scholarly journals An Experiential Model of Evaluation: Incorporating Graduate Students in the Collection and Reporting of Mixed-Method Data

2012 ◽  
Vol 7 (2) ◽  
pp. 82-86
Author(s):  
Nancy C. Deringer
Keyword(s):  
Graduate Students ◽  
Experiential Learning ◽  
Qualitative Data ◽  
Additional Data ◽  
Learning By Doing ◽  
Program Improvement ◽  
Learning Evaluation ◽  
Reading Materials ◽  
Site Evaluation ◽  
On Line

A graduate level course was developed which incorporated the experiential learning philosophy of “learning by doing.” Students gained knowledge about program development and evaluation through using an on-line course management system as well as practicing what they learned during on-site evaluation visits. All background and supplementary reading materials, assignments, chats, and discussions were managed on-line. Students applied what they learned and collected quantitative and qualitative data while conducting site visits throughout the semester. Through this experiential learning evaluation course students made meaning from their direct experiences, took time to reflect upon their learning, and felt confident in their abilities as future evaluators. Having a number of graduate students from a variety of backgrounds added a breadth of content at little or no extra cost. This additional data can be used with program staff and stakeholders for continuous program improvement.

scholarly journals Cross-Disciplinary Faculty Perspectives On Experiential Learning

2012 ◽  
Vol 5 (3) ◽  
pp. 139 ◽  
Author(s):  
Alvin Rosenstein ◽  
Catherine Sweeney ◽  
Rakesh Gupta
Keyword(s):  
Experiential Learning ◽  
Department Chairs ◽  
Cognitive Activity ◽  
Learning By Doing ◽  
Faculty Perspectives ◽  
Hands On ◽  
On Line ◽  
Line Survey ◽  
The Chairs

An on-line survey was conducted among a universitys department chairs in an effort to gain perspective on university-wide use of Experiential Learning (EL). While there were differences in cross-disciplinary definitions and perspectives regarding EL, ninety-one per cent of 35 department chairs indicated their department made use of EL with greatest use during the junior and senior years. EL is defined generally as a hands-on experience and/or learning by doing while cognitive activity, such as observation and reflection, is included in the definition by a third of the chairs. Eighty-eight per cent of the chairs believe students view EL as either very beneficial or beneficial.

Effective Conservation Science

2017 ◽  
Keyword(s):  
Graduate Students ◽  
Fisheries Management ◽  
Native Species ◽  
Additional Data ◽  
Tipping Points ◽  
Conservation Science ◽  
Conservation Action ◽  
Service Programs ◽  
Methodological Approaches ◽  
Effective Conservation

This book gathers together 28 personal stories told by leading thinkers and practitioners in conservation – all of whom have something to say about the uncomfortable tension that arises when data meet dogma. Together, they make a powerful argument for conservation science that measures effectiveness and evolves in response to new data, rather than clinging to its treasured foundational ideas. Several chapters raise doubts about some of conservation’s core tenets, including the notion that habitat fragmentation is bad for biodiversity, biodiversity declines are threatening ecosystem function, non-native species are a net negative for conservation, and fisheries management is failing. Another set of chapters warns of the potent power of conservation narratives: undeniably useful to inspire conservation action, but potentially dangerous in locking in thinking against contrary data. These chapters challenge iconic stories about GM crops, orangutans in oil palm forests, frog feminization, salmon versus dams, rehabilitating oiled otters, and wolves in Yellowstone. A final set of chapters addresses conceptual and methodological approaches such as environmental tipping points, global assessments, payment for ecosystem service programs, and working with corporations. Throughout, examples of confirmation bias emerge—not as dishonesty, but as a human foible that is a challenge for all science, not just conservation science. Graduate students, in particular, will find a wealth of ideas to inspire their own research. Each chapter points to additional data that could help resolve lingering debates and improve conservation effectiveness.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

Uses of content analysis in economic sciences: An overview of the current situation and prospects

2021 ◽  
pp. 79-95
Author(s):  
A. N. Oleinik
Keyword(s):  
Content Analysis ◽  
Mixed Methods ◽  
Qualitative Data ◽  
Web Of Science ◽  
Current Situation ◽  
Economic Information ◽  
The Status ◽  
On Line ◽  
The Creation

The article discusses the status of quantitative and qualitative data in economic sciences, as well as methods for transforming data into information and knowledge. Particular attention is devoted to content analysis as a set of methods for aggregating, processing and analyzing qualitative data; its forms (qualitative, quantitative and mixed methods) and uses by economists. Content analysis appears to be particularly suitable for non-orthodox economists because of their refusal to consider price as the only source of economic information. The content analysis of metadata of articles indexed in Web of Science and eLibrary suggests that Russian economists still have insufficient familiarity with the principles of content analysis and their applications to research compared with their Western counterparts. It is argued that the creation of on-line platforms for content analysis and on-line banks of qualitative data may become a trigger for changing this situation.

Empowerment in a Supplementary Food Program in a Rural Community in Ghana

1993 ◽  
Vol 14 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Kofi Bobi Barimah ◽  
Geoffrey Nelson
Keyword(s):  
Rural Community ◽  
Service Provider ◽  
Qualitative Data ◽  
Outcome Data ◽  
Program Improvement ◽  
Self Determination ◽  
Positive Outcomes ◽  
Supplementary Food ◽  
Quantitative And Qualitative Methods

This article examines the concept of empowerment in the context of a supplementary food program in a rural community in Ghana. Both quantitative and qualitative methods were used to understand key empowerment processes and outcomes for women and their children. While the women felt positively about the outcomes of the program, they were less satisfied with program processes. Self-determination of the mothers and service-provider conduct were predictive of positive outcomes. The qualitative data served to temper the positive quantitative outcome data in showing that mothers are dependent on the food program. The findings were discussed in terms of the concept of empowerment and its implications for social change and program improvement.

scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

scholarly journals Efeito da gamificação na intenção de uso de treinamentos on-line: uma adaptação do modelo UTAUT aplicado no TRT-2

2019 ◽  
Vol 12 (3) ◽  
pp. 472
Author(s):  
Ludmilla Cavarzere de Oliveira ◽  
Luis Hernan Contreras Pinochet ◽  
Ricardo Luiz Pereira Bueno ◽  
Mauri Aparecido de Oliveira
Keyword(s):  
Structural Equation ◽  
Statistical Significance ◽  
Learning By Doing ◽  
Equation Modeling ◽  
Intention To Use ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Regional Labor ◽  
On Line ◽  
Facilitating Conditions

The objective of this research was to analyze the effect of gamification on intention to use online training from the partial validation of the UTAUT model for qualification of members and servers of the Regional Labor Court of the 2nd Region (TRT-2). The study analyzed the relationship between constructs performance expectancy, effort expectancy, facilitating conditions, and familiarity with the intention to use gaming in distance media.  This was conducted through an empirical application, which used the Structural Equation Modeling (SEM) for data analysis. The research was a single cross-sectional survey, carried out with TRT-2 members and servers who participated in the distance-feeding course ‘Healthy Living’ in 2015. Of the four hypotheses, only familiarity (F) was not significant as it did not serve as a behavioral intentions (BI) predictor of gamification for distance learning courses. Some explanations for such phenomenon may be career promotion and additional qualifications, learning by doing and sample size. The results confirmed that most hypotheses have a high statistical significance of the structural paths and have demonstrated that the model proposed in this study is consistent and can be applied in future studies with appropriate adjustments.

Learning by Doing: Experiential Learning in Criminal Justice

2015 ◽  
Vol 26 (4) ◽  
pp. 471-492 ◽  
Author(s):  
Molly George ◽  
Helen Lim ◽  
Schannae Lucas ◽  
Robert Meadows
Keyword(s):  
Criminal Justice ◽  
Experiential Learning ◽  
Learning By Doing

Anecdotes of Action Learning

2018 ◽  
pp. 131-152 ◽  
Author(s):  
Saravan Krishnamurthy ◽  
Vishal Pradhan
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Social Responsibility ◽  
Action Learning ◽  
Business Management ◽  
Scaling Up ◽  
Learning By Doing ◽  
Narrative Style ◽  
Management Curriculum

The objective of this chapter is to narrate the realizations while developing sustainability lessons by Action Learning (AL) for inclusion within an MBA-IT Business Management curriculum. This process is elucidated in a narrative style. The premise was set by ALs of earlier cohorts' trials, errors, improvisations, and reflections. In the year 2015, the Institutional Social Responsibility (ISR) team attempted scaling up ‘Learning by Doing.' In 2016, a ‘Consolidate and Optimize' approach was adopted. Each activity used a reflexive approach during AL evaluations. Together, AL practitioner and learners developed incrementally maturing sustainability lessons for the subsequent cohort. The chapter aims to share experiential learning with all stakeholders in higher education. An overall shift from apathy to empathy by virtue of AL to implement sustainability lessons is the highlight of this chapter.

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