Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education

Kolb, Alice Y.; Kolb, David A.

doi:10.5465/amle.2005.17268566

Cited by 3,460 publications

(3,049 citation statements)

References 22 publications

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“…Kolb and Kolb (2005) have stressed the significance of reflection in the context of learning. Reflection allows assimilation and reordering of concepts, skills, and/or values and their inclusion into preexisting knowledge structures.…”

Section: Discussionmentioning

confidence: 99%

Principles for Developing Benchmark Criteria for Staff Training in Responsible Gambling

et al. 2016

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One approach to minimizing the negative consequences of excessive gambling is staff training to reduce the rate of the development of new cases of harm or disorder within their customers. The primary goal of the present study was to assess suitable benchmark criteria for the training of gambling employees at casinos and lottery retailers. and assigned to six categories: (1) criteria of content, (2) modelling, (3) qualification of trainer, (4) framework conditions, (5) sustainability and (6) statistical indicators. Nine of the 75 indicators were rated as very important by 90 % or more of the experts. Unanimous support for importance was given to indicators such as (1) comprehensibility and (2) concrete action-guidance for handling with problem gamblers, Additionally, the study examined the implementation of benchmarking, when it should be conducted, and who should be responsible. Results indicated that benchmarking should be conducted every 1-2 years regularly and that one institution should be clearly defined and primarily responsible for benchmarking. The results of the present study provide the basis for developing a benchmarking for staff training in responsible gambling.

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Section: Discussionmentioning

confidence: 99%

Principles for Developing Benchmark Criteria for Staff Training in Responsible Gambling

et al. 2016

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“…In addition, 76 modalities of learning such as physical (or kinesthetic), visual, visual/verbal, and 77 auditory have been described (Kolb, 2005) and demand varied teaching approaches to 78 meet students' diverse learning styles. Models of formative assessment for and as 79 learning provide students with opportunities to reflect on their practice and receive 80 constructive and timely feedback.…”

Section: Conclusion 53mentioning

confidence: 99%

Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: A proof of concept paper

O’Meara

Munro

Williams

et al. 2015

International Emergency Nursing

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Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: a proof of concept paper, International Emergency Nursing (2014), http://dx.doi.org/doi: 10.1016/j.ienj.2014.11.001. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. 24• High-level situational awareness can be improved through simulation. 25• Participants' post-course ratings of their skills, competence and confidence improved. 26• Eye tracking and point of view recording techniques can benefit performance. 27• Participants placed a high value on the video debriefing. 28• Visual field review techniques may enhance the use of realistic simulated practice. 30 31Abstract 32 33Objective 34The aims of this quasi-experimental before-and-after study were to first determine 35 whether the use of eye tracking technology combined with video debriefing techniques 36 has the potential to improve the quality of feedback and enhance situation awareness 37 (SA) in simulated settings and second to determine students' satisfaction towards 38 simulated learning. 39

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“…Other diversity training programs utilize a variety of different instructional techniques, such as role playing, lectures, experiential exercises, discussion, and other learning methods of teaching. These diversity training programs are typically viewed more positively in the literature than those based on one method (e.g., see research on learning styles; Kolb, 1984;Kolb & Kolb, 2005) and perceptual preferences (e.g., Fleming & Mills, 1992). For instance, according to Kolb and Kolb (2005), learning requires facing and embracing differences, and most effective learning occurs when a learner "touches all the bases" and balances feeling, thinking, acting, and reflecting learning styles.…”

Section: Training Instruction: Many Versus One Methodsmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

236

214

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We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.

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Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education

Cited by 3,460 publications

References 22 publications

Principles for Developing Benchmark Criteria for Staff Training in Responsible Gambling

Principles for Developing Benchmark Criteria for Staff Training in Responsible Gambling

Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: A proof of concept paper

Reviewing Diversity Training: Where We Have Been and Where We Should Go

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