• Korean Medical Education Review
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• v.22 no.2
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• pp.93-98
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• 2020

This paper examined the principles of experiential learning theory (ELT) relevant to learning from experience and introduces examples which were applied to medical education from a theoretical perspective. The experiential learning theory encompasses the theories of Dewey, Kolb, and Schon, whose key ideas highlight the continuity of experience, interaction of experience, and reflection. According to ELT, growth is education, and education is a reconstruction of experience. Experiential learning is a way of thinking about the educational process by constructing meaningful learning through reflection-in-action. This paper examines the learning principles of ELT and presents practical examples of the application of ELT and its implications for medical education. An in-depth understanding and application of ELT could benefit the field of medical education.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.43-54
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• 2019

In order to organize various places for science experience study, this study gathered and analyzed prior research on science experience study and various science experience perated in school. To that end, a total of 162 relevant prior studies of literature published from 2000 to 2016 were collected and 2,201 cases of science experience study conducted in 2015 were collected and analyzed. The place where the science experiential learning was done is divided into three areas of natural ecology, cultural history, facility experiential learning study, and the characteristics of participating subjects are examined. In terms of the number of articles published in the field of science-related experiential learning areas, 83 ecological experience study sites (51.2%), facilities institution experience study sites 56 (34.6%), and cultural history experience study books 23 (14.2%). Through this study, it was found out that research tendency to analyze science - related attitudes became prominent by setting study subjects using natural objects around and learning to play while playing and playing in nature. There was also an analysis by subjects of participation in science related experience learning centers. Cultural history experiential learning field was significantly lower than previous studies. In the lower grades, nature ecological experience learning was mainly performed. Combining the above findings, it can provide implications for the development of science-related experience activities. First, it is necessary to develop a technology-related experience learning center using local community resources. Second, it is necessary to expand the culture and history experience learning center related to science. Third, we need an education support center to support the expansion and operation of such a technology-related cultural history learning center.

• Journal of Information Technology Services
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• v.18 no.5
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• pp.85-97
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• 2019

In this study, we developed the Field-Experiential Learning Framework Using the Location Based Mobil-learning System (LBMS) and it is mobile Augmented Reality (AR) for smart learning system which is advanced e-learning. AR is technology that seamlessly overlays computer graphics on the real world. LBMS-AR has become widely available because of mobile AR. Mobile AR is possible to get information from real world anytime, anywhere. Nowadays, there are various areas using AR such as entertainment, marketing, location-based AR. We analysed the result of survey and implemented the functions. Also, for survey about application's effectiveness, we have focus group interview (FGI). Then we demonstrated and explained the application to them. The result of survey about application's effectiveness shows that application have higher utilization in education area. One of the most promising areas is education. AR in education shows lifelike images to users for realism. It's a good way for improving concentration and attention. We utilize only a beacone for image-based AR without other sensor.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.139-158
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• 2016

The purpose of this study was to explore the effects of career experiential learning and parental support on career maturity of high school students. The number of subjects for this study was 290 high school students. The results are as follows. First, the effects of attitude in career maturity were higher for students with communication, field trip and visiting, and field experience in career experiential learning. However, career planning did not have any correlation with field experience types of attitude in career maturity. The effect of competency in career maturity was positively correlated with student experience with theory, communication, and field trip and visiting in career experiential learning. Second, parental support showed a significant positive correlation with all factors of career maturity. Third, results identify career maturity impacts on career experiential learning. The types of communication as well as field trip and visiting significantly affected all components of career maturity. The type of theory was a factor affecting competency. In addition, the results reveal the impact of parental support on the career maturity. Emotional support had a significant influence on all factors for career maturity, except for career exploration. Informative support was found to have a significant influence on career planning, career independency and career exploration. Financial support had a significant influence on occupational attitude, career independency and career exploration.

• Korea Science and Art Forum
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• v.19
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• pp.623-633
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• 2015

Use of technology through utilization of ICT (Information Communication Technology) in field study area is rapidly increasing. Thus, when applying ICT to experiential education, apart from experiential education contents in simple form, the demand for new high quality contents is increasing considering change in education paradigm focusing on creativity. As a result, high quality interactive experiential education content for developing self-directed future talents is required. As a result of this, the development of ARD-based ICT experiential education content system that enhances learning effect of students by integrating ARD-based (Augmented Reality Display) ICT and experiential education to promote existence and immersion is being tested. This paper aims to improve efficacy and achieve vitalization through case analysis of AR-based ICT experiential education content. As a result of case analysis, the composition of content for improving education content included 1) constant securing and strengthening of experiential education content, 2) necessity for development of participating education content by diverse age groups, 3) development of differentiated ICT experiential education content, and 4) securing professional manpower and development of content in connection with education process. Therefore, with the efficacy of ARD-based ICT experiential education content, this study can first, enhance bond between students, second, enable self-directed learning, third, increase practical understanding in contents that were difficult to control by textbook contents, and fourth, increase interest and immersion in learning. Therefore, the contents on new converging technology that can maximize the development of constant content and cooperation between ICT technology and pedagogy for educating creativity and autonomy of ICT experiential education content.

• Journal of Science Education
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• v.42 no.2
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• pp.182-197
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• 2018

The purpose of this study is to identify the difficulties that elementary school teachers face and the atmosphere of school fields in depth in the course of conducting science experiential learning. For this study, we conducted focus group interviews with five elementary school teachers who have had rich experiences in science field studies. Through interviews, the actual state of experiential learning operation, the operation of science experiential learning including planning, progress and evaluation of experiential learning operation. The main results of this study are as follows: Teachers were most concerned about budget, and were burdened with curriculum reconstruction for science experiential learning. In addition, teachers expressed their lack of expert scientific knowledge with science experiential learning, and difficulties with collaboration with science-specialized teachers. In sum, teachers consider budget, site, and administrative convenience first, rather than effects of science experiential learning. The significance of this study is identifying the selection of topics, methods, educational expectations, and problems of science experiential learning topics, which were difficult to identify in previous studies.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.1220-1220
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• 2022

Constructionarium Ltd is a not-for-profit organisation which delivers a residential, experiential, immersive learning opportunity to university students from across the built environment education sector. Since 2002, the Constructionarium education model has been available to students in engineering, construction management and architecture at a purpose built, 19-acre multi-disciplinary training facility in Bircham Newton, England simulating real site life and reflecting site processes, practices and health and safety requirements. The unique approach of Constructionarium puts experiential learning and sustainability at the heart of everything. In a week, students develop a practical understanding of the construction process, develop transferable skills, build a team and are exposed to the latest in sustainable technologies. Experiential learning is what differentiates a Constructionarium project from regular field trips or site visits. At Constructionarium the focus is on learning by participation rather than learning through theory or watching a demonstration. The projects cannot be replicated in a classroom or on campus. Using the hands-on construction of scaled down versions of iconic structures from around the world, students learn that it requires the involvement of the whole construction team to successfully complete their project. Skills such as communication, planning, budgeting, time management and decision making are woven into a week-long interrelationship with industry professionals, academic mentors and trades workers. Working together to enhance transferable skills brings the educational environment into the reality of completing an actual construction project handled by the students. Constructionarium has used this transformational learning model to educate thousands of students from all over the United Kingdom, Europe and Asia. Texas A&M University in the United States has sent multiple teams of students from its Department of Construction Science every operational year since 2016.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.4
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• pp.90-104
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• 2023

This study analyzes the perceptions of college students majoring in aviation services according to the field learning program conducted during their major studies in order to reflect the educational value and academic awareness of the experience of the experiential field learning program. A survey is conducted targeting college students who experience a field learning program conducted by the Aviation Service Department of J University, a four-year university in the Chungcheong region. ANOVA (one-way analysis of variance) is conducted to analyze differences in perceptions of field learning properties, learning satisfaction, academic self-efficacy, and intention to continue studying. Additionally, text mining is conducted using 'Voyant Tools' to analyze students' field trip logs regarding field trip learning program activities. I hope that the results will be used as evidence to build an efficient and systematic learning strategy for operating field learning programs.

• Journal of Industrial Convergence
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• v.17 no.2
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• pp.15-20
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• 2019

The purpose of this study is to provide customized experience learning service platform that enables consumers to easily search for various content information about on - site experiential learning, exhibitions, events, and culture, and to provide services. To provide customized experiential learning information that meets the requirements of the consumer. Beacon technology implemented through this study is a BLE technology that broadcasts a URL in Eddystone format developed by Google. This means that even if a user does not install a separate application, Making it easier and faster to access. Based on this, when the database of local cultural contents is completed, it will be expanded to the whole country, and it is expected that more diverse and high quality self - directed cultural contents experiential learning activity education programs will be provided to consumers by diversifying contents and expanding the market.

• Journal of Digital Convergence
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• v.7 no.3
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• pp.49-60
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• 2009

The aim of this study was to develop a model for teaching-teaming by applying Ubiquitous at a learning experience field, in which connect characteristics of both ubiquitous application learning and experience teaming, making use of them. A literature survey of concepts was conducted, with the main areas to find out relationships between ubiquitous application learning and experience learning. Experience learning by applying ubiquitous learning methods maximizes its efficiency of experience learning in considering ubiquitous learning methods's characteristics of dynamic, interaction, sharing. Also it makes communications through positive participation and active interaction, and leads to a process of internal examination. The research data suggests that critical factors of experiencing learning applying ubiquitous are acquiring information and memory, information integration and exquisiteness, emotional and social activity, producing activity, help activity.