Students as co-researchers to inform student learning: Findings from a poverty simulation

被引:2
作者
Roll, Susan [1 ]
Browne, Laurie [2 ]
机构
[1] Calif State Univ Chico, Sch Social Work, 400 W First St, Chico, CA 95929 USA
[2] Calif State Univ Chico, Recreat Hospitality & Pk Management, Chico, CA 95929 USA
关键词
Participatory action research; poverty; social justice; teaching; learning; SOCIAL-JUSTICE; WORK STUDENTS; PERCEPTIONS; COMPETENCE; EMPATHY;
D O I
10.1177/1476750317723966
中图分类号
C93 [管理学];
学科分类号
12 ; 1201 ; 1202 ; 120202 ;
摘要
Survey data reveal that poverty simulations are an effective tool in changing student attitudes about poverty. What is not well documented in the literature is exactly how students learn through this type of experiential education. Using students as co-researchers in an action research model, this study sought to better understand how students learn about poverty through a poverty simulation, which is a pedagogical tool known to impact students' attitudes and understandings of poverty. Results map closely with transformational learning theory, including that personal background and previous learning experiences shaped students openness and willingness to engage in a new learning opportunity. Students reflected how the climate of the learning environment, in this case the poverty simulation, was as a significant factor that impacted the learning process. Finally, findings from this study indicate that students had both an increased interest in issues of social justice and felt less judgmental of people experiencing poverty following the simulation. Additionally, the student research team itself had a learning opportunity which resulted in an increased interest and appreciation for participatory research.
引用
收藏
页码:230 / 250
页数:21
相关论文
共 28 条
[21]   When are night shifts effective for nursing student clinical learning? Findings from a mixed-method study design [J].
Palese, Alvisa ;
Basso, Felix ;
Del Negro, Elena ;
Achil, Illarj ;
Ferraresi, Annamaria ;
Morandini, Marzia ;
Moreale, Renzo ;
Mansutti, Irene .
NURSE EDUCATION TODAY, 2017, 52 :15-21
[22]   Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master's Programme in Public Health [J].
Harrison, Roger ;
Gemmell, Isla ;
Reed, Katie .
INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING, 2014, 15 (01)
[23]   School Differences in Social-Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students [J].
Loeb, Susanna ;
Christian, Michael S. ;
Hough, Heather ;
Meyer, Robert H. ;
Rice, Andrew B. ;
West, Martin R. .
JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS, 2019, 44 (05) :507-542
[24]   Transfer of Learning From University-Based Simulation Experiences to Nursing Students' Future Clinical Practice: An Exploratory Study [J].
Bruce, Remia ;
Levett-Jones, Tracy ;
Courtney-Pratt, Helen .
CLINICAL SIMULATION IN NURSING, 2019, 35 :17-24
[25]   Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: a scoping review [J].
Zhang, Luocheng ;
Patterson, Freyr ;
Penman, Adriana ;
Forbes, Roma .
ADVANCES IN HEALTH SCIENCES EDUCATION, 2024,
[26]   Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study [J].
Hustad, Jorn ;
Johannesen, Berit ;
Fossum, Mariann ;
Hovland, Olav Johannes .
BMC NURSING, 2019, 18 (01)
[27]   Digital learning tools in the classroom: comparing their impacts on student motivation to learn and academic achievement in post-secondary students from Canada, Germany, and India [J].
Reyes, Gerardo ;
Moury, Sanjida ;
Seeligmueller, Emily ;
Compton-Mcculloch, Danielle ;
Jagadeesh, Namratha ;
Ostermann, Thomas .
EDUCATIONAL STUDIES, 2024,
[28]   Student-Centered Instruction Can Build Social-Emotional Skills and Peer Relations: Findings From a Cluster-Randomized Trial of Technology-Supported Cooperative Learning [J].
Low, Sabina ;
Van Ryzin, Mark J. .
SCHOOL PSYCHOLOGY, 2023, :672-681