Lived experiences of a family-based lifestyle intervention for children with overweight and obesity: On sustainability, self-regulation, and program optimization
Kaila C. PutterBen JacksonAshleigh ThorntonClaire WillisKong Min Bryce GohMark R. BeauchampNat BenjanuvatraJames A. DimmockTimothy Budden
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Abstract Background: Family-based lifestyle interventions (FBLIs) are an important method for treating childhood weight problems. Despite being recognized as an effective intervention method, the optimal structure of these interventions for children’s overweight and obesity has yet to be determined. Our aim was to better understand participants’ (a) capacity to self-regulate and achieve long-term outcomes, (b) perceptions regarding the optimal structure of FBLIs, and (c) insights into psychological concepts that may explain success of these programs. Methods: To understand participant experiences, we conducted focus group as well as one-to-one interviews with over 100 parents and children three months following their involvement in a 10-week, multi-component, FBLI involving resources, education, and experiential activities relating to healthy nutrition, physical activity, and behavior modification. Results: Thematic analysis identified challenges that can impair lasting behavior change (e.g., physical activity participation) following involvement in a FBLI. On optimizing these programs, participants emphasized fun, interactive content, interpersonal support, appropriate educational content, and behavior change techniques. Conclusions: Concepts rooted in motivational theory could help address calls for greater theoretical and mechanistic insight in FBLIs. Findings may support research advancement and assist health professionals to more consistently realize the potential of these interventions.Keywords:
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Purpose The purpose of this paper is to compare two radically different approaches of experiential learning, enabling four usually missing dimensions in experiential learning to be revealed. Design/methodology/approach The data in this paper are drawn from a five‐year action research involving more than 70 students and another action research run in kindergartens for more than ten years. Findings To reveal the power of experiential learning – the authors name it complex experiential learning – one needs to be compliant with four principles: the conditions for the experience to emerge comes from the participants themselves; the multiplicity principle; the dual epistemological authenticity principle; and the complexity principle. Research limitations/implications It would be valuable to gather longitudinal data to explore how the perspective of participants on the impact of these four principles varies over time. Practical implications Any experiential workshop, run under the rules of the four discovered principles, reveals a higher learning outcome. Originality/value Limited research on experiential learning research properly addresses the question of how which type of experience will be the most likely to produce expected learning effects.
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Previous studies have paid great attention to exploring relevant issues of risk, benefits, evaluation, co-creation, relationship quality dimensions (satisfaction and trust), and future intentions; however, none focuses on them from experiential perspectives in the tourism industry. The purpose of this study is to explore the structural relationships between experiential risk, experiential benefits, experiential evaluation, experiential co-creation, experiential relationship quality dimensions (experiential satisfaction and experiential trust), and future experiential intentions based on pet owners’ experiences of traveling with pets. A questionnaire survey was used to collect the data from respondents who traveled with their dogs to Goolawah Regional Park of New South Wales, obtaining 537 valid samples which were analyzed with structural equation modeling. The study results can show tourism operators what constitutes pet owners’ experiences and can aid them in decreasing experiential risk and increasing experiential benefits, experiential evaluation, experiential co-creation, experiential satisfaction, experiential trust, and future intentions to have a travel experience with their pets.
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Experiential learning refers to learning which uses the learner’s experience as a base. This definition implies an active and personal approach to learning. A more operational definition is provided below. While experiential learning has been gaining rapidly in popularity, the evidence on its value is mixed. Wolfe [1] presents evidence suggesting that experiential learning is not superior to traditional methods for transmitting knowledge. Similar results were found by Cherryholmes [2] in a survey of what would appear to be experiential methods; participants did not learn more facts, nor did they retain more facts, nor did they develop more critical thinking abilities. On the other hand, the participants did report more interest in the subject and there was more attitude change. Rather than asking whether experiential learning is superior, one might recast the question in terms of when experiential learning is superior. This paper describes the conditions under which experiential learning is useful. This description is followed by a discussion of how to design an experiential exercise. It concludes with suggestions on how experiential learning may be introduced into current educational systems. Relevant empirical literature is described.
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The purpose of the experiential learning of making artifacts is to get local elementary, middle and high school students interested in engineering. In this experiential learning, the total number of participants exceeds 900 people over the last 12 years. In addition, according to our questionnaires, almost all participants have a strong desire to join such an experiential learning again. These show that participants' interests in engineering are enhanced by this experiential learning. It is therefore concluded that this experiential learning contributes to the local community.
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Experiential Learningis a new training method which flourishes in recent years.In practice,it is lack of theoretical guidance and it has no single method and skill.On the base of thoroughly understanding of experiential learning,we analyze the theoretical principle of experiential learning and its defect from the angles of philosophy、pedagogical psychology、learning cycle-theory、organization behavioristics and principles of management,then provide some advices to organize experiential learning better.
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Experiential Learning is the learning approach created by the American educator,David Kolb on the basis of experiential learning cycle.It emphasizes the learning approach focused on the learner,and is now recognized and implemented in many American universities.This paper summarizes the experiential learning reflected in universities in the US and discusses that inspiration to universities in China of the role and theory of experiential learning.
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The view that entrepreneurship education should be based on experiential approaches to learning is gaining ground. However, there is both little discussion in the literature on what form experiential education should take and a paucity of examples of experiential approaches to learning. This paper helps to fill these gaps. It provides a case study of an experiential learning assignment that formed an important part of a first-year entrepreneurship course in a Scottish university. It describes how the assignment was designed, what activities were undertaken by students and, using their learning reflections for evidence, identifies the learning outcomes and the effect on entrepreneurial intent, motivations and capabilities. The evidence suggests that the assignment was an effective learning experience for the students, complementing and reinforcing prior classroom learning through application. It facilitated learning about the real world of the entrepreneur, something which would otherwise not have been possible, and had a positive impact on entrepreneurial intentions.
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Experiential learning can generate significant learning gains to students and deliver development benefits to the community. However, economists have been slow to embrace an experiential learning pedagogy where students experience events and integrate these events with their understanding of theory. When economists have employed experiential teaching techniques, it has been linked to a single course. A local economy centre (LEC) represents a new type of experiential learning opportunity that is scalable and replicable, and can mutually benefit students and the community. A LEC provides experiential learning outside of a course experience in a way that allows for a responsive relationship with the community and development of deep learning over a multiple year cycle. In our paper we begin with a discussion of what experiential learning is and the benefits to students and the community. We then describe the specifics of a LEC as a form of experiential learning where students collect and interpret economic data and conditions that are specific to a local community. We conclude with a discussion of how to adopt such a programme at other institutions.
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Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies.
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