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Article: Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

TitleExploring an experiential learning project through Kolb's Learning Theory using a qualitative research method
Authors
KeywordsCommunity services
Conversational learning
Experiential learning
Graduate attributes
Learning theory
Issue Date2012
PublisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03043797.asp
Citation
European Journal Of Engineering Education, 2012, v. 37 n. 4, p. 405-415 How to Cite?
AbstractExperiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes. © 2012 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/160760
ISSN
2015 SCImago Journal Rankings: 0.856

 

DC FieldValueLanguage
dc.contributor.authorChan, CKYen_US
dc.date.accessioned2012-08-16T06:19:36Z-
dc.date.available2012-08-16T06:19:36Z-
dc.date.issued2012en_US
dc.identifier.citationEuropean Journal Of Engineering Education, 2012, v. 37 n. 4, p. 405-415en_US
dc.identifier.issn0304-3797-
dc.identifier.urihttp://hdl.handle.net/10722/160760-
dc.description.abstractExperiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes. © 2012 Copyright Taylor and Francis Group, LLC.-
dc.languageengen_US
dc.publisherTaylor & Francis Ltd. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03043797.aspen_US
dc.relation.ispartofEuropean Journal Of Engineering Educationen_US
dc.subjectCommunity services-
dc.subjectConversational learning-
dc.subjectExperiential learning-
dc.subjectGraduate attributes-
dc.subjectLearning theory-
dc.titleExploring an experiential learning project through Kolb's Learning Theory using a qualitative research methoden_US
dc.typeArticleen_US
dc.identifier.emailChan, CKY: ckchan09@hku.hken_US
dc.identifier.authorityChan, CKY=rp00892en_US
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03043797.2012.706596-
dc.identifier.scopuseid_2-s2.0-84865063866-
dc.identifier.hkuros202665en_US
dc.identifier.volume37-
dc.identifier.issue4-
dc.identifier.spage405-
dc.identifier.epage415-
dc.publisher.placeUnited Kingdom-

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