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Reflective Thinking and Experiential Learning: A Quasi-Experimental Quanti-Quali Response to Greater Diversification of Activities and Greater Integration of Student Profiles
<!DOCTYPE html> <html lang="en" dir="ltr"> <head> <!-- Google tag (gtag.js) --> <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script> <!-- Yandex.Metrika counter --> <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript> <!-- /Yandex.Metrika counter --> <!-- Matomo --> <!-- End Matomo Code --> <title>Reflective Thinking and Experiential Learning: A Quasi-Experimental Quanti-Quali Response to Greater Diversification of Activities and Greater Integration of Student Profiles</title> <meta name="description" content="Reflective Thinking and Experiential Learning: A Quasi-Experimental Quanti-Quali Response to Greater Diversification of Activities and Greater Integration of Student Profiles"> <meta name="keywords" content="Experiential learning, higher education, marketing, mixed methods, reflective thinking."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Reflective Thinking and Experiential Learning: A Quasi-Experimental Quanti-Quali Response to Greater Diversification of Activities and Greater Integration of Student Profiles"> <meta name="citation_author" content="P. Bogas"> <meta name="citation_publication_date" content="2023/05/24"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta name="citation_volume" content="17"> <meta name="citation_issue" content="5"> <meta name="citation_firstpage" content="343"> <meta name="citation_lastpage" content="349"> <meta name="citation_pdf_url" content="https://publications.waset.org/10013101/pdf"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value=""> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 33093</div> </div> </div> </div> <div class="card publication-listing mt-3 mb-3"> <h5 class="card-header" style="font-size:.9rem">Reflective Thinking and Experiential Learning: A Quasi-Experimental Quanti-Quali Response to Greater Diversification of Activities and Greater Integration of Student Profiles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P.%20Bogas">P. Bogas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As a scientific contribution to this discussion, a pedagogical intervention of a quasi-experimental nature was developed, with a mixed methodology, evaluating the intervention within a single curricular unit of Marketing, using cases based on real challenges of brands, business simulation and customer projects. Primary and secondary experiences were incorporated in the intervention: the primary experiences are the experiential activities themselves; the secondary experiences resulted from the primary experience, such as reflection and discussion in work teams. A diversified learning relationship was encouraged through the various connections between the different members of the learning community. The present study concludes that in the same context, the students' response can be described as: students who reinforce the initial deep approach, students who maintain the initial deep approach level and others who change from an emphasis on the deep approach to one closer to superficial. This typology did not always confirm studies reported in the literature, namely, whether the initial level of deep processing would influence the superficial and the opposite. The result of this investigation points to the inclusion of pedagogical and didactic activities that integrate different motivations and initial strategies, leading to a possible adoption of deep approaches to learning, since it revealed statistically significant differences in the difference in the scores of the deep/superficial approach and the experiential level. In the case of real challenges, the categories of “attribution of meaning and meaning of studied” and the possibility of “contact with an aspirational context” for their future professional stand out. In this category, the dimensions of autonomy that will be required of them were also revealed when comparing the classroom context of real cases and the future professional context and the impact they may have on the world. Regarding to the simulated practice, two categories of response stand out: on the one hand, the motivation associated with the possibility of measuring the results of the decisions taken, an awareness of oneself and, on the other hand, the additional effort that this practice required for some of the students.</p> <iframe src="https://publications.waset.org/10013101.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Experiential%20learning" title="Experiential learning">Experiential learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/search?q=mixed%20methods" title=" mixed methods"> mixed methods</a>, <a href="https://publications.waset.org/search?q=reflective%20thinking." title=" reflective thinking."> reflective thinking.</a> </p> <a href="https://publications.waset.org/10013101/reflective-thinking-and-experiential-learning-a-quasi-experimental-quanti-quali-response-to-greater-diversification-of-activities-and-greater-integration-of-student-profiles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013101/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013101/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013101/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013101/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013101/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013101/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013101/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013101/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013101/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013101/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] Sangpikul A., Challenging graduate students through experiential learning projects: the case of a marketing course in Thailand, Journal of Teaching in Travel & Tourism, 2020; 20:1, 59-73. (https://doi.org/10.1080/15313220.2019.1623150) <br>[2] Can Ş., Pre-Service Science Teachers' Reflective Thinking Skills toward Problem Solving, Educational Research and Reviews, 2015, v10 n10, p1449-1457. (https://doi.org/10.5897/ERR2015.2228) <br>[3] Asikainen H., Gijbels D., Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education, Educational Psychology Review, 2017, 29, 205-234. (https://www.jstor.org/stable/44956375) <br>[4] Lake W., Boyd W., Is the university system in Australia producing deep thinkers? Australian Universities’ Review, 2015, 57(2), 54–59. (https://search.informit.org/doi/abs/10.3316/ielapa.43463681798450) <br>[5] Illeris K., Contemporary Theories of Learning: Learning Theorists … In Their Own Words (2nd edition). 2018, London: Routledge. <br>[6] Austin M., Rust D., Developing an Experiential Learning Program: Milestones and Challenges, International Journal of Teaching and Learning in Higher Education, 2015, Volume 27, Number 1, 143-15. (https://eric.ed.gov/?id=EJ1069800) <br>[7] Morris T. H., Experiential learning – a systematic review and revision of Kolb’s model, Interactive Learning Environments, 2019, 27:1. (https://doi.org/10.1080/10494820.2019.1570279) <br>[8] Scogin S. C., Kruger C. J., Jekkals R. E., Steinfeldt C., Learning by experience in a standardized testing culture: Investigation of a middle school experiential learning program, Journal of Experiential Education, 2017, 40, 39–57. (https://doi.org/10.1177/1053825916685737) <br>[9] Biggs J. B., Teaching for quality learning at university, (2nd ed.), 2003, Buckingham: SRHE and Open University Press. <br>[10] Fryer L., (Latent) transitions to learning at university: a latent profile transition analysis of first-year Japanese students, Higher Education, 2017, 73:519–537. (https://www.jstor.org/stable/26447628) <br>[11] Catrysse L., Gijbels D., Doche V., De Maeyer S., Van den Bossche P., Gommers L., Mapping processing strategies in learning from expository text: an exploratory eye tracking study followed by a cued recall, Frontline Learning Research, 2016, 4(1). (DOI: 10.1007/s10648-017-9406-6) <br>[12] Zusho A., Toward an Integrated Model of Student Learning in the College Classroom, Educational Psychology Review, 2017, 29, 301–324. (https://link.springer.com/article/10.1007/s10648-017-9408-4) <br>[13] Creswell J. W., Clark V. L., Designing and Conducting Mixed Methods Research (3er ed.), 2018, London: SAGE Publications Ltd <br>[14] Krueger R. A., Casey M. A., Focus group: A Practical Guide for Applied Research, 2015, 5th Edition. Sage Publishing <br>[15] Bardin L., Análise de conteúdo, 1995, Lisboa: Edições 70. <br>[16] Biggs J., Kember D., Leung D.Y.P., The revised two-factor study process questionnaire: R-SPQ-2F, British Journal of Educational Psychology, 2001, 71: 1333-1349. (https://doi.org/10.1348/000709901158433) <br>[17] Young M. R., Caudill E. M., Murphy J. W., Evaluating experiential activities, Journal for Advancement of Marketing Education, 2008, Volume 13. (https://www.semanticscholar.org/paper/Evaluating-Experiential-Learning-Activities-Young-Caudill/8289b3d3a7213f4886378bc7e66d980c71357a48) <br>[18] Reichenheim M., Moraes C., Operationalizing the cross-cultural adaptation of epidemiological measurement instruments, Revista de Saúde Pública, 2007, 41(4), 665- 673. (https://www.scielosp.org/article/rsp/2007.v41n4/665-673/en/) <br>[19] Hamilton J. G., Klebba J. M., Experiential learning: a course design process for critical thinking, American Journal of Business Education, 2011, Volume 4, Number 12. (https://doi.org/10.19030/ajbe.v4i12.6608) <br>[20] Wurdinger, S. D., Using Experiential Learning in the Classroom, 2005, Lanham: Scare crow Education <br>[21] Passarelli, A. M., Kolb, D. 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