Experiential Learning

Open Access Article

1 - Investigating the role of visiting students in architecture, from the perspective of architecture professors (Theory-history, workshop and technical theory courses)
Nejabat Piran Mohammad Parva

The change from the traditional method of teacher-student to studying in universities academically has caused the need to leave the studio and classroom space, in which visiting and attending in real space is considered as a classroom for teaching to Using direct visits More

The change from the traditional method of teacher-student to studying in universities academically has caused the need to leave the studio and classroom space, in which visiting and attending in real space is considered as a classroom for teaching to Using direct visits and experience, a visual understanding of many concepts can be created more easily and correctly for students. However, considering that the field of architecture is one of the courses with different branches, the need to identify the influential factors for a better visit according to each course is very important. Therefore, in this article, we have tried to examine the role of visiting for courses in three branches of theory-history and workshop and technical theory from the point of view of professors in the form of a questionnaire to examine the importance of the role of visiting for better understanding of students. It is an analytical and descriptive study. The research data were provided to 25 professors under the title of questionnaire and the research was used as the basis of SPSS software and data analysis. The results indicate the importance of visiting professors for workshop courses more than other courses. Also, attending workshop courses requires more class control and is more attractive for professors and students, and ultimately causes students to interact and be interested. The amount of fatigue caused by visiting as a negative component in theory-technical courses is more than other courses, so professors should pay attention to this when visiting in this branch to make the visit more effective and useful Manuscript profile

Open Access Article

2 - Study of architecture students’ learning styles
seyede somayeh mirmoradi

Learning style is the person's desire to receive and organize information with a particular method or set of methods, and specifically points to the differences in the preferences of the methods of receiving, organizing and processing information and experiences in lear More

Learning style is the person's desire to receive and organize information with a particular method or set of methods, and specifically points to the differences in the preferences of the methods of receiving, organizing and processing information and experiences in learning new concepts. Cognitive learning styles are more widely used than other styles and are divided into different categories, one of which is the Kolb’s experimental learning style. The purpose of this study is to determine the students' learning styles in undergraduate architecture students based on Kolb's experimental learning theory. This research begins with the original question of whether a dominant learning style can be described as a common learning style for students of architecture, and the question is whether students' learning styles of architecture are appropriate to the needs and goals of the architecture. Current research is a descriptive-analytic study that was done in a cross-sectional study in 2017. The research community of all students of Architecture Engineering of Babol Noshirvani university of technology in the first to last grade that was 85 students. The results of the research show that the distribution of architectural students is in the order of priority of divergent learning styles of 60.5% and Accommodate is 25%. Given that the characteristics of learners with a divergent learning style are more in line with the artistic and humanitarian aspects of architecture, and these learners have a strong imagination and great creativity, it can be said to largely correspond to the educational conditions prevailing in this field. But architecture is a multidisciplinary field, and in addition to the artistic and human aspects, its technical aspect is also important, as well as in architecture design courses that cover half of the undergraduate units, due to the dual characteristics of the divergence and the convergence of the design process, It is necessary to strengthen the learning style of these students and to use the many abilities of divergent students in this field, the professors will try to choose methods to cover the weaknesses of students with opposite styles. It can be said that a successful learner in multidisciplinary architecture should be able to strengthen the ability to move in the whole experimental Kolb’s learning cycle and use different learning styles in different stages of design. Different solutions can be used to achieve this goal. It is necessary for the professors of this field, while recognizing the dominant learning styles of students, to remind students the importance of each of the abilities associated with each learning style in different aspects of architectural design and help them to identify their strengths and weaknesses. Also, by recognizing the differences between different style learners, professors can provide students with the appropriate educational opportunities with different educational methods in time intervals, proportional to the prevailing percentages of each style. Also, performing architectural design projects in a group consisting of different style students is the perfect solution for further engagement and identification of weaknesses and efforts to strengthen them in a team work. Manuscript profile

Open Access Article

3 - A Comparative Study of Experiential Learning Cycle in Human and Nonhuman Environments: Critical Thinking, Reading Comprehension, and Vocabulary Development
Somayeh Sahebalzamani Amin Naeimi Mehry Haddad Narafshan

Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experient More

Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human Manuscript profile

Open Access Article

4 - Effect of Experiential Learning in Management and Performance of Organizations through Simulation with Chess
Mahtab Nabi Bidhendi Gholamhassan Shirdel

Organizations and offices are one of the main principles in human society. Management and leadership are among the most important indices of survival and destruction in organizations. Given the importance of competition among organizations, managers should select the mo More

Organizations and offices are one of the main principles in human society. Management and leadership are among the most important indices of survival and destruction in organizations. Given the importance of competition among organizations, managers should select the most appropriate method in order to achieve their goals earlier than rivals. The question raised in this regard is whether experiential learning influences the management and performance of organizations. One of the effective methods for experiential learning is simulation because it provides users with the opportunity to investigate different solutions and results at the lowest risk and cost and in the shortest time. chess simulation is thought to be one of the most direct methods to use experiential learning model because it creates opportunities to use a number of management tools. Employing chess principles and methods and investigating the relevant impacts on organization and performance, the goals and resources of large organizations (human resources) and barriers to the achievement of goals were taken into account in this study. The parameters were considered to be chess pieces (according to the importance of organizational parameters), and different games were designed. After implementing the scenarios (games) in Arena, the most appropriate scenario was extracted and implemented to achieve organizational goals. Finally, the best scenario would be the one having highest score and lowest number of moves in the game of chess. Manuscript profile

Open Access Article

5 - ارتقاء مهارت نگارش زبان آموزان ایرانی از طریق چرخه یادگیری تجربی کوب
سلمان اصحابی مژگان رشتچی مسعود سیری

10.30495/jal.2023.1993016.1511

چکیدهمهارت نوشتن یک فعالیت چالش برانگیز و پرکاربرد در محافل دانشگاهی است. این مطالعه تأثیرات نوشتن تأملی را بر عملکرد نوشتاری زبان آموزان زبان انگلیسی مورد بررسی قرار داد. شرکت کنندگان 61 زبان آموز ایرانی زبان انگلیسی در دو کلاس دست نخورده دانشگاهی بودند و به طور تصادفی More

چکیدهمهارت نوشتن یک فعالیت چالش برانگیز و پرکاربرد در محافل دانشگاهی است. این مطالعه تأثیرات نوشتن تأملی را بر عملکرد نوشتاری زبان آموزان زبان انگلیسی مورد بررسی قرار داد. شرکت کنندگان 61 زبان آموز ایرانی زبان انگلیسی در دو کلاس دست نخورده دانشگاهی بودند و به طور تصادفی در دو گروه غیر تاملی(۳۱ نفر)و تاملی(۳۰ نفر) قرار گرفتند. در مدت شانزده جلسه ی آموزشی در طول هشت هفته‌، گروه غیر تاملی با استفاده از روش سنتی، آموزش داده شد درحالی‌که گروه تاملی در معرض آموزش نوشتن تاملی بااستفاده از مدل کوب، قرار گرفتند. داده‌ها از طریق نوشتارهای تاملی و تحلیل محتوای تفکر صدای بلند، جمع‌آوری شدند. تجزیه و تحلیل داده های کمی نشان داد که گروه تاملی به شکل معناداری در نوشتن انشااز گروه غیر تاملی بهتر عمل کرد. تجزیه و تحلیل موضوعی تفکر صدای بلند، یافته‌های داده‌های کمی را تایید کرد.علاوه برآن؛ این مطالعه نشان داد که همه ی شرکت‌کنندگان هنگامی که مشغول نوشتن تاملی با استفاده از مدل کوب بودند، تحت فرآیند های روانشناختی از قبیل طراحی، پیش‌ نویس، مکث و تفکر کردن، خواندن و بازتولید، ویرایش و بازبینی، قرار داشتند. این نتایج پیامدهای قابل توجهی برای مربیان زبان،برنامه ریزان درسی و طراحان دوره،دارد. Manuscript profile

Open Access Article

6 - A Comparative Study of Experiential Learning Cycle in Human and Nonhuman Environments: Critical Thinking, Reading Comprehension, and Vocabulary Development
somayeh sahebalzamani Amin Naeimi Mehry Haddad Narafshan

Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experient More

Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human counterparts. Manuscript profile

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