Experiential Learning
A Real Source of Creativity Among Students
DOI:
https://doi.org/10.48112/tibss.v2i2.801Abstract
Abstract Views: 879
This paper discusses experiential learning’s effects on creativity. The extant research accepts that learning is occurring but needs to address the significance of learning in order to progress rightly. Learning is a reasonably long-lasting change in behaviour or knowledge owing to experience. Changes in behaviour, as a result of momentary functional deviations, are not learning. As the study's objective is to understand the varying phenomena of creativity among students, after going through the experiential learning, quantitative research was employed with a sample size of 150 students belonging to the Government and Private sectors, following Matric and Cambridge systems, girls and boys. This study provides empirical evidence that experiential learning positively and significantly impacts creativity (t=18.389), which is greater than the benchmark (t>2), followed by (sig-value=0.000), which is lesser than the benchmark of (sig<0.01). Despite many challenges, there was evidence to support the phenomenon that experiential learning is a reasoning and strategy in which teachers intentionally draw in students to expand information, creative abilities, and illuminate qualities. It also helps students develop intrapersonal skills while engaging in activities with diverse participants.
Keywords:
Creativity, Education, Experiential learning, Reasoning & strategy, Technique for learningReferences
Ayob, A., Hussain, A., Mustaf, M. M., & Shazi Shaarani, M. F. A. (2011). Nurturing creativity and innovative thinking through experiential learning. Procedia - Social and Behavioral Sciences, 18(2011), 247-254. https://doi.org/10.1016/j.sbspro.2011.05.035
Ayob, A., Majid, R. A., Hussain, A., & Mustaffa, M. M. (2012). Creativity enhancement through experiential learning. Advances in Natural and Applied Science, 6(2), 94-99.
Caulfield, J., & Woods, T. (2013). Experiential learning: Exploring its long-term impact on socially responsible behavior. Journal of the Scholarship of Teaching and Learning, 13(2), 31-48.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Dewey, J. (2022). Experience and education. In Foundations of Education: Essential Texts and New Directions. Kappa Delta Pi Publications. https://doi.org/10.4324/9781003340362-9
Karakas, F. (2011). Positive management education: Creating creative minds, passionate hearts, and kindred spirits. Journal of Management Education, 35(2), 198-226. https://doi.org/10.1177/1052562910372806
Kennedy, M., Ward, K., & Milne, P. (2010). ‘Gap Year Plus’: Preparing professionals, professionally. Journal of Coorperative Education & Internship, 44(2), 1-7.
Klippel, A., Zhao, J., Oprean, D., Wallgrün, J. O., Stubbs, C., La Femina, P., & Jackson, K. L. (2020). The value of being there: toward a science of immersive virtual field trips. Virtual Reality, 24(4), 753-770. https://doi.org/10.1007/s10055-019-00418-5
Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation and Gaming, 40(3), 297-327. https://doi.org/10.1177/1046878108325713
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall, Inc., 1984. https://doi.org/10.1016/B978-0-7506-7223-8.50017-4
Laub, J. A. (1999). Assessing the servant organization: Development of the Servant Organizational Leadership Assessment (SOLA) Instrument. Dissertation Abstracts International UMI No. 9921922.
Luckner, J. L., & Nadler, R. S. (1997). Processing the experience: Strategies to enhance and generalize learning. Kendall/Hunt Publishing Company, 4050 Westmark Drive, Dubuque, IA 52002.
Moon, J. A. (2013). A handbook of reflective and experiential learning: Theory and practice. In A Handbook of Reflective and Experiential Learning: Theory and Practice. https://doi.org/10.4324/9780203416150
Morris, T. H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. In Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279
Rambaree, K., Nässén, N., Holmberg, J., & Fransson, G. (2023). Enhancing cultural empathy in international social work education through virtual reality. Education Sciences, 13(5), 507. https://doi.org/10.3390/educsci13050507
Schott, C., & Marshall, S. (2021). Virtual reality for experiential education: A user experience exploration. Australasian Journal of Educational Technology, 37(1), 96–110. https://doi.org/10.14742/ajet.5166
Stangel, M. (2021). Blended training activities in on-line and on-site exploration of the urban structures. Festival Dell’Architettura Magazine, I03. https://doi.org/10.12838/fam/issn2039-0491/n0-2021/839
Tharp, R. G., & Gallimore, R. (1991). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press.
Ueno, M. (2023). Democracy and Education. In Philosophy of Education in Dialogue between East and West (pp. 126-138). Routledge. https://doi.org/10.4324/9781003271024-9
Wheeler, R. (2008). Experiential learning: Impact of two instructional methods on student-instructor interaction, student critical thinking, and student course evaluations. Journal for Advancement of Marketing Education, 12.
Whitmire, E. (2000). The Practitioner-Researcher: Developing Theory from Practice, by Peter Jarvis-San Francisco: Jossey-Bass Publishers, 1999. 199 pp. $29.95 (hardcover). ISBN 0-7879-3880-7. Library and Information Science Research, 1(22), 113-115. https://doi.org/10.1016/S0740-8188(99)00048-1
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin and Review, 9(4), https://doi.org/10.3758/BF03196322
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of Trends and Innovations in Business & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
