Enhancing Student Experiential Learning With Structured Interviews

Cornell, Robert M.; Johnson, Carol B.; Schwartz, William C.

doi:10.1080/08832323.2012.659296

Cited by 38 publications

(41 citation statements)

References 10 publications

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“…According to Cornell (2013), Experiential learning involves a "direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it" (Cornell, 2013). The Traditional learning relies basically on lecturing and classroom based methods, but experiential learning actively involves the students in a concrete experience (Cornell, 2013). According to Weisbord (2013), clear and specific feedback is important for effective learning.…”

Section: Experiential Learning: Theoretical Foundationsmentioning

confidence: 99%

“…Kolb"s experiential learning theory has been accepted as an efficient model of learning as it provides comprehensible mechanism of teaching to improve student learning (Chavan, 2011). According to Cornell (2013), Experiential learning involves a "direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it" (Cornell, 2013). The Traditional learning relies basically on lecturing and classroom based methods, but experiential learning actively involves the students in a concrete experience (Cornell, 2013).…”

Section: Experiential Learning: Theoretical Foundationsmentioning

confidence: 99%

“…That"s why business schools have recently actively integrating experiential learning in business programs to confirm the educational practice (Buschlen 2013, Kozloski 2013. According to Cornell (2013), traditional approaches may be complemented by experiential learning. Accordingly, business educators, at both the undergraduate and graduate levels, are continually looking for effective teaching tools that provide dynamic learning activities for their students (Cornell, 2013).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…According to Cornell (2013), traditional approaches may be complemented by experiential learning. Accordingly, business educators, at both the undergraduate and graduate levels, are continually looking for effective teaching tools that provide dynamic learning activities for their students (Cornell, 2013). Yet the students" receptiveness to new or old educational teaching approaches varies as different students require different learning styles (Piercy, 2011).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…Moreover, it is recommended to evaluate early at the beginning the students" skills and capabilities to achieve a greater performance. It is advisable then to start early the experiential learning orientation since middle school to be a professional base for business education (Plesolanu 2013, Cornell 2013). The inability of many business students to relate theories to practice sheds the light on the importance of experiential learning activities which intend to build students" practical experiences (Piercy, 2011).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

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Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students" learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students" effective learning.

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Section: Experiential Learning: Theoretical Foundationsmentioning

confidence: 99%

Section: Experiential Learning: Theoretical Foundationsmentioning

confidence: 99%

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

See 3 more Smart Citations

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Bringing COSO to life: Engaging students with real world examples of internal controls using digital storytelling

Douglass

Martínez

Holmes

2022

Journal of Accounting Education

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Ready, set, go! Deploying the social listening stoplight activity to teach marketing analytics using qualitative techniques

Bryant,

Riley,

Turner-Henderson

et al. 2024

J Market Anal

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Analytical skills are in high demand across business sectors and various positions. Therefore, it is pivotal for marketing students to have exposure and practice leveraging analytical methods and tools before graduation and entering the job market. However, qualitative techniques to gather marketing analytics and insights are rarely taught as an approach. As a result, the authors created the Social Listening Stoplight Activity to teach students how to qualitatively gather marketing analytics insights for actionable recommendations that can be used to adjust social media strategies for increased engagement. By leveraging data from the Social Listening Stoplight Activity, the authors qualitatively analyze undergraduate and graduate student assignment submissions to assess the activity as a method to teach students qualitative social listening, a growing industry skill. This research finds that students exhibit more difficulty with qualitative versus quantitative strategic social media marketing analysis skills, further justifying the need for an activity like this in marketing analytics and social media courses. Students must not only be able to assess numerical data, but they also must be able to interpret and communicate recommendations to truly contribute to organizations.

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Enhancing Student Experiential Learning With Structured Interviews

Cited by 38 publications

References 10 publications

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bringing COSO to life: Engaging students with real world examples of internal controls using digital storytelling

Ready, set, go! Deploying the social listening stoplight activity to teach marketing analytics using qualitative techniques

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