The article describes the implementation of Internet-based experiential projects within an international-business classroom setting and summarizes students' perceptions and attitudes towards the assignments. While the projects were shown to increase students' international business skills and abilities, students reported that the assignments were difficult and only mildly enjoyable. The paper discusses trends in business education and relates them to specific assignments designed to enhance learning outcomes.

Experiential Learning in International Business via the World Wide Web

The paper discusses a unique Internet‐based learning forum, Globalview.org (www.globalview. org), which involves the construction of international business plans for real companies seeking internationalisation. The purpose of global cases is to link student teams in international collaborative learning projects by empowering students to participate in setting learning goals and learning processes, and enabling instructors to be closer to the students in the learning process. This article reports on the experience of one college using Globalview.org, and discusses likely outcomes that may emerge from using Internet‐based experiential projects in the classroom.

Internet‐based experiential learning in international marketing: the case of Globalview.org

Nurses' interpersonal skills: a study of nurses' perceptions

Abstract The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so knowledge becomes the result of experience understanding and transformation. Experience understanding is information taking, and experience transformation is information and action based on this information interpreting. The experiential learning is a cycle and requires a learner’s focus, his reflection on the experience, generalizations development, and generalizations verification. In the center of experiential learning models is a learning process, but the subject matter is also important. So educators characterize experiential learning from two aspects. The first group of researchers focuses on the process of learning from experience; the second one focuses on the context of the experiential learning. This learning is designed to engage students in direct experiences tied to real-world problems and situations. In this learning the instructor facilitates and does not direct student progress. Another benefit of experiential learning is a strong motivation to learn, which is provided with students engagement in learning experiences and feedback. The experiential learning makes possible for students to face unknown situations and problems in a real-world context. To make the decision, students need to analyze what they know, what they do not know, and how to learn it. This motivates students to reflect on their existing knowledge and make it deeper through reflection; transfer their prior learning experience to new context; acquire new ideas, principles, and skills; improve communication skills since they help students to become self-directed life-long learners.

/pdf/experiential-learning-theory-as-one-of-the-foundations-of-31akq91brl.pdf

Experiential Learning Theory As One Of The Foundations Of Adult Learning Practice Worldwide

Nursing a person with dementia in a ward setting can be stressful and a challenge for staff and patients alike. Healthcare assistants are identified as requiring a specific training program. They form part of the front-line workforce and yet have the least access to training but often most contact with patients. The program in this study focused on person-centered care and used six self-study workbooks. Experienced registered nurses are trained to be facilitators of 12 group discussions in the ward setting. The training program viewed the facilitator as playing a key role in empowering the healthcare assistant but also in promoting reflective practice. The outcomes to date have been positive and showed a development in confidence and competence of the healthcare assistants involved.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S1041610209008680

Bridging the gap: an innovative dementia learning program for healthcare assistants in hospital wards using facilitator-led discussions.

Teaching Interpersonal Skills: A handbook of experiential learning for health professionals

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Teaching Interpersonal Skills: A handbook of experiential learning for health professionals