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Related Concept Videos

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Experimental Designs01:16

Experimental Designs

An experimental design is a systematic process that allows researchers to evaluate the relationship between dependent and independent variables. There are three widely used types of experimental design - pre-experimental design, true experimental design, and quasi-experimental design. In pre-experimental design, the researcher compares the data before and after some interventions or treatments. The true-experimental design has more than one purposefully created group, a commonly measured...
Crossover Experiments01:16

Crossover Experiments

Crossover experiments, also called the repeated-measurements design, is a study design in which all experimental units are exposed to all treatments in different periods. Crossover experiments are generally used in psychology, the pharmaceutical industry, agriculture, and medicine.
Crossover designs are performed even with smaller sample sizes since the samples can act as their controls. These are better than simple randomized trials since patients are exposed to all the treatments.
Frustration and Conflict: Approach-Approach, Approach-Avoidance01:20

Frustration and Conflict: Approach-Approach, Approach-Avoidance

Frustration occurs when people are obstructed or prevented from achieving a desired goal or fulfilling a perceived need. For example, when someone's input is ignored in a discussion, it can lead to feelings of frustration. Conflict, however, arises from opposing interests, goals, or actions. Conflicts can take various forms based on the nature of these opposing desires or goals.
One common type of conflict is the Approach–Approach Conflict. In this case, a person faces two desirable options,...

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Related Experiment Video

Updated: May 13, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Two approaches, one course: an experience in experiential learning.

Ashlee D Lien1, Sharon M Hakim

  • 1Department of Psychology, Wichita State University, Wichita, KS 67208, USA. ashlee.lien@gmail.com

Journal of Prevention & Intervention in the Community
|March 14, 2013
PubMed
Summary
This summary is machine-generated.

Introducing experiential learning in universities presents challenges for instructors and students. This reflection details the first two years of implementing this approach, offering insights and advice for educators.

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Area of Science:

  • Higher Education Pedagogy
  • Undergraduate Education
  • Experiential Learning

Background:

  • Universities often lack established experiential learning frameworks.
  • Implementing experiential learning can be daunting for both educators and students.
  • Students may exhibit skepticism and concern regarding new teaching methods and performance expectations.

Purpose of the Study:

  • To reflect on the initial two years of teaching undergraduate courses using an experiential learning approach.
  • To explore the parallel learning processes experienced by students and instructors.
  • To identify and detail the primary challenges encountered during the implementation.

Main Methods:

  • Qualitative data collection and analysis.
  • Reflection on practical teaching experiences over two academic years.
  • Exploration of instructor and student perspectives on experiential learning.

Main Results:

  • Identified parallel learning curves for instructors and students.
  • Documented significant challenges in managing community-based student experiences.
  • Observed student skepticism and anxiety regarding new pedagogical methods.
  • Highlighted the need for clear communication of evolving instructor expectations.

Conclusions:

  • Experiential learning requires careful planning and adaptation in higher education settings.
  • Addressing student and instructor concerns is crucial for successful implementation.
  • Sharing practical challenges and strategies can guide other educators in adopting experiential learning.