Sing-Kiat Ting Rachel, Jian-Ai Thong Justine, Lim Joy Yung-Re, Jones Elizabeth
Department of Psychology, Monash University, Bandar Sunway, Selangor Malaysia.
Monash University, 47500 Bandar Sunway, Selangor Malaysia.
Int J Adv Couns. 2022;44(3):550-568. doi: 10.1007/s10447-022-09471-3. Epub 2022 Jun 9.
Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures, especially in counseling education. This study examined the learning experiences of students (n = 52) enrolled in a culturally contextualized experiential teaching method implemented across a 3-year period in a Malaysian university Masters-level group counseling course. The course changes included group demonstrations by lecturers and peers, live group participation and observation, group dynamics map drawing and debriefing, paired group proposal writing and presentation, and group note- taking. This study adopted a mixed method approach with a short survey consisting of both standardized scales and open-ended questions, administered at the beginning and end of each 12-week semester. Archival data on students' evaluation was also retrieved from the year before the intervention, to compare with the 3 years of intervention. Results showed a statistically significant improvement in students' perceived group leadership skills and leadership characteristics at the end of the course. Students' overall satisfaction with the course quality also improved significantly from the year prior to the implementation of the new teaching method. Qualitative coding identified three major themes-active learning classroom that led to confidence in group counseling knowledge and skills; experiential activities in the tutorial sessions, with opportunities to carry out their proposed group activities; and formative feedback given throughout the semester during tutorial settings contributing to the higher course satisfaction rate. To conclude, we discuss the implications of contextualized experiential learning for higher education counseling pedagogy in the Asian region.
The online version contains supplementary material available at 10.1007/s10447-022-09471-3.
许多体验式学习教学模式是在西方文化中发展起来的，其有效性尚未在非西方文化中得到检验，尤其是在咨询教育领域。本研究调查了马来西亚一所大学硕士水平团体咨询课程中，在为期三年的时间里采用的一种文化情境化体验式教学方法的学生（n = 52）的学习经历。课程变化包括讲师和同伴的小组示范、现场小组参与和观察、小组动力图绘制和汇报、配对小组提案撰写和展示以及小组笔记记录。本研究采用混合方法，在每个12周学期开始和结束时进行一项简短调查，其中包括标准化量表和开放式问题。还从干预前一年检索了学生评价的档案数据，以便与三年的干预数据进行比较。结果显示，课程结束时学生感知到的团体领导技能和领导特征有统计学上的显著提高。与新教学方法实施前一年相比，学生对课程质量的总体满意度也有显著提高。定性编码确定了三个主要主题——活跃的学习课堂，这带来了对团体咨询知识和技能的信心；辅导课中的体验活动，有机会开展他们提议的团体活动；以及在整个学期的辅导课中给出的形成性反馈，这有助于提高课程满意度。总之，我们讨论了情境化体验式学习对亚洲地区高等教育咨询教学法的影响。
在线版本包含可在10.1007/s10447-022-09471-3获取的补充材料。
