Do Experiential Learning Pedagogies Effect Student Learning? A Meta-Analysis of 40 Years of Research

Burch, Gerald F.; Giambatista, Robert C.; Batchelor, John H.; Hoover, J. Duane; Burch, Jana J.; Heller, Nathan A.; Shaw, Joanna

doi:10.5465/ambpp.2016.127

Cited by 14 publications

(19 citation statements)

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“…The explanation is in line with the experiential learning theory that people learn from real experience, which they conceptualize and implement through reflective observation and active experimentation (Hanur & Widayati, 2019). The finding that experience is one of the best media of effective learning corroborates previous research in universities (Burch et. al., 2014;Coker et.…”

Section: Twenty Eight Timessupporting

confidence: 85%

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Applying Participatory Observation in Islamic Education to Improve Students’ Character

et al. 2020

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This study aims to describe the effectiveness of the Participatory Observation learning model and students’ responses to the learning model used in PAI (Pendidikan Agama Islam/Islamic Education). It used qualitative and quantitative methods with a pre-test and post-test nonrandomized group pre-experiment design. The 125 participants who were taken from three public universities, were asked to fill out questionnaires and written interviews. The data were analysed using paired t-test and qualitative descriptive analysis. The results showed that first experiment got a t-score of 6,798 with a significance of 0,000; t-table score at 51 degrees of freedom and a significant degree of 0.05 in the form of 2.032. Second experiment obtained a t-score of 5.991 with a significance of 0.000; the t-table score at 54 degrees of freedom and 0.05 degrees of significance was 2.046. Third experiment achieved a t-score of 6.424 with a significance of 0.000; the t-table score at 20 degrees of freedom and 0.05 degrees of significance was 2.054. When compared, t-score> t-table or significance score <0.05, which means that the mean score between pre-test and post-test is significantly different. This means that the Participatory Observation learning model can improve students' religious and social character in learning PAI. This result is in line with the respondents' recognition that they have experienced changes in their character in a positive direction. Students stated that the Participatory Observation learning model was fun and very useful, so that it could be used in PAI learning to improve students’ character.

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Section: Twenty Eight Timessupporting

confidence: 85%

“…Another finding that respondents were pleased and enjoyed implementing the model of teaching "Participatory Observation" confirmed an extensive investigation by Burch et. al.…”

Section: Twenty Eight Timessupporting

confidence: 70%

Applying Participatory Observation in Islamic Education to Improve Students’ Character

et al. 2020

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“…Therefore, as proposed by Kolb and Kolb (2017), this exercise provides a direct concrete experience via a real-life crisis exercise, then facilitates individual and group reflections via a debriefing. Empirically, there is strong support for experiential learning in the literature, and, via the standards of construct validity, it is considered a wellaccepted framework for instructional design and lifelong learning (Burch et al, 2014;Kolb, 1984).…”

Section: Teaching Crisis Leadership Through Experiential Learningmentioning

confidence: 99%

Crisis leadership: Teaching external corporate communications via an experiential learning exercise

Balwant

2020

Journal of Education for Business

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“…The content of NESSST CBT e-learning was developed by the authors based on the content of the face-to-face pilots. Focusing on high-intensity one-to-one supervision in CBT, the authors decided to move content around relevant theory and evidence base to the e-learning format, freeing up time to maximize the opportunities for experiential learning at the face-toface training day, given the evidence base on the effectiveness of this type of learning (Burch et al 2014) and feedback from other supervisor training developed within NES. The topics for the e-learning module are outlined below.…”

Section: Rationale For Blended Learningmentioning

confidence: 99%

Developing specialist CBT supervision training in Scotland using blended learning: challenges and opportunities

Ferguson

Harper

Platz

et al. 2016

tCBT

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NHS Education for Scotland (NES) has developed a suite of training to address the learning and development needs of supervisors of psychological therapies in the National Health Service (NHS) in Scotland and to support quality of evidence-based practice in psychological therapies, in light of the recent expansion in this area of healthcare. In parallel with the structure of the recently developed supervisory competency frameworks, an initial training package addressing generic (cross-modality) supervision competences was supplemented by the development of a training package to meet the specific needs of supervisors of CBT: NES Specialist Supervision Training in CBT (NESSST CBT). A blended learning package was developed, in light of the emerging evidence around the effectiveness of e-learning, to produce a flexible and learner-centred training package. This paper describes the development, delivery and planned evaluation methods of NESSST CBT. Lessons learned during implementation are outlined, along with key challenges regarding the future of supervision training in Scotland and the UK.

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Do Experiential Learning Pedagogies Effect Student Learning? A Meta-Analysis of 40 Years of Research

Cited by 14 publications

References 0 publications

Applying Participatory Observation in Islamic Education to Improve Students’ Character

Applying Participatory Observation in Islamic Education to Improve Students’ Character

Crisis leadership: Teaching external corporate communications via an experiential learning exercise

Developing specialist CBT supervision training in Scotland using blended learning: challenges and opportunities

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