The effects of experiential learning on teaching perception and learning approaches among public relations students

The public relations practice in Malaysia has received criticism for not reaching the level of sophistication and development of its overseas counterparts. In view of this, higher education institutions that offer public relations courses in Malaysia have continuously been involved in efforts to imp...

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Main Authors: Teoh, Hee Chong, Yap, Teng Teng
Format: Article
Published: Taylor's University College 2018
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Online Access:http://eprints.um.edu.my/22201/
http://search.taylors.edu.my/documents/journals/2018-10-1/SEARCH-2018-10-1-J4.pdf
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spelling my.um.eprints.222012019-09-04T03:49:43Z http://eprints.um.edu.my/22201/ The effects of experiential learning on teaching perception and learning approaches among public relations students Teoh, Hee Chong Yap, Teng Teng L Education (General) The public relations practice in Malaysia has received criticism for not reaching the level of sophistication and development of its overseas counterparts. In view of this, higher education institutions that offer public relations courses in Malaysia have continuously been involved in efforts to improve the occupational standing and prestige of the public relations industry. This study aims to examine the effects of experiential learning practices on teaching perception and learning approaches among public relations students. The current study implemented an action research with a causal-comparative research design. Two cohorts of public relations students with 36 students for 2014 and 58 students for 2015 Bachelor’s degrees were selected to investigate the effects of experiential learning teaching design on students’ perception of teaching and their approaches to learning. The findings of the study indicated that experiential learning has positive impacts on both the teaching perceptions and the learning approaches selected by the students. Overall, students who were exposed to the experiential learning teaching approach had a greater tendency to apply a deep approach in their learning compared with those who learn in the context of the traditional lecture-plus-discussion classroom. In addition, the students showed more interest, were more engaged, and demonstrated more willingness to learn in the experiential learning classroom. The findings of the study suggest that experiential learning could be embedded into the curricula of public relations courses. Students’ learning can ultimately be enhanced by incorporating a suitable assessment approach and teaching strategies that highlight experiential learning. Taylor's University College 2018 Article PeerReviewed Teoh, Hee Chong and Yap, Teng Teng (2018) The effects of experiential learning on teaching perception and learning approaches among public relations students. SEARCH, 10 (1). pp. 79-108. ISSN 2229-872X http://search.taylors.edu.my/documents/journals/2018-10-1/SEARCH-2018-10-1-J4.pdf
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic L Education (General)
spellingShingle L Education (General)
Teoh, Hee Chong
Yap, Teng Teng
The effects of experiential learning on teaching perception and learning approaches among public relations students
description The public relations practice in Malaysia has received criticism for not reaching the level of sophistication and development of its overseas counterparts. In view of this, higher education institutions that offer public relations courses in Malaysia have continuously been involved in efforts to improve the occupational standing and prestige of the public relations industry. This study aims to examine the effects of experiential learning practices on teaching perception and learning approaches among public relations students. The current study implemented an action research with a causal-comparative research design. Two cohorts of public relations students with 36 students for 2014 and 58 students for 2015 Bachelor’s degrees were selected to investigate the effects of experiential learning teaching design on students’ perception of teaching and their approaches to learning. The findings of the study indicated that experiential learning has positive impacts on both the teaching perceptions and the learning approaches selected by the students. Overall, students who were exposed to the experiential learning teaching approach had a greater tendency to apply a deep approach in their learning compared with those who learn in the context of the traditional lecture-plus-discussion classroom. In addition, the students showed more interest, were more engaged, and demonstrated more willingness to learn in the experiential learning classroom. The findings of the study suggest that experiential learning could be embedded into the curricula of public relations courses. Students’ learning can ultimately be enhanced by incorporating a suitable assessment approach and teaching strategies that highlight experiential learning.
format Article
author Teoh, Hee Chong
Yap, Teng Teng
author_facet Teoh, Hee Chong
Yap, Teng Teng
author_sort Teoh, Hee Chong
title The effects of experiential learning on teaching perception and learning approaches among public relations students
title_short The effects of experiential learning on teaching perception and learning approaches among public relations students
title_full The effects of experiential learning on teaching perception and learning approaches among public relations students
title_fullStr The effects of experiential learning on teaching perception and learning approaches among public relations students
title_full_unstemmed The effects of experiential learning on teaching perception and learning approaches among public relations students
title_sort effects of experiential learning on teaching perception and learning approaches among public relations students
publisher Taylor's University College
publishDate 2018
url http://eprints.um.edu.my/22201/
http://search.taylors.edu.my/documents/journals/2018-10-1/SEARCH-2018-10-1-J4.pdf
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score 13.18916