Browsing by Subject "Experiential learning"

Now showing 1 - 7 of 7

Open Access
CAS reflection implementation at six international baccalaureate diploma programme schools in Turkey
(2015) Perry, Stirling
The Creativity, Action, Service (CAS) program is a required experiential learning element of the International Baccalaureate (IB) Diploma Programme (DP) curriculum. As a means of connecting their experiences with learning, students are required to reflect on their CAS activities. If reflection is not implemented effectively, then students are less likely to internalize the lessons they learn from their experiences. This study examined the ways in which CAS program reflection was implemented at six IBDP schools in Turkey. With a research colleague, I visited the six schools, gathering data from interviews with students, teachers, and administrators, as well as collecting a number of documents related to their CAS programs. According to other research, effective reflection should be implemented using a variety of methods, should occur before, during, and after an experience, and should involve regular feedback from advisors/teachers. The results of my research show that most schools rely primarily on simplistic forms, which do not encourage much authentic reflection, such as periodic essays or verbal interactions between advisors/teachers and students, which can be effective if done correctly. Some aspects of reflection implementation at many schools do not align with the recommendations of prior research. As such, I have made certain prescriptions as to how reflection should be implemented, based on my own and others’ research. Key words: creativity, action, service, CAS, International Baccalaureate, IB, Diploma Programme, DP, reflection, implementation, Turkey, school, experiential learning.
Open Access
The effectiveness of creativity, activity, service (CAS) professional development in Turkey
(2017-04) Yazgan, Ezgi
This research aimed to explore the effect of professional development for the implementation and student learning outcomes in Turkey for the international curricula known as Creativity, Activity, Service (CAS). The research design was pre/post-test intervention design. The study explored students’ and teachers’ perceptions on CAS by pre-survey before the professional development workshop and webinars. After the survey, a workshop and two follow-up webinars were conducted with teachers and students. Participants prepared some school-wide improvement plans for CAS and tried to implement them over 7 months. Then, the study investigated whether these workshop and webinars had an effect on the CAS program by conducting a post-survey 7 months after schools’ implementing their CAS improvement plans. In addition to the student and teacher surveys, data were collected by observations during the workshop and webinars and feedback forms were filled out by participants. Surveys were divided into subsections to see the effect in different ways. Paired sample t-test and Wilcoxon signed-ranked test were used to compare any possible improvements across the schools. Results indicated that there was almost no significant effect of professional development on CAS. Feedback of participants was mostly positive about workshop and webinars and all participants found them useful to develop CAS implementation, and most promising in the overall impact of the PD program studied were the findings from the final survey of open-ended questions that reported on actual actions taken by six participating schools. Due to promising practice shown in the actions the schools were able to take, recommendations are made for further studies that expand on these initial findings.
Open Access
Focus on the learning styles of freshman design students
(Elsevier, 2008-05) Demirkan, H.; Demirbaş, Ö. O.
Using Kolb’s Experiential Learning Model, this study explores learning styles of freshman design students in three consecutive academic years. Principal Component Analysis method is used to reduce the number of variables and classify them according to the priorities assigned to learning process by the design students. Findings showed that the distribution of design students through learning style preference was concentrated in assimilating group with coordinates close to the intersection of the axes of the Learning Style Type Grid. The bipolar perceive dimension indicated that the freshman design students are more related to the analytical skills of theory building, quantitative analysis and technology. Also, the bipolar process dimension showed that they have better behavioural skills compared to perceptual learning skills.
Open Access
Learning styles of design students and the relationship of academic performance and gender in design education
(Elsevier, 2007-06) Demirbas, O .O.; Demirkan, H.
The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.
Open Access
Multicore education through simulation
(Institute of Electrical and Electronics Engineers, 2011-05) Ozturk, O.
A project-oriented course for advanced undergraduate and graduate students is described for simulating multiple processor cores. Simics, a free simulator for academia, was utilized to enable students to explore computer architecture, operating systems, and hardware/software cosimulation. Motivation for including this course in the curriculum is provided along with a detailed syllabus and an assessment demonstrating its successful impact on the students. © 2011 IEEE.
Open Access
Service learning in high school context: an interpretive synthesis
(2021-01) Gönül, Hatice
Service learning is used increasingly in primary, secondary and higher education contexts. It provides platform for multiple learning pathways from experiential and social-emotional learning to character and values education, and from citizenship education to critical literacy. The main purpose of this study was to explore the concept, and practice, of service learning through an approach to interpretive synthesis. To this end, this study analyzed a number of selected research studies conducted in high school context, noting salient research paradigms utilized. The study also analyzed the second-order interpretations, derived from the studies using some perspectives on service learning as rethought and conceptualized by Butin (2010), with a view to identifying major variables and constructs focused on, and highlighting what other, if any, conceptual categories any potential studies might consider. One of outcomes of this study provides a service-learning framework which could be used in educational contexts. Another outcome of the study puts emphasis on the service learning areas the previously conducted studies primary focused on, and the salient research paradigms and methods used, and the ones not used. The final outcome of the study highlights the service learning areas that could be explored further, and the areas that have not been focused on at all.
Open Access
Structures and programme supports for creativity, action, service in the International Baccalaureate Diploma Programme: an implementation study in Turkey
(SAGE Publications Ltd, 2016) Martin, R. A.; Tanyu, M.; Perry, S.
This qualitative multiple-case study examined the implementation of an experiential learning component of an academic curriculum in six high schools in Turkey. Structures and supports that influenced programme implementation were examined using an implementation framework adapted from Durlak and Dupre. The study describes how the experiential learning programme is implemented. Findings indicate four areas that need ongoing attention: (1) supports for programme coordinators, (2) teacher training, (3) integration with academics and (4) school cultures that better support experiential learning. © 2016, © The Author(s) 2016.