The purpose of this study is to review material from the scientific field of psychology and where appropriate adapt it to experiential and active learning classroom experiences. The study is conducted in order to meet the Swedish curriculum for gymnasium and the courses Psychology 1 and 2. The review includes scientific material in a range of forms, such as training programs, personal- and school intervention programs, psychometrics and experimental psychology. The study suggests classroom activities on the topics:  cognitive-behavioral therapy, stress coping, positive psychology, emotional intelligence, psychometrics, cultural competency and cognitive bias. / Syftet med denna studie är att gå igenom material från det vetenskapliga fältet psykologi och där det är lämpligt anpassa det till klassrumsövningar som använder sig av upplevelsebaserat och aktivt lärande. Studien genomfördes med syftet att uppfylla den svenska läroplanen för gymnasiet och kurserna Psykologi 1 och 2. Undersökningen byggde på vetenskapligt material i olika former inkluderat träningsprogram, åtgärdsprogram för individer och skolor, psykometri och experimentell psykologi. Studien föreslår klassrumsövningar i ämnena: kognitiv beteendeterapi, stresshantering, positiv psykologi, emotionell intelligens, psykometri, kulturell kompetens och kognitiv bias.

Current research literature reveals that there are numerous benefits such as personal growth, academic success and exposure to multiple perspectives surrounding arts-based learning (Brice Heath, 2001; Cole, 2011; Cote, 2010). According to McMahon, Klopper, & Power (2015) it is important for students to "see themselves as decision makers and understand that they can influence their own learning experiences" (p. 19). Additionally, these same researchers emphasize that teachers need to "focus on the learning experience of the students and understand that the greater value of engaging in the arts resides in the students' art making process" (p. 19). Current research has concentrated predominantly on studies of student experiences at the time that they are enrolled in arts-based programs. My study is unique as I engaged participants retrospectively on their former experiences of learning in an arts-based program. More specifically, my research question asked "what are the effects of attending an arts-based secondary school program on the subsequent lives of six former students, including myself, who graduated two decades ago?" To answer this question, I used narrative inquiry and arts-based methods supported by a social constructivist theoretical framework. More specifically, I analyzed my research through the use of an online whiteboard entitled Miro, and then expressed my findings in the form of a "factional" story (Kallio, 2015) co-narrated by myself and my participants. This 'factional' story is told through fictional characters based on my research analysis, and also includes fictional elements. Though participant stories varied, key themes emerged as they grew as people through the experience, carrying with them lingering memories that continue to influence their lives today.

Research indicates that experiential learning enhances learning and increases student engagement. As online education in higher education increases, incorporating experiential learning into the online experience has been occurring. For this case study, interviews with five online instructional designers and three online instructors examined answers to the questions of how online instructional designers and online instructors define, value, and design experiential learning in their online courses. Insights regarding the benefits and challenges of designing online experiential learning are discussed. Online instructional designers discussed coaching online instructors through the process of designing experiential learning for their online courses. Online instructors expressed that they have only begun to identify ways to design experiential education into the online environment. This research provides insight into how online instructional designers and online instructors feel about how they have integrated experiential learning into online courses. They are creatively working together to provide more experiential learning activities in the online environment and bringing the world to their students through online education.

The purpose of this study was to explore the ways in which high school violin students transform and comprehend a teacher’s model through the framework of Kolb’s (1984) Experiential Learning Theory. Additionally, the Learning Styles Inventory (LSI) results of this study’s participants were compared to extant researchers’ LSI data. Kolb and Kolb’s Learning Styles Inventory 3.1 and a brief survey were administered to participants (N = 100) during Phase I of the study in order to gather data regarding three quantitative independent variables—learning style, gender, and grade level. A subset of participants (n = 15) representing an array of those variables participated in Phase II of the study wherein participants were shown a video recorded lesson. During that lesson, a teacher modeled an eight-measure melodic phrase for each participant whose responses to the lesson were recorded for later analysis. Qualitative student responses (applied strategy, focus during the lesson, type of response to the model, performance intensity, task complexity) and interview responses were coded and distilled into common themes and compared among independent variables from Phase I. The high school violinist participants in this study preferred reflective observation and concrete experience orientations more frequently than was the case in extant research. The only significant interaction between independent variables was found between gender and learning preference. The two most frequently applied strategies were derived from Initiating (AE/CE = 24.46%) and Creating (CE/RO = 20.44%) learning styles. Participants largely focused on musical components (77.55%)—e.g., rhythm, pitch, intonation, articulation—by performing with the bow (48.72%) concurrently with the model (57.95%). When provided with practice time, participants largely utilized low (33. 68%) or silent, reflective (24.47%) intensities. Fundamental, two-phase combinations of strategies were applied the majority of the time (57.72%) by participants. Qualitative descriptions of the variety of participant responses were included and contextualized using LSI data. I concluded, based on a synthesis of the quantitative data and qualitative observations, that participants largely prioritized immediate individual needs—such as pitch identification or previous sections of the lesson—over both teacher instruction and their own learning preferences. I also concluded that a single modeling experience often resulted in a diverse array of participant responses—which may or may not adhere to the immediate content of the lesson. As a result of this study, I suggest that music educators and researchers consider that learners potentially utilize a singular modeling experience in a variety of different ways resulting in an array of potential outcomes. It is important for teachers to be explicit and clear in their instructions surrounding a modeling task in order to better guide students towards desired outcomes. Future researchers might consider learners’ viewpoints in response to a modeled experience as a means of framing achievement, outcome, or other research topics. ELT researchers might consider building on the implications of the comparison among KLSI data and qualitative data among learners under the age of 19 with a focus on variables outside the typical factors of gender, age, educational level, educational specialization, and culture.

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This dissertation proposes that while traditional cognitive psychology literature suggests that cognitive function decreases with age, these decreases are dependent on the types of testing being performed. While traditional cognitive tests of memory and processing speed show declines associated with age, this research suggests these declines are not robust across all types of learning. The coming pages present four studies aimed at furthering our understanding of how different age cohorts of consumers learn about products in active and complex marketplaces. Study one reveals an age advantage associated with learning experientially; an interesting and somewhat surprising result that warrants further investigation given the rapid rate at which populations are aging. The additional studies presented here begin that investigation through the application of several psychological theories. This research explores increased vigilance associated with the security motivation system (based on the principles of evolutionary psychology), the possible impact of mortality salience through the application of Terror Management Theory and a positive correlation between age and cognitive control, as possible explanations. / Business Administration/Marketing