The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Rose‐marie Bezuidenhout - One of the best experts on this subject based on the ideXlab platform.
-
Experiential Learning in public relations education in South Africa
Journal of Communication Management, 2011Co-Authors: Dalien Rene Benecke, Rose‐marie BezuidenhoutAbstract:Purpose – This paper seeks to present a view on the Experiential Learning practices in public relations education in South Africa. The focus of the study on which the article is based is to identify the view of the educators on Experiential Learning and the different Experiential Learning methods used in the education and training of public relations learners in South Africa. Kolb's theory of Experiential Learning (1984) is used as a point of departure.Design/methodology/approach – A qualitative research approach supported by quantitative research techniques was used to determine the perception, interpretation and implementation of Experiential Learning by higher education institutions as service providers of public relations qualifications.Findings – In summary the findings of the study indicated a shared opinion of the importance of Experiential Learning but that Experiential Learning as a Learning approach is not followed.Originality/value – The proposed framework uses Experiential Learning principles ...
Dalien Rene Benecke - One of the best experts on this subject based on the ideXlab platform.
-
Experiential Learning in public relations education in South Africa
Journal of Communication Management, 2011Co-Authors: Dalien Rene Benecke, Rose‐marie BezuidenhoutAbstract:Purpose – This paper seeks to present a view on the Experiential Learning practices in public relations education in South Africa. The focus of the study on which the article is based is to identify the view of the educators on Experiential Learning and the different Experiential Learning methods used in the education and training of public relations learners in South Africa. Kolb's theory of Experiential Learning (1984) is used as a point of departure.Design/methodology/approach – A qualitative research approach supported by quantitative research techniques was used to determine the perception, interpretation and implementation of Experiential Learning by higher education institutions as service providers of public relations qualifications.Findings – In summary the findings of the study indicated a shared opinion of the importance of Experiential Learning but that Experiential Learning as a Learning approach is not followed.Originality/value – The proposed framework uses Experiential Learning principles ...
Sarah Fedko - One of the best experts on this subject based on the ideXlab platform.
-
Research guides: Experiential Learning: Home
2019Co-Authors: Sarah FedkoAbstract:Experiential Learning (EL) has been a hot topic in higher education debates in Ontario and elsewhere over the past several years.Use research guide to help you get started with Experiential Learning projects and searching the literature.
-
Research guides: Experiential Learning: Key Journals
2019Co-Authors: Sarah FedkoAbstract:Experiential Learning (EL) has been a hot topic in higher education debates in Ontario and elsewhere over the past several years.Use research guide to help you get started with Experiential Learning projects and searching the literature.
Philip Burnard - One of the best experts on this subject based on the ideXlab platform.
-
Defining Experiential Learning: nurse tutors' perceptions.
Nurse education today, 1992Co-Authors: Philip BurnardAbstract:Experiential Learning and Experiential Learning methods have been widely discussed in the nursing education literature. This paper offers some of the findings from a study into nurse tutors' and student nurses' perceptions of Experiential Learning. In the part of the study described here, 12 nurse tutors were interviewed in depth about the way that they defined Experiential Learning and Experiential Learning methods. In this paper, those definitions are compared and contrasted with definitions in the literature and implications for nurse education are identified.
-
Student nurses' perceptions of Experiential Learning.
Nurse education today, 1992Co-Authors: Philip BurnardAbstract:Abstract Experiential Learning has been widely discussed and recommended in the nursing literature — particularly in the fields of psychiatric nursing and interpersonal skills training. This report offers some of the findings from a research study which is aimed at identifying the perceptions of student nurses towards Experiential Learning. 12 nursing students were interviewed and the interview transcripts were analysed using a modified grounded theory approach. Findings indicated that these students tended to see Experiential Learning in terms of clinical Learning and Learning through working in the wards and community settings.
-
The language of Experiential Learning.
Journal of advanced nursing, 1991Co-Authors: Philip BurnardAbstract:Experiential Learning has been advocated as a means of helping students to learn about aspects of nursing This paper reports an analysis of two language styles identified during a research project that explored nurse tutors' and students' percephons of Experiential Learning Twelve nurse tutors and 12 student nurses were interviewed and the transcripts were analysed using a modified grounded theory approach The aspect of the findings reported here is that of the emergence of two language styles' used by some of the writers and practitioners in the field of Experiential Learning It is suggested that those language styles may form a ‘culture isogloss' or barrier between tutors and students
Yumiko Kuraoka - One of the best experts on this subject based on the ideXlab platform.
-
The Relationship Between Experiential Learning and Nursing Management Competency.
Journal of Nursing Administration, 2019Co-Authors: Yumiko KuraokaAbstract:OBJECTIVE: This study aimed to examine the relationship between Experiential Learning and nursing management competency among nurse managers (NMs) in the early years of a supervisory role. BACKGROUND: The relevance of Experiential Learning to the development of NMs has been explored in an effort to harvest the knowledge embedded in shared NM practice narratives. However, the relationship between Experiential Learning and nursing management competency has not been empirically measured. METHODS: The author developed an Experiential Learning-based program for NMs in the initial 3 years of a supervisory role. Sixty-three NMs were enrolled. The relationship between Experiential Learning and nursing management competency was evaluated using multiple regression analysis after completing this program. RESULTS: The results of multiple regression analysis revealed a significant relationship between Experiential Learning and nursing management competency (P < .001). CONCLUSIONS: A significant relationship was identified between Experiential Learning and nursing management competence.
