely on hands-on experience such as embedded systems. In this course, students need to work with hardware and software to achieve various learning objectives. For full advantage, the hands-on experience should be aligned with the acquisition of related concepts and procedural knowledge. The alignment of conceptual learning with hands-on experience is a big challenge, in general, and for distance learning, in particular. This article describes how different learning technologies can be integrated to achieve such alignment for embedded systems in a distance learning mode. A framework for active, lecture-free learning was established using a learning management system, YouTube, various web resources, a hardware kit, and a software development environment. The learning activities were implemented as ungraded quizzes on Moodle with different types of questions. These include review questions, conceptual questions, procedural questions, brainstorming questions, code analysis questions, and code creation questions. Our students used the provided hardware kit and the software development environment to complete the learning activities throughout the semester without listening to any live or recorded lecture from our end. This instructional design was evaluated by analyzing learning data generated by Moodle as well as self-report data. The results show high student engagement and positive perceptions of the course content and the learning method. We believe that the proposed pedagogical framework of this design is of general value and can be adopted in other engineering courses with similar requirements of hands-on experience in distance learning.

Research evidence can play an important role in each stage of decision-making, evidence-support systems play a key role in aligning the demand for and supply of evidence. This paper provides guidance on what type of study designs most suitably address questions asked by decision-makers. This study used a two-round online Delphi approach, including methodological experts in different areas, disciplines, and geographic locations. Participants prioritized study designs for each of 40 different types of question, with a Kendall’s W greater than 0.6 and reaching statistical significance (p<0.05) considered as a consensus. For each type of question, we sorted the final rankings based on their median ranks and interquartile ranges, and listed the four study designs with the highest median ranks. Participants provided 29 answers in the two rounds of the Delphi, and reached a consensus for 28 (out of the 40) questions (eight in the first round and 20 in the second). Participants achieved a consensus for 8 of 15 questions in stage I (clarifying a societal problem, its causes, and potential impacts), 12 of 13 in stage II (finding options to address a problem) and four of six in each of stages III (implementing or scaling-up an option) and IV (monitoring implementation and evaluating impact). This paper provides guidance on what study designs are more suitable to give insights on 28 different types of questions. Decision-makers, evidence intermediaries (, researchers and funders can use this guidance to make better decisions on what type of study design to commission, use or fund when answering specific needs.

This study aims to develop an instrument for HOTS questions with the help of the Wondershare Quiz Creator (WQC) application on Momentum and Impulse materials with design and material feasibility, suitable settings for HOTS questions with four types of HOTS questions, namely Multiple Choice, Multiple Responses, Sequence and Matching. The research method used is Research and Development (R &amp; D). This type of research is used to adapt the research design by Borg &amp; Gall. The product development stages consist of research and data collection, planning, product development, product validation, product revision, and product results. The data collection technique used expert validation in developing HOTS questions based on CBT, then the data were analyzed quantitatively and descriptively. The analysis shows that the validity of the design has an average value of 4.21 with very high quality or validity and the validity of the material has an average value of 3.75 with high quality or valid. The highest scores for design and material validity were multiple responses 4.22 and 3.79. At the levels on C4, C5, and C6, there is no difference in the validity and complexity of thinking caused by different types of questions. Keywords: CBT, HOTS, Momentum and Impulse, Wondershare quiz creator

ABSTRACTPrevious studies have produced several typologies of teacher questions in mathematics. Probing questions that ask students to explain are often included in the types of questions. However, only rare studies have created subtypes for probing questions or investigated how questioning differs depending on whether technology is used or not. The aims of this study are to elaborate on different ways of asking students to give explanations in inquiry-based mathematics teaching and to investigate whether questioning in GeoGebra lessons differs from questioning in other lessons. Data was collected by video recording 29 Finnish mathematics student teachers’ lessons in secondary and upper secondary schools. The lesson videos were coded for the student teachers’ probing questions. After this, categories for the types of probing questions were created, which is elaborated in this paper. It was found that the student teachers who used GeoGebra emphasized conceptual probing questions during the explore phase of a lesson slightly more than the other student teachers.

The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.

Chapter 13 - Deterministic and Stochastic Models of Genetic Regulatory Networks

ABSTRACTSimulation games (SGs) offer great opportunities for students to learn and experience real-world business decisions in a risk-free learning environment. However, the impact of using SG on educational outcomes is not fully understood. Drawing on experiential learning theory, we develop a conceptual model to examine students’ perceptions of the educational values generated from a SG adopted in a postgraduate programme at a UK business school. The study gathered data from 120 students by using survey data and qualitative data from students’ reflective reports. Results show that SGs have positive impact on students’ conceptual understanding, skills development and affective evaluation of their learning experience. The article discusses the findings and its implications for educational practitioners and offers directions for future research.

This a journey through landscapes beyond the confines of textbooks. In this journey, future educators immerse themselves in the study of geography and become part of the dynamic rhythm of the natural world. This research explored the transformative realm of experiential learning outside the traditional classroom. Here, field trips, outdoor projects, and hands-on workshops serve as a vibrant backdrop for understanding sustainable natural resource management. This investigation focused on using geography-focused experiential learning in resource management within the Chris Hani West District of South Africa. As global environmental challenges escalate, the need for innovative educational approaches has become unprecedented. This study, guided by David Kolb’s experiential learning theory (ELT), adopted an interpretive research paradigm through a phenomenological lens. The purposive and snowball sampling methods were employed for participant recruitment, and one-on-one data collection provided deep insight into participants’ subjective experiences. Thematic analysis was used to present our findings. The results disclosed the potential of experiential learning to cultivate environmental stewardship and empower individuals as active contributors to resource conservation efforts. Importantly, the study highlights the necessity and value of internships and apprenticeships in this educational paradigm. It further investigated the critical role of experiential learning in geography education for effective natural resource management. Some recommendations suggested promoting activities like field trips, habitat restoration efforts, and simulations to provide student teachers with essential hands-on experience and skill-building opportunities. State the contribution of this study to scholarship. Keywords: Experiential Learning, Effectiveness, Geography, Natural Resource Management, Classroom Settings.

As Accessible as a Book on a Library Shelf: The Imperative of Routine Simulation in Modern Health Care

Reflection is integral to the experiential learning process (Kolb, 1984). Experiential learning supports reflection and transfer of learning, providing foundational skills that contribute to lifelong learning (AAC&U, 2009). Preflection, experience, reflection, and transfer (PERT) operationalize the experiential learning process in teaching (Retallick, 2010). 4-H popularized Do, Reflect, Apply as a reflection cycle for delivering the Experiential Learning Model to learners (Diem, 2001). Together, PERT and the 4-H Experiential Learning Model align to implement Experiential Learning Theory in formal education. Science with Practice (SWP) exemplifies these principles as an experiential learning program and academic course at Iowa State University (Retallick et al., 2009). PERT was used in SWP curriculum design with Do, Reflect, Apply prompts providing structure for student reflection. Students in SWP generate a learning agreement detailing a description of the planned experience and their expectations (preflection). They construct a portfolio including journal entries in the form of biweekly reflections (formative reflection), and a final reflection (summative reflection). The purpose of this study was to examine reflective practice in SWP by determining the breadth and depth of reflection and describing the use of Do, Reflect, Apply to structure reflection in portfolios. Findings document development of reflective practice with an emphasis on the importance of examining types of reflection and the intentional guidance of reflection. In reflective writing, learners effectively analyze and assess their experience, increase their awareness, transfer their learning, and are transformed by their experience. Executing Do, Reflect, Apply as a structure for facilitating reflective practice is an effective strategy for completing the PERT experiential learning process and developing lifelong learning skills.