The impact of experiential learning on Environmental Education during a Moroccan summer university

Malak Bouhazzama; Said Mssassi

doi:10.1051/e3sconf/202123400031

All issues

Volume 234 (2021)

E3S Web Conf., 234 (2021) 00031

References

Open Access

Issue		E3S Web Conf. Volume 234, 2021 The International Conference on Innovation, Modern Applied Science & Environmental Studies (ICIES2020)


Article Number		00031
Number of page(s)		5
DOI		https://doi.org/10.1051/e3sconf/202123400031
Published online		02 February 2021

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[1] J.R. Aaron, Experiential learning: Transforming strategic management to strategic business consulting. Developments in business simulation and experiential learning: Proceedings of the annual ABSEL conference. Vol 45. (2018) [Google Scholar]

[2] D. Diaz Granados, Improving the clinical learning environment: A collaborative workshop for students, residents, and faculty. (2018) [Google Scholar]

[3] P. Dillenbourg, What do you mean by collaborative learning? Collaborative learning: Cognitive and computational approaches. Oxford: Elsevier 1-19. (1999) [Google Scholar]

[4] K. Fitch, Developing professionals: Student experiences of a real-client project. Higher Education Research and Development, 30(4), 491-503. (2011) [Google Scholar]

[5] D.A. Kolb, Experiential learning: Experience as the source of learning and development. FT Press (2014) [Google Scholar]

[6] A. Y. Kolb, & D.A. Kolb, Experiential learning theory: A dynamic, holistic approach to management learning, education and development. The SAGE handbook of management learning, education and development 42-68. (2009) [Google Scholar]

[7] M. Lehmann, P. Christensen, M. Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education. European Journal of Engineering Education, 33(3), 283-295. (2008) [Google Scholar]

[8] E. Anderberg, B. Nord, B. Hansson, Global learning for sustainable development in higher education: recent trends and a critique. Int. J. Sustain. High. Educ. 10 (4), 368e378.(2009) [Google Scholar]

[9] N. Ashford, Major challenges to engineering education for sustainable development. Int. J. Sustain. High. Educ. 5 (3), 239e250.( 2004) [Google Scholar]

[10] D.A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, first Ed. Prentice Hall, New Jersey, p. 41.( 1984) [Google Scholar]

[11] A. Kolmos, F.K. Fink, The Aalborg PBL Model: Progress, Diversity and Challenges. Aalborg University Press, Aalborg, pp. 9e15.( 2004) [Google Scholar]

[12] T. Lans, V. Blok, Wesselink R., Learning apart and together: towards an integrated competence framework for sustainable entrepreneurship in higher education. J. Clean. Prod. 62, 37e47.( 2014) [Google Scholar]

[13] M. Lehmann, P. Christensen, Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustain- able development in engineering education. Eur. J. Eng. Educ. 33 (3), 283-295.(2008) [Google Scholar]

[14] R. Lozano, Diffusion of sustainable development in universities' curricula: an empirical example from Cardiff University. J. Clean. Prod. 18 (7), 637-644. (2010) [Google Scholar]

[15] J. MacVaugh, Norton M., Introducing sustainability into business education contexts using active :learning. Int. J. Sustain. High. Educ. 13 (1), 72-87.(2012) [Google Scholar]

[16] Q. Zhang, L. Vanasupa, Challenges for integrating of sustainability into engineering education. Am. Soc. Eng. Educ. AC 2012-4565. (2012) [Google Scholar]

[17] K. Attard, & K.M. Armour. Learning to become a learning professional: Reflections on one year of teaching. European Journal of Teacher Education, 28(2),195-207. (2005) [Google Scholar]

[18] C. Baldwin, A.M. Buchanan & M.E Rudisill. What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences, Journal of Teacher Education, 58(4), 315-327. (2007) [Google Scholar]

[19] H. Coffey, “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335-342. (2010) [Google Scholar]

[20] K. Brayko, Community-based placements as contexts for disciplinary learning: A study of literacy teacher education outside of school. Journal of Teacher Education, 64(1), 47-59. (2013) [Google Scholar]

[21] Brinkman S., & Kvale S. Interviews: Learning the craft of qualitative research interviewing. Thousand Oaks, CA: Sage. (2015) [Google Scholar]

[22] J. Dewey, Experience and education. New York. NY: Collier Books. (1938) [Google Scholar]

[23] Z. Gross & S.D. Rutland, Experiential learning in informal educational settings. International Review of Education, 63, 1-8. (2017) [Google Scholar]

[24] G.J. Harfitt & Chan C. Constructivist learning theories in teacher education programmes: a pedagogical perspective. In D.J. Clandinin, & J. Husu (Eds.), International Handbook of Research on Teacher Education (pp. 545e561). London, UK: SAGE. Ch.31. (2017) [Google Scholar]

[25] Moore, D. T. Forms and issues in experiential learning. New Directions for Teaching and Learning, 124, 3-13. (2010). Business. Simulation and Experiential Learning, 32. (2005) [Google Scholar]

[26] A.Y. Kolb & D.A. Kolb, Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning and Education, 4, 193-212. (2005) [Google Scholar]

[27] Z. Abdullah, Activity theory as analytical tool: a case study of developing student teachers’ creativity in design. Procedia Social and Behavioral Sciences, 131, 70-84. (2014) [Google Scholar]

[28] B.L. Fredrickson, The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226. (2001) [Google Scholar]

[29] J.P. Hautecoeur, Ecological education in everyday life: Alpha 2000. University of Toronto Press. (2002) [Google Scholar]

[30] J.L. Plass & U. Kaplan, Emotional design in digital media for learning: an integrated cognitive affective model of learning with multimedia (ICALM). (2015) [Google Scholar]

[31] Baxter P. & Jack S. Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544-559. (2004) [Google Scholar]

[32] D. Kolb, Experiential learning: experience as the source of learning and development. Englewood Cliffs: Prentice Hall. (1984) [Google Scholar]

[33] R.K. Yin, Case study research. Design and methods (3rd edition). London: Sage (2003) [Google Scholar]

[34] L.W. Anderson, D.R Krathwohl, & Bloom, B. S. Taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon. (2001) [Google Scholar]

[35] P.H. Anderson & L. Lawton, The effectiveness of a simulation exercise for integrating problem-based learning in management education. Developments in [Google Scholar]