Metacognitive Experiential Learning

Kolb, Alice Y.; Kolb, David A.

doi:10.1007/978-1-4419-1428-6_233

Cited by 37 publications

(65 citation statements)

References 3 publications

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“…The intervention reported here is an adaptation of the Supporting Partners of People With Aphasia in Relationships and Conversation (SPPARC) conversation training programme (Lock et al 2001). SPPARC has facilitated the translation of conversation analysis (CA) research findings into a clinical programme to teach tailored conversation strategies, and is based on Kolb and Kolb's (2009) conceptualization of learning as 'the process whereby knowledge is created through transformation of experience' (p. 298). That is, learning is achieved via a reactive response to a learning situation (an experience), which triggers a recursive process of reflecting, thinking and acting.…”

Section: Therapeutic Process and Conversation-based Interventionmentioning

confidence: 99%

Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia

Beckley

Best

Johnson

et al. 2013

Intl J Lang & Comm Disor

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Background & Aims: A recent systematic review of conversation training for communication partners of people with aphasia has shown that it is effective, and improves participation in conversation for people with chronic aphasia. Other research suggests that people with aphasia are better able to learn communication strategies in an environment which closely mirrors that of expected use, and that cognitive flexibility may be a better predictor of response to therapy than severity of language impairment. This study reports results for a single case, one of a case series evaluation of a programme of conversation training for agrammatism that directly involves a person with aphasia (PWA) as well as their communication partner. It explores how a PWA is able to engage with and learn from the therapy, and whether this leads to qualitative change in post-therapy conversation behaviours. Methods & Procedures:A 55-year-old man with chronic agrammatism and his wife took part in eight weekly sessions of conversation therapy, adapted from Supporting Partners of People With Aphasia in Relationships and Conversation (SPPARC). Language and conversation were assessed before and after therapy, and the couple's views on conversation and disability were elicited. Conversation analysis was used to analyse: (1) pre-therapy conversation patterns, (2) how the PWA engaged and learned during therapy and the forms of facilitation that aided this process, and (3) qualitative change in post-therapy conversation behaviour. Outcomes & Results: After therapy, the PWA showed increased insight and acceptance of the use of strategies such as writing and drawing in the face of conversational difficulty. However, use was prompted by his wife and was rarely spontaneous. Conclusions & Implications:This single case study suggests that conversation training based around an experiential learning process is able to engage a PWA directly in learning about the effects of aphasia on conversation. Key facilitators were self-study via video and experience of practising conversation whilst receiving online feedback from a speech and language therapist. However, increased insight did not automatically change conversation behaviour. Although he better understood the effects of his aphasia on conversations with his wife, learning stopped short of the ultimate goal of the conversation training programme; the spontaneous use of strategies worked on in therapy when faced with conversation breakdown. One explanation may be that limited cognitive flexibility lead to problems with switching from one strategy to another.

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Section: Therapeutic Process and Conversation-based Interventionmentioning

confidence: 99%

Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia

Beckley

Best

Johnson

et al. 2013

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

show abstract

“…The statistically significant change observed in the metacognitive learning strategies indicates the importance of experiential learning applications as one of the important methods for the development of metacognitive learning strategies, inasmuch as experiential learning practices teach individuals how to think and ultimately behave in the learning environment (Kolb and Yeganeh, 2011). In addition, with the theory of experiential learning, students are able to understand the learning process better and it offers the opportunity to question the experiential learning process at every stage of the concrete experience, reflective observation, abstract conceptualization, and what the individual learned about the stages of active experience (Kolb and Kolb, 2012). These findings show that intelligent learning strategies, which consist of planning strategies for learning, supervisory strategies involving organizing strategies that include preliminary arrangements in regulating learning effectiveness, and learning controls for learners, are inherent in experiential learning and traditional laboratory approaches.…”

Section: Discussionmentioning

confidence: 99%

Experimental Learning Model in Chemistry Laboratory and Its Effects on Metacognitive Learning Strategies

Alkan

2017

Cumhuriyet International Journal of Education

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“…Las posibilidades que brinda la conjunción de estos dos procesos -de ahora en adelante conversación reflexiva-para este fin pueden elucidarse si, por un lado, se tiene en mente lo afirmado por Dewey (1933), esto es, que los individuos aprenden cuando reflexionan sobre sus experiencias. Y, por otro lado, se considera la conversación como un conducto para las reflexiones, pues mediante ésta se construyen significados en forma colectiva y las experiencias se transforman en conocimiento (Kolb y Kolb, 2017). En este sentido, el principal supuesto teórico que sostiene esta investigación es que la conversación reflexiva es un medio para promover el desarrollo de conocimiento y aprendizaje profesional docente.…”

Section: Marco Conceptualunclassified

Tendencias en la educación matemática 2022

Ortega¹,

Alejo²,

Barrera³

et al. 2022

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Este libro surge del VIII Taller Internacional Tendencias en la Educación Matemática Basada en la Investigación (TEMBI 8) que se realizó en noviembre de 2021 en modalidad virtual, auspiciado por la Benemérita Universidad Autónoma de Puebla y en alianza con la Comunidad GeoGebra Latinoamericana. Todos los trabajos que constituyen los capítulos fueron arbitrados en un proceso doble ciego por especialistas en Educación Matemática, tanto nacionales como internacionales. De esta manera se ha asegurado la calidad científica de los capítulos, los cuales pretenden contribuir a mejorar la enseñanza y el aprendizaje de la matemática en los niveles educativos básico, medio superior y superior. En esta versión 2022, todas las investigaciones presentadas fueron realizadas en México, por lo que marcan una tendencia en la Educación Matemática nacional. Esperamos que los resultados de estas investigaciones sean útiles para los docentes de matemáticas, estudiantes de posgrado en Educación Matemática e investigadores de esta disciplina.

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Metacognitive Experiential Learning

Cited by 37 publications

References 3 publications

Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia

Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia

Experimental Learning Model in Chemistry Laboratory and Its Effects on Metacognitive Learning Strategies

Tendencias en la educación matemática 2022

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