語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
FindBook
Google Book
Amazon
博客來
Exploring Definitions and Perceived Value of Experiential Learning at an American University in Singapore.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Exploring Definitions and Perceived Value of Experiential Learning at an American University in Singapore./
作者:
McAfee, Paul Hindman, III.
面頁冊數:
1 online resource (249 pages)
附註:
Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:
Dissertations Abstracts International84-01A.
標題:
Pedagogy. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29059809click for full text (PQDT)
ISBN:
9798834002994
Exploring Definitions and Perceived Value of Experiential Learning at an American University in Singapore.
McAfee, Paul Hindman, III.
Exploring Definitions and Perceived Value of Experiential Learning at an American University in Singapore.
- 1 online resource (249 pages)
Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Thesis (Ph.D.)--State University of New York at Buffalo, 2022.
Includes bibliographical references
This exploratory phenomenological dissertation research evaluated students', instructors', and administrators', definitions and perceived value of experiential learning pedagogies. The research comprised interviews in late 2018 and early 2019 within a program run by a large public American university on its Singapore campus (pseudonym AmUAsia).At the time of this research, the Singapore Ministry of Education was actively promoting the inclusion of educational methods that moved beyond lectures and exams (Meng, 2018; Ministry of Education, 2021). Mr. Ng Chee Meng stated, "Students learn through experimentation-they try, fail, try, learn from it and try again (Meng, 2018, Paragraph 40). It is within this Singapore national education context that AmUAsia operates.With each of the interview groups-students, instructors, and administrators-the research questions explored the definitions of experiential learning, personal descriptions of instances of experiential learning at AmUAsia, and assessment of the value of experiential learning. The conceptual framework incorporated Dewey (1938), Lave (1991), and Lave and Wenger (1991), with focus on the contrast between learning through lecturers alone and learning through experiential activities, usually when combined with lectures. The data analysis lens was the Kolb (2015) Experiential Learning Theory (KELT) model, but with modifications from Bergsteiner et al. (2010) to account for the continuum from student as receiver to student as actor.The data from this research indicated that every student participant could share examples of experiential learning. Every AmUAsia instructor used some form of experiential learning method. The three AmUAsia administrators all discussed positive value for experiential learning. However, most instructors gave little or no thought to their teaching methods with respect to experiential learning. The students had not heard about experiential learning before I interviewed them.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023
Mode of access: World Wide Web
ISBN: 9798834002994Subjects--Topical Terms:
2122828
Pedagogy.
Subjects--Index Terms:
Active learningIndex Terms--Genre/Form:
542853
Electronic books.
Exploring Definitions and Perceived Value of Experiential Learning at an American University in Singapore.
LDR
:03456nmm a2200409K 4500
001
2360839
005
20231015185431.5
006
m o d
007
cr mn ---uuuuu
008
241011s2022 xx obm 000 0 eng d
020
$a
9798834002994
035
$a
(MiAaPQ)AAI29059809
035
$a
AAI29059809
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
McAfee, Paul Hindman, III.
$3
3701475
245
1 0
$a
Exploring Definitions and Perceived Value of Experiential Learning at an American University in Singapore.
264
0
$c
2022
300
$a
1 online resource (249 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
500
$a
Advisor: McVee, Mary.
502
$a
Thesis (Ph.D.)--State University of New York at Buffalo, 2022.
504
$a
Includes bibliographical references
520
$a
This exploratory phenomenological dissertation research evaluated students', instructors', and administrators', definitions and perceived value of experiential learning pedagogies. The research comprised interviews in late 2018 and early 2019 within a program run by a large public American university on its Singapore campus (pseudonym AmUAsia).At the time of this research, the Singapore Ministry of Education was actively promoting the inclusion of educational methods that moved beyond lectures and exams (Meng, 2018; Ministry of Education, 2021). Mr. Ng Chee Meng stated, "Students learn through experimentation-they try, fail, try, learn from it and try again (Meng, 2018, Paragraph 40). It is within this Singapore national education context that AmUAsia operates.With each of the interview groups-students, instructors, and administrators-the research questions explored the definitions of experiential learning, personal descriptions of instances of experiential learning at AmUAsia, and assessment of the value of experiential learning. The conceptual framework incorporated Dewey (1938), Lave (1991), and Lave and Wenger (1991), with focus on the contrast between learning through lecturers alone and learning through experiential activities, usually when combined with lectures. The data analysis lens was the Kolb (2015) Experiential Learning Theory (KELT) model, but with modifications from Bergsteiner et al. (2010) to account for the continuum from student as receiver to student as actor.The data from this research indicated that every student participant could share examples of experiential learning. Every AmUAsia instructor used some form of experiential learning method. The three AmUAsia administrators all discussed positive value for experiential learning. However, most instructors gave little or no thought to their teaching methods with respect to experiential learning. The students had not heard about experiential learning before I interviewed them.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2023
538
$a
Mode of access: World Wide Web
650
4
$a
Pedagogy.
$3
2122828
650
4
$a
Educational philosophy.
$3
3173367
650
4
$a
Higher education.
$3
641065
653
$a
Active learning
653
$a
Experiential learning
653
$a
Learning theory
653
$a
Problem-based learning
653
$a
Project-based learning
653
$a
Student-centered learning
655
7
$a
Electronic books.
$2
lcsh
$3
542853
690
$a
0456
690
$a
0998
690
$a
0745
710
2
$a
ProQuest Information and Learning Co.
$3
783688
710
2
$a
State University of New York at Buffalo.
$b
Learning and Instruction.
$3
1026373
773
0
$t
Dissertations Abstracts International
$g
84-01A.
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29059809
$z
click for full text (PQDT)
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9483195
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入