1 Contemporary issues in education and experiential learning as a Combating strategySAFIA UROOJ,UNIVERSITY OF KARACHI MUZNAH FAHIM,GOVT.COLLEGE OF EDUCATION F. B. AREA
2 Introduction Countries need to produce internationally competent human resource for stronger economy. The key for this is to improve the quality of education as per suggested by human capital theory. The teacher utilizes the variety of technologies for the communication of knowledge and the storage and retrieval of information. Retention is best when the learner is involved in the process experiencing with hands on practice. Experts in the pedagogy assert that learning occurs around 20% when we hear, but 90% when we do things by ourselves.
3 DALES CONE OF EXPERIENCE
4 PURPOSE: The purpose of his paper is to investigate the challenges faced by teacher educators in practicing experiential learning in B.Ed. (Hons) class rooms as a combating strategy for contemporary challenges.
5 Research Question and HypothesisWhat challenges are faced by teacher educators in implementing experiential learning in B.Ed.(Hons) class room Hypothesis are: teacher educators faced difficulties in conceptual understanding and perceptions about experiential learning difference in opinion according to gender, significant importance of resources and Deficiency of skills for strategic planning and implementing the experiential based learning.
6 Researches in the domain of teaching proved that weak pedagogy is the basic issue of our educational system Experiential learning was proposed in 1984 by David A. Kolb who maintained that effective learning requires four components: concrete experience, reflective observation, abstract conceptualization and active experimentation Giving voice to students in the classroom empowers them in their learning, but also evokes more democratic values (Biesta,2010) Unique assessment methods is needed to measure success in both the process and the product—each area requires separate learning outcomes and criteria (Moon, 2004, p. 155). In some situations when the teachers lacks the skills to deal with obstacles they encounter (Warren, 1995, p. 251). Literature Review
7 Methodology Design: Participants:The study is conducted in mixed method research paradigm The said research study falls in to the Triangulation mixed method design. Participants: Out of (18) institutions where the B.Ed.(Hons) program is going on, only 9 institutions is selected as a sample of the study. The Sample of 120 teacher educators
8 Methodology (Cont) Measures:Five point likert scale questionnaire is used to find the frequency of the data. The in-depth interviews were used to find the mind schemas Descriptive and inferential statistics have been used to test the hypothesis. Independent variable: Experiential Learning Dependent Variables: teachers’ concepts, appropriate skills and resources, and gender difference Controlled Variables: gender & Experience
9 Analyses Quantitative data have been analyzed by applying chi-square and T-Test Qualitative data have been analyzed by thematic analyses
10 Findings & Discussion Findings-1: revealed that the challenges are in conceptualization of the experiential learning and relevant strategies in the context of B.Ed. (Hon) program Most of the teacher educators confess that “it’s a challenge to plan and implement appropriate experiential learning in such a limited time and resources” (interviewed on 23rd Feb,2016) Finding-2:Time management and resources play significant role in achieving the objectives of experiential learning Finding-3:Proper incentives are required to plan and implement it “Off course best methodology but needs to be tackle carefully” (interview 10th March 2016)
11 Cont: Finding-4:Experiential learning is Challenging but it is interesting too Female enjoyed the teaching through experiential method while male didn’t. “It is interesting, I enjoyed it” (informal talk on 4th March,2016) “Todays students are too sharp ,they love to take challenge, so it’s the best strategy for this century” (informal discussion on 6th march,2016)
12 Expectations from teachers is too high which some time frustrated the teacher” (interviewed on 2nd March,2016) Finding-5: It promotes self learning and to be self critical. It promotes all sided development in individuals “Team teaching and Cooperative learning strategies are very fruitful”(interviewed on 4th, March 2016)
13 Recommendations Recommendations include organized in-house professional development program so that the experiential learning strategy can be conceptualize correctly Teaching reflections and portfolios are important to best grasp the issues. Provide conducive environment including internet accessibility and digital library
14 Implications of the researchComparative study of students achievement by applying different methods of teaching Assessment strategies for experiential learning Interconnectivity in experiential learning and personality traits. Cognition vs. experiential learning Major technicalities for implementing experiential learning at all level and contexts of education
15 References Andrews, T., Isaacs, G., & Stein, S. J., (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), Baker, A. C., Jensen, P. J., & Kolb, D. A. (2005). Conversation as experiential learning. Management learning, 36(4), Clark, J., & White, G. W. (2010). Experiential learning: A definitive edge in the job market. American Journal of Business Education,3(2). Retrieved from: Cox, H. M. (2012). A Sustainability Initiative to Quantify Carbon Sequestration by Campus Trees. Journal of Geography, 111(5), Dewey, J. (1938). Experience and education. New York: Simon & Schuster. Gosen, J., & Washbush, J. (2004). A review of scholarship on assessing experiential learning effectiveness. Simulation & Gaming,35(2), Keogh, K., Sterling, L., & Venables, A. (2007). A Scalable and Portable Structure or Conducting Successful Year-long Undergraduate Software Team Projects. Journal of Information Technology Education: Research, 6(1), Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.(Vol.1) Englewood Cliffs, NJ: Prentice-Hall. Mooney, L. A., & Edwards, B. (2001). Experiential learning in sociology: Service learning and other community-based learning initiatives. Teaching Sociology, 29(2), Reynolds, M. (2009). Wild frontiers – reflections on experiential learning. Management Learning, 40(4), Bassett, D.S. & Jackson, L. (1994). Applying the Model to a Variety of Adult Learning Situations. In Jackson, L. & Caffarella, R.S. (Eds.), Experiential Learning: A New Approach (pp ). San Francisco: Jossey-Bass. Cantor, J.A. (1995). Experiential Learning in Higher Education. Washington, D.C.: ASHEERIC Higher Education Report No. 7. Chapman, S., McPhee, P., & Proudman, B. (1995). What is Experiential Education?. In Warren, K. (Ed.), The Theory of Experiential Education (pp ). Dubuque: Kendall/Hunt Publishing Company.
16 References Case Western Reserve University. (2012, October 24). Women in Science and Engineering Roundtable (WISER). Retrieved from http://www.case.edu/provost/centerforwomen/wiser/. Ewert, A., & Sibthorp, J. (2009). Creating Outcomes through Experiential Education: The Challenge of Confounding Variables. Journal of Experiential Education, 31(3), Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true &db=eric&AN=EJ853338&site=ehost-live. Lewis, L.H. & Williams, C.J. (1994). In Jackson, L. & Caffarella, R.S. (Eds.). Experiential Learning: A New Approach (pp. 5-16). San Francisco: Jossey-Bass. Moon, J.A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. New York: RoutledgeFalmer. Qualters, D. M. (2010). Bringing the Outside in: Assessing Experiential Education. New Directions for Teaching and Learning, (124), Retrieved from &db=eric&AN=EJ912853&site=ehost-live. Warren, K. (1995). The Student-Directed Classroom: A Model for Teaching Experiential Education Theory. In Warren, K. (Ed.), The Theory of Experiential Education (pp ). Dubuque: Kendall/Hunt Publishing Company. Wurdinger, S.D. (2005). Using Experiential Learning in the Classroom. Lanham: ScarecrowEducation. Zubizarreta, J. (2008). The Learning Portfolio: A Powerful Idea for Significant Learning. Manhattan, KS: Idea Center, Idea Paper No. 44. Retrieved from http://www.theideacenter.org/sites/default/files/IDEA_Paper_44.pdf.
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