Javita Johnson commented on Group 5’s Keith A. Cozart Literature Review (Spiritual learning) and Group 2’s Patrick Siemek Literature Review (Embodied Learning)

Experiential Learning and Kolb’s Experiential Learning Model implications to behavioral health students

Javita Johnson

Ball State University

EDAC 634- The Adult as a Learner

 

 Abstract

This paper seeks to define and explore experiential learning. The history of experiential learning and its founding contributors will be briefly highlighted. While Kolb’s Learning Theory Model will be discussed in greater detail. Lastly, the author will explore the potential benefits of applying experiential learning to behavioral health students.

Introduction

Experiential learning is learning by experiencing.  Dornan, Teunissen, and Yardley (2012) defined experiential learning as “constructing knowledge and meaning from real-life experience” (p. 161). The learner is active and learns through “doing” (Roessger, 2012, p. 377). The ability to experience and analyze encounters is viewed as an ongoing process that continues throughout the lifespan. Baumgartner, Caffarella, and Merriam (2007) explained the cyclic nature of experiential learning (as quoted in Kolb, 1984)  “learning is a continuous process grounded in experience.  Knowledge is continuously derived and tested out in the experience of the learner” (p. 161).  The formulation of experiential learning has been influenced by several disciplines.

Historical background

 Many theorists have contributed to defining the theory of experiential learning. The unifying feature among all educators seeking to define experiential learning is experience.  The method in which one encounters and interprets experiences has been explained differently among contributing authors.  John Dewey, a progressive philosopher, is considered the founder of experiential learning (Hickcox, 2002).  Myers and Roberts (2004) credited Dewey’s text Experience and Education published in 1938 as the founding contribution to the formation of experiential learning.  Dewey considered experience as a required component of learning. Monk (2013) reported that Dewy described learning as “a process whereby the individual reacts to, learns from, and builds on experiences” (p.65). Dewey posed that “continuity and interaction “ must be present for learning to occur (Baumgartner, Caffarella, and Merriam, 2007, p. 162).

            Others began to expand on Dewey’s theory throughout the 20^th and now 21^st century. Some noteworthy contributors to experiential learning theory are Jean Piaget, Lewin, and Kolb. Chan (2012) reported that Jean Piaget explained experiential learning as “emphasizing learning as a lifelong process of discovering knowledge, assimilation, and accommodation of learning from experience and knowledge” (p.406). Lewin placed the focus on the individual being an active participant in learning (Atkinson and Murrell, 1988). Experiential learning was furthered expanded by the creation of a learning theory model authored by Kolb.

Kolb’s Experiential Learning Theory

Kolb created the Kolb’s Experiential Learning Theory based on four assumptions. Kolb’s model is illustrated as a circular model indicating that each phase is a result of the other.  Baumgartner, Caffarella, and Merriam (2007) reported  “Kolb pictured these capabilities as interrelated phases within a cyclical process, starting with the concrete experience and then moving through reflective observation and abstract conceptualization to active experimentation (p. 164)”. Kolb’s Experiential Learning Theory proposed four posits that will be explored:  concrete experience, reflective observation, abstract conceptualization, and active experimentation (Myers and Roberts, 2004).

Concrete Experience

The word experience is the leading theme in experiential theory.  Experience can occur through direct or indirect encounters.  Experience is seen as a catalyst for individuals to acquire new skill sets.  Wickett (2005) reported experiential learning involves interpreting experiences and gaining knowledge from those experiences. The concrete experience is the initial phase of the learning theory.  It is in this phase that learners are introduced to a new encounter, experiencing. The way an individual responds to this encounter will depend upon a person’s previous experience.  According to Kolb’s theory, an individual will process this encounter by reflecting, thinking, and applying reflections throughout the learning theory cycle (Avery, Bergsteiner, and Neumann, 2010).

Reflective Observation

            Reflection is seen to be a vital proponent of Kolb’s Experiential Learning Theory as it allows the individual to address feelings resulting from the concrete experience (Brockett and Merriam, 2007). Mok (1999) noted (as cited in Keough and Walker, 1985) that “only learners themselves can learn and only they can reflect their own experience” (p. 59). Reflection provides the catalyst for individuals to interpret their feelings and develop thoughts regarding each encounter.  Myers and Robert (2004) defined reflective observation as a being the stage where learners can “internalize” their experience occurring in the concrete experience stage (p. 29). 

An individual may utilize past experiences while reflecting to help develop a meaning of the new experiences.  Individuals’ past experiences are considered important factors when practicing reflection.  Baumgartner, Caffarella, and Merriam (2007) described the process of reflective practice as it “allows one to make judgments in complex and murky situations – judgments based on experience and prior knowledge” (p. 172). Individuals can reflect upon experiences by engaging in tasks such as small group discussions, journaling, sketching, meditation, and critical reflection. Baumgartner, Caffarella, and Merriam (2007) detailed (as cited in York-Barr et al, 2001) a four-stage process in guiding reflection:

  Table 1:  Kolb’s Experiential Learning Theory

First stage	Individuals must pick an event and interpret and ask themselves what happened.
Second Stage	Analyze and interpret the event by asking themselves questions: Why did things happen this way? Why did I act the way I did?
Third stage	People have to make sense of the event by asking:  What have I learned from this event?
Fourth Stage	People must think about implications for actions by querying: What am I going to remember to think about the next time this situation come up?

Abstract Conceptualization

            This phase of Kolb’s model involves the active processing of experiences and transforming them into beliefs.  Chan (2012) described abstract conceptualization as the phase where “the learner can conceptualize a theory or model and utilize these generalizations as guides to engage in further action” (p. 406).  For instance, at this stage learners can review, plan, and develop appropriate generalizations regarding the concrete experience (Myers and Roberts, 2004).  The ability to critically analyze experiences allows individuals to challenge current beliefs and change one’s way of thinking. 

Active Experimentation

            The last phase of Kolb’s model is the application phase where individuals apply newly formed beliefs to everyday encounters.  Myers and Roberts (2004) noted that individuals in this phase are now equipped to face the experience with knowledge.  Individuals are able to make an informed decision based upon their own personal beliefs.  Individuals may test out several hypotheses throughout this phase.  The cyclic nature of the learning theory encourages learners to continue to test and challenge their beliefs.   If additional learning is required, the cycle may be repeated.     

Implications for practice with behavioral health students

            Experiential learning and Kolb’s model is applicable to adult education because they provide a vehicle for adult learners to challenge their beliefs as they are presented with new concepts.  Experiential learning can be applied to and provide beneficial results to behavioral health students.  Lin (2011) reported experiential learning is a commonly used method in counseling education.  For instance, experiential learning methods could help behavioral health students develop a deeper understanding of the systems they will interact with and exchange transactions.  A study on applying experiential learning theory within a counselor education program resulted in participants “gaining better self-understanding, expanding a comprehension of the complexity of human nature and human problems, and enhancing professional competence” (Lin, 2011, para 1).  This notion of utilizing experiential learning to help students develop self-efficacy in practice is furthered supported by O’Connell and Smith.  The authors reported “adult learning theory and experiential learning approaches are considered effective in building competence and motivating students to learn across disciplines” (2005, para 1).

            Another area where behavioral health students can effectively use experiential learning is throughout their practicum education.  As students begin their first practicum, they may questions their own skills as a therapist (O’Connell & Smith, 2005). Students may find themselves faced with working with clients on problems that differ from their own personal belief system.  It is important for students to process these feelings, discuss them with their field supervisor, and develop clinical skills.  Cohen (2010) summarizes the benefits of implementing experiential learning to behavioral health students with the following statement:  “intrinsic to experiential learning is the challenge of empowering students to both reflectively engage with and inquire into ethical issues” (p. 47).

Conclusion

            Experiential learning is a learning theory grounded in the philosophy that experience brings about new learning environments.  John Dewey’s introduction of learning through experience has been expanded upon and developed into models being applied into everyday learning situations such as Kolb’s four stage learning model.  The applicability of experiential learning to allow students to experience and become active participants in their own learning has the ability to benefit multiple disciplines such as behavioral health students.  This theory appears to be commonly used and encourages critical reflection among behavioral health students to help develop competent practitioners. 

Table 2:  Summary of Literature Review

Experiential learning main ideas	Application to Adult learning
Experience	Learning happens as a result of individuals experiencing and interpreting their encounters
Kolb’s Experiential Learning Theory	A four stage circular model that allows adult learns to interpret, analyze, hypothesize, and implement as they encounter new learning experiences
Experiential learning model and behavioral health students	Provides a framework to encourage students to have a greater self-awareness of their professional skills

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