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Communication Skills and Experiential Learning

Discuss about the Experiential Learning in Communities for Contemporary Research.

The communication skills play a dominant role in the process of sharing of information amongst the different members of the society. The effectiveness of the dialogue process entails the development of the shared feeling of understanding and respect towards the members of the different groups in existence and this process entails the process of sharing of the information and the shared values among the different member of the groups. The experiential learning process can be facilitated further by developing the necessary skills about the cognitive development of the child and the ability to transfer information across  the generation through the efficient utilization of the linguistic skills. The essay  analyzes the necessity to incorporate the experiential learning process amongst the different members of the community and enable the members to perform to the best of their potential and abilities. The process of facilitating the learning process among the different groups enables the transfer of knowledge and information among themselves in a much faster and easier process.

The community engagement is the process which defines the ethical, shared as well as the shared interactive relationship of learning which are done to foster the relationship among the communities and the knowledge transfer process. The activities and projects, which include the various tasks such as the service, based community work, the work based learning as well as the fieldwork and the research considerations are all considered important aspects of engagement. The community engagement is considered an important aspect of imparting learning and other aspects of teaching activities and seamlessly transfers experiential learning amongst the community members. The community engagement can be fostered amongst the community members by increasing the cooperation and the interactive sessions amongst the members of the community. The community can engage in beneficial dialogue with the members to facilitate the process of transferring knowledge and experience to the future generations. The communities are not always based on generic entities and sometimes, there exists high level of overlapping in the groups when the individual members of the group belong to different multiple groups under the community’s banner. The intercultural communication is facilitated in the group communication process and there exists many models and research work which explain the functioning of the intercultural communication process. According to Hofstede, there exists two ways in which the members in the groups can increase their intercultural skills so as to be able to effectively communicate along with the students and the professionals in the workplace. Hofstede labels this intercultural communication as the culture specific approach and the culture general approach. According to Hofstede, the culture specific enables the students to learn about the specific and particular culture of the people, which the students are able to learn and work with or communicate with the different people in the country (Legare & Nielsen, 2015). The culture general approach focuses on the learning as well as the cultural aspects in general instead of focusing on the learning about the specific cultures in the groups.  According to Judith Dwyer, the people are described as those entities who have a developed culture general approach and have four general characteristics. These involve having sound knowledge about the different cultures as well as possessing awareness about the own cultural background. The group members are able to stay alert to the differences in the communication amongst themselves as well as others and these members program their communication styles in accordance to the group dynamics (Mnih et al., 2015). The members of the groups are responsive as well as adaptive to the differences in the behaviors of the other members. The members of the group are empathetic as well as easily conform to the communication patterns of the other members of the communities or groups.

Community Engagement and Learning Process


In order to be effective, the community engagement can also be facilitated or managed by the ongoing process of communication. The process of community engagement involves three process namely the preparation, the thinking as well as the discussion in the class before the interaction. The preparation stage involves the process wherein the students are taught about the effective engagement the students have with the community members in order to live up to the existing pre-conceived objectives, which is followed by the process of reflecting on the actual understanding and the learning done by the students in accordance with their experience. There is engagement which can be undertaken from the local to the inter or the transnational communities and this engagement facilitates the learning process of the group members in the long run (Prati, Batista & Silva, 2015). There is a global characteristic which benefits in  a great way to the potentiality and the possible benefits accruing from the process if the process is properly managed. The process of community engagement can also be facilitated if the members of the community are encouraged to hold dialogues and communication with all the members of the different groups. This will facilitate the process of gaining information from the different groups and enable the different groups to learn from each other and benefit from the sharing of information. The communities in existence in the Australian society are divided on the basis of ethnicity and the Aboriginal communities have been secluded and ostracized for a much longer duration in the history. In order to expedite the process of assimilating the Aboriginals faster into the fold of the Australian nation building, the community interaction process must be encouraged and developed accordingly (Wang & Chugh, 2014). The only way to develop the existing infrastructure and the community interaction program would be to increase the communication exchange programs and hold regular interactive sessions amongst the different groups so that the different groups involve in the interaction as well as the exchange of information takes place at a rapid pace. The management of the community interaction program enables the people to communicate in a much better position and ability as compared to the previous condition (Cornier & Hagman, 2014). The communities working in harmony in the exchange program must be able to interact amongst themselves in a very friendly and composed manner and there must be never any issue regarding their usage and the viability of the option regarding their usage and framework.

Intercultural Communication and Experiential Learning


The benefits of community engagement includes the development of the interaction and the exchange of information among the members of the community who are in constant interaction with each other. The process of community engagement includes the ability to communicate effectively and in a much better way as compared to the informal interaction which exists among the members of the different groups and organizations. The reflection of the members of the group can increase the benefits accruing from the cognitive abilities which includes the application of the experiential learning methods. The effective usage of the community engagement process includes the principle of using the learning methods in conjunction with the interaction processes, which enables the students to perform to the best of their potential. The community engagement process has the capacity and the ability to assist the developmental and the interpersonal skills which when used along with the academic learning process helps increase the motivation of the students (Drachsler et al., 2015). The engagement also adds to the sense of the test of the reality such as the students are able to engage in the community and the students get exposure to the unique issues and the problems which presents a richer learning experience.  There is a greater level of understanding and trust among the members of the community when they are able to engage in a meaningful and positive dialogue process with the other members of the community. This process of engaging in positive dialogue with the other members of the society enables the members of the group to be able to grasp the information from the dialogue process as well as enable the transfer of information among the members of the society. The process of enabling the members of the society to interact with the members of the different groups is known as the experiential learning of the communities (Herrington, Reeves & Oliver, 2014). There is a positive influence of the learning exposure on the member of the group such that the members of the community are able to engage in positive dialogue process with the different members of the group. There is a great necessity to include those members in the interactive learning process from whom the younger generation can be able to learn new outcomes and processes in the estimated time period. The development of the dialogue process is necessary in order to enable the people to develop the process of becoming self reliant and self-dependent and. The process of interacting with the different members of the group increases the rate of knowledge transfer in the society.

Facilitating Community Interaction

The schools are the primary sources of gaining information for the younger generation and these institutions play a crucial role in shaping the perceptions and the cognitive abilities of the child. The primary duty of the schools is to assist the children in the enabling of the child to grasp the knowledge and the information necessary for the child to develop and prosper in the life. The second aspect of the schools is to enable the effective and the active involvement with the members of the community so as to meet the pre-determined set of objectives. The schools need to foster a positive environment for the children in order to make them efficient in their learning processes as well as the effective implementation of the dialogue process with the members of the community (Beasley & Huillery, 2016). The children must be taught the importance of the inclusive language so that the children are able to express themselves freely and positively in the modern world. The inclusive language are free from the prejudices and the biases as well as the discrimination and the inclusive language avoids the stereotyping and the false assumptions regarding the people based on their sex, marital status, breast feeding, pregnancy or potential pregnancy, sexual orientation, race, color, nationality, ethnic origin, religious or political influence, impairment or disability, family status. Inclusive development. The essence of inclusive language is that the children are taught about the essence of being welcoming and warm towards other people from different communities and cultures (Fazey et al., 2014). This results in the generation of a positive environment of matured citizens who know what to speak and how to speak in front of the different people in the environment. The children become matured and responsible citizens and avoid the usage of sexist and racist language and promote the harmony and well being among the different members of the society. The schools are required to keep a strong vigil towards instances of racial slur and abuse against the members of the marginalized communities such as the aboriginals and the people from the Torres Straight Islands (Huang & Chiu, 2015). The essence of imparting inclusive education to the children is to foster in them a feeling of mutual respect towards the people of the other communities as well as inculcate in them a feeling of brotherhood and unity towards the fellow brethrens of the country and upheld the values of humanity and human welfare. These will allow the different communities to coexist together in the same world.

Benefits of Community Engagement


From the above analysis, it is clear that the experiential learning process is an important aspect of the development of the interaction skills among the different people in the world. The development of the experiential learning process can be expedited with the development of the interaction sessions among the different members of the groups in the world. The personal experience suggest that the development of the experiential learning process can be facilitated at the school level by inculcating in the students a  feeling of unity and brotherhood towards the students from the other communities in existence. The interactive sessions with the different members of the groups will facilitate the interactive learning sessions and enhance the exchange of information among the different members of the society. The exchange of information among the different members of the groups facilitates the process of fostering a feeling of mutual respect and understanding among the different groups. 

Reference

Beasley, E., & Huillery, E. (2016). Willing but unable? short-term experimental evidence on parent empowerment and school quality. The World Bank Economic Review, 31(2), 531-552.

Cormier, S. M., & Hagman, J. D. (Eds.). (2014). Transfer of learning: Contemporary research and applications. Academic Press.

Drachsler, H., Verbert, K., Santos, O. C., & Manouselis, N. (2015). Panorama of recommender systems to support learning. In Recommender systems handbook (pp. 421-451). Springer, Boston, MA.

Fazey, I., Bunse, L., Msika, J., Pinke, M., Preedy, K., Evely, A. C., ... & Reed, M. S. (2014). Evaluating knowledge exchange in interdisciplinary and multi-stakeholder research. Global Environmental Change, 25, 204-220.

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In Handbook of research on educational communications and technology (pp. 401-412). Springer, New York, NY.

Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of the meaningful learning-based evaluation for different achieving students in a ubiquitous learning context. Computers & Education, 87, 243-253.

Legare, C. H., & Nielsen, M. (2015). Imitation and innovation: The dual engines of cultural learning. Trends in cognitive sciences, 19(11), 688-699.

Mnih, V., Kavukcuoglu, K., Silver, D., Rusu, A. A., Veness, J., Bellemare, M. G., ... & Petersen, S. (2015). Human-level control through deep reinforcement learning. Nature, 518(7540), 529.

Prati, R. C., Batista, G. E., & Silva, D. F. (2015). Class imbalance revisited: a new experimental setup to assess the performance of treatment methods. Knowledge and Information Systems, 45(1), 247-270.

Wang, C. L., & Chugh, H. (2014). Entrepreneurial learning: past research and future challenges. International Journal of Management Reviews, 16(1), 24-61.

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