Angela Literature Review

I commented on Pat Siemek's paper (Embodied Learning)
I commented on Michelle Carde's paper (Transformational Learning)

Literature Review-Experiential Learning

Angela Britton

Ball State University, Muncie, Indiana

EDAC 634 – Spring 2015

The Adult as a Learner

Dr. Bo Chang

February 1, 2015

Abstract

This paper will review the literature regarding the definition and theories of Experiential Learning Theory, the concepts behind Experiential Learning, Kolb’s Four Stage Experiential Learning Cycles, Learning Styles, and implementation. This paper will also review different articles that discuss experiential learning, as written by: John Dewey, David Kolb, Kurt Lewen, and Jean Piaget.

Experiential Learning Literature Review

Experiential Learning

Experiential Learning has been defined by various theorists over the years.  According to David A. Kolb, this type of learning can be defined as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." Cherry, K. (n.d.).  

Main Idea of Experiential Learning

The center of learning is experience. We use our own specific experiences to learn.  All we have is our experience-all of our knowledge begins in our experiences.  Experiential Learning puts learning in the center of the learning process. Experiential learning is not just thinking-it is thinking, acting, reflecting, etc. All people learn differently (small groups, lecture, and large class discussion).  According to Kolb, the Myers-Briggs Personality Type Indicator influences how we learn. For example, a feeling-oriented person is usually a concrete thinker; a thinking-oriented person is usually an abstract thinker. An introverted personality is usually reflective in nature; and an extrovert personality usually has active type of response.

The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories.  The term “experiential” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process.  Another reason the theory is called “experiential” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget.  Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive developmental genetic epistemology form a unique perspective on learning and development. (Mainemelis, Boyatzis, and  Kolb 1984)

Experiential Learning Cycle

David A. Kolb developed the Experiential Learning Cycle build upon earlier work by John Dewey and Kurt Levin (Experiential Learning, Learning Theories) (n.d.). Source: http://www.learning-theories.com/experiential-learning-kolb.html

  Experiential Learning Theory suggests that learning is the major determinant of human development and how individuals learn and shape the course of their personal development. This process is portrayed as an idealized learning cycle or spiral where the learner “touches all the bases”—experiencing, reflecting, thinking, and acting—in a recursive process that is responsive to the learning situation and what is being learned.  Immediate or concrete experiences are the basis for observations and reflections.  These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn.  These implications can be actively tested and serve as guides in creating new experiences. The theory is a model of learning (circular in nature) that contains 4 stages:  Concrete Experience (CE); Observation and Reflection (RO); Forming abstract concepts (AC); Testing in new situations (AE).  Concrete Experience (CE)-This is where the learner participates in some form of activity (theory, lab, etc.).  Observation and Reflection (RO)-The learner reflects back on the experience and how they felt and what they might have learned.  Forming Abstract Concepts (AC)-The learner attempts to conceptualize a theory/model of what is observed.  Testing in new situations (AE)- The learner tries to plan/problem-solve how to test the theory for another experience in a new situation (Experiential Learning, Learning Theories) (n.d.). Source: http://www.learning-theories.com/experiential-learning-kolb.html.

 Learning Styles

To supplement these 4 learning stages, Kolb also developed 4 learning styles each representing a combination of two preferred learning types within the “cycle”. These learning styles are as follows, each within their two accompanying learning cycle areas:

1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)

Knowing one’s own (and other’s) learning style enables learning to be directed according to the preferred method. With that being, everyone responds to and needs the motivation/knowledge of all types of learning styles to one extent or another – it is a matter of using emphasis that fits best with the given situation and a person's learning style preferences.  For example, concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences (Learning Styles), (n.d.). Source: http://www.businessballs.com/kolblearningstyles.htm

In previous research (Kolb 1984) had shown that learning styles are influenced by personality type, educational specialization, career choice, and current job role and tasks.

Here are brief descriptions of the four Kolb learning styles intertwined with the types:

Diverging (feeling and watching - CE/RO) - These individuals are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking - AC/RO) - The Assimilating learners’ liking is for a concise, logical approach. Ideas and concepts are more important than people. These people require a clear explanation rather than a practical one. They excel at understanding a wide range of information and organizing it a clear logical format. This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities.

Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical approach. They enjoy new challenges and experiences, and carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own study. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective (Kolb and Kolb, 2009).

Implementation

We typically think that the instructor is placed in the center of learning, but it’s actually the learner that is in the center.  Regarding teaching styles, instructors tend to instruct based on their own learning style. Since everyone’s learning style is different, instructors have to be aware of these various learning styles when developing their course material and activities. This in turn, leads us to being in control of our own learning.  It is my experience that guides how I learn, and able to decide if I learned something.

Experiential learning is widely recognized as a high-impact educational practice that occurs outside the classroom through experiences such as internships, study abroad, and service-learning. However, experiential learning works very well inside the classroom as well. In fact, there are a number of reasons why faculty may want to facilitate an experiential learning component in class rather than outside of class. Not only is it a learner-centered approach that gets students off the sidelines and actively involved in and responsible for their learning, but, pragmatically speaking, experiential learning inside the classroom is welcomed by students with busy schedules and doesn’t carry the logistical burden for faculty that community-based programs can, said Barbara Jacoby, Faculty Associate for Leadership and Community Service-Learning at the University of Maryland, College Park. “In experiential learning, the teacher takes the role of the guide on the side rather than the sage on the stage,” Jacoby said. “So the nature of the teaching experience really changes from transferring knowledge to be regurgitated on an exam to guiding students through the process of learning, providing information and resources as needed.

Steps for Design and Implementation of Experiential Learning
To get started with an experiential learning activity in your course, Jacoby offers the following guidelines:

1. Identify learning outcomes.

2. Create a safe environment.
3. Select an activity that pushes students to their learning edge.
4. Introduce students to the concept and practice; cover basic material.
5. Engage students; provide guidance and support.
6. Discuss the process and result.
7. Provide structure for critical reflection.
8. Obtain feedback throughout the process

9. Assess learning.

“I can’t emphasize enough how effective I believe rubrics are. I give students rubrics early. That way they know my expectations, and it also enables me to be consistent in my grading”, states Jacoby (Reap the Benefits of Experiential Learning Without Leaving the Classroom), (2012, November 9) Source: http://www.facultyfocus.com/articles/instructional-design/reap-the-benefits-of-experiential-learning-without-leaving-the-classroom/

In conclusion, experiential learning theory involves learning from experience. The learner is engaged in actual learning experiences, which differs from cognitive theories which emphasize the role of mental learning processes. The experiential theory takes a more holistic approach and emphasizes how experiences, including perceptions, environmental factors, and emotions, influence the learning process. The transformation of experiences is achieved by reflective observation and active experimentation. This model addresses how learners can play to their own strengths as well as developing areas in which they are weakest.

References

Cherry, K. (n.d.). What Is Experiential Learning? Retrieved January 25, 2015, from http://psychology.about.com/od/educationalpsychology/a/experiential-learning.htm

Experiential Learning (Kolb) | Learning Theories. (n.d.). Retrieved January 25, 2015, from http://www.learning-theories.com/experiential-learning-kolb.html

Kolb, A., & Kolb, D. A. 2009, P. 42-68. The SAGES Handbook of Management Learning, Education and Development. Edited by S. J. Armstrong, and C. V. Fukami.

Kolb Learning Style Inventory (LSI) Version 4. (n.d.). Retrieved January 25, 2015, from http://learningfromexperience.com/tools/kolb-learning-style-inventory-lsi/

Learning Styles, (n.d.). Retrieved January 25, 2015, from http://www.businessballs.com/kolblearningstyles.htm

Mainemelis, C., Boyatzis, R., & Kolb, D. (n.d.). Learning Styles and Adaptive Flexibility: Testing Experiential Learning Theory. Management Learning, 5-33.

Reap the Benefits of Experiential Learning Without Leaving the Classroom. (2012, November 9). Retrieved January 25, 2015, from http://www.facultyfocus.com/articles/instructional-design/reap-the-benefits-of-experiential-learning-without-leaving-the-classroom/

Table of Main Themes and Applications

Table 1

	Main Theme/Ideas	Application
Idea 1	A learning approach in which the learner utilizes his/her experiences in the process of gaining knowledge.	Experiential learning can be a powerful teaching and learning tools. Experiential learning requires self-initiative, and a willingness to learn and be active in that phase of learning.
Idea 2	Stages of Experiential Learning Cycle	Kolb’s four stage learning cycle shows how learning by experience(s) are translated through reflection into concepts.
Idea 3	Learning Styles of Experiential Learning	Different learners naturally prefer a certain single different learning style. Various factors influence a person's preferred style: feeling, thinking, doing and observation.
Idea 4	Implementation of Experiential Learning	When implementing Experiential Learning these principals should be paramount: You must find/create experiential learning opportunities, the learner is central, the facilitation must be light and subtle and there must be a opportunity for reflection.