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Experiential Learning Theory

Rayla S. Dawalt

Ball State University

EADC 634

1/18/2015

Abstract

            This paper will start out with an introduction about Experiential Learning. It will briefly explain the history of Experiential Learning and review some of its scholars and the models/concepts they designed. The paper will discuss some of important principles and benefits, wrapping up with learning opportunities and implications of Experiential Learning.

  

Introduction

"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us."–Marcel Proust
Experiential learning is a process through which students develop knowledge, skills, and values from

direct experiences outside a traditional academic setting. (U C Davis, 2015). Experience as a tool for education is not a new found idea, the notion of learning by doing was seen as early as the 4^th
Century B.C. Centuries later, known scholars went on to explore this theory. Carl Rogers, a Humanistic psychologist, founded client-centered therapy. He believed that people had a tendency to self-actualize. (McLeod, S. A. 2007) John Dewey explored the idea of learning by doing. In 1938, he published the widely known book, Experiment and Education. Kolb and Kolb examined the works of both Rogers and Dewey among other scholars. Kolb and Kolb compiled six different propositions of the Experiential Learning Theory.

Experiential Learning Concepts

Experiential Learning works by applying the concepts scholars have modeled and proven from experience over the years. We will take a deeper look at the ideas and models that Carl Rogers, John Dewey, and Kolb and Kolb presented.

Carl Rogers spent a few years doing clinical work for prevention of cruelty to children. He learned about Otto Rank’s Theory, which inspired him to develop his own approach. Rogers believed cognitivism in education was responsible for the lack of fun and loss of excitement in learning. Rogers wanted to bring emotion and feelings to teaching. He believed education and therapy shared similar goals of personal change and self-knowing. Rogers also believed that the highest levels of learning included personal involvement that could be pervasive enough to change attitudes and behavior. (Merriam & Caffarella, 1991)

Rogers outlined attitudes which characterized a true facilitator of learning:

·         Realness-the instructor should not put up a front, but show genuineness.

·         Prizing the Learner-includes acceptance and trust of each individual student.

·         Empathetic Understanding-the instructor can understand the student’s reactions from the inside.

John Dewey, also known as the Modern Father of Experiential Education, pointed out that the authoritarian type of education was too concerned about delivering knowledge and not enough about understanding for the students’ actual experiences. (James Neill, 2005) He believed educators should account for the unique difference and design their teachings and curriculum around student’s uniqueness.  Dewey’s theory of learning by doing was supported by two concepts, continuity and interaction. Continuity refers to an experience a person has, will influence their future.  Interaction is the situational influence on a person’s experience. 

            Kolb and Kolb designed a four stag model for learning. These four stages show how active experimentation and the choice of new experiences. (Healey, M., & Jenkins, A., 2000)  Kolb described the first two stages as different ways of grasping experience and the other two ways of transforming experience. These four modes of learning are often portrayed as a cycle.

 The four stages include:

Concrete Experience: The learner actively experiences an activity.

Reflective Observation: The learner reflects back on the experience.

Abstract Conceptualization: The learner conceptualizes a theory or model of what is being observed.   Active Experimentation: The learner tests a theory/plan of an experience.

Kolb's research suggests that there is a correlation between students learning styles and their chosen majors. People who choose college majors and professions that are well-aligned to their learning styles tend to be more committed to their field. Experiential learning can be good for helping people explore their own strengths when learning new things. The theory addresses how learners can play to their own strengths as well as developing areas in which they are weakest. (Healey, M., & Jenkins, A., 2000)  

Important Principles

            Experiential Learning has many important principles that students can apply. Below are some of the important principles:

Prepares students for the real world-Many employers today are working with educators by allowing students to job shadow, participate in internships, and other on the job training activities. Students are able to learn beyond classroom experience by participating in these invaluable opportunities.

Motivates students-Students that participate in on the job opportunities are usually motivated to learn more because they are active rather than being lectured. When students are engaged in learning experiences that they see the relevance of; they have increased motivation to learn. Students are also motivated when they are provided opportunities for practice and feedback.  (U Texas, 2015)

Self-directed learners-self-directed learning is about individual students taking action to pursue learning on their own. In other words, one taking the initiative and responsibility to learn something new.  Experiential learning allows the student to complete tasks, master new concepts, and reflect on their learning.

Extends learning beyond classroom- Experiential learning confronts students with unfamiliar situations and tasks in a real world context. (U Texas, 2015) Students are able to experience intellectual development and create a work history.  Journaling is a way for students to reflect on their experiences for their personal use and for their facilitators.

Benefits

            The benefits of Experiential Learning are beyond valuable and irreplaceable. How else can someone learn better than hands on experience? Learning by experience gives students a deeper knowledge of the field they are studying and the career of their choice. Students are able to learn from working with professionals on the job and actually doing what they have researched and discussed in the classroom. Internships and other on the job trainings gives students experience before entering the career of their choice. Students are often hired for the position they interned for, which is a benefit in itself. Supporters believe that the approach can open the doors of higher education to adults who otherwise would be unable to pursue such opportunities. (Merriam &  Caffarella, 1991 ) Experiential learning provides the students with a new network of contacts and a more professional approach to their work life.

            Companies and/or the community benefit from Experiential learning as well. They are able to get help from self-directed and motivated students that are excited about working. Students have fresh ideas and energy that they can contribute to a company. Companies get help at either no cost or help without paying the students for benefits, either way the company saves money. Students may have the qualities a company is looking for which saves the company time looking for a qualified employee.

                                                            Learning Opportunities

Experiential learning opportunities can be found on campus or in the community. By engaging in formal, guided, authentic, real-world experiences, individuals are able to deepen their knowledge through repeatedly acting and reflecting, develop skills through practice and reflection, support the construction of new understandings when placed in novel situations, and extend their learning as they bring their learning back to the classroom. (U Texas, 2015)

 Experiential learning includes several forms of hands on experience. Each form of learning has its own uniqueness that could be matched with the student’s style of learning if available. These are some of the hands on experience opportunities; apprenticeships, clinical experiences, community based research, cooperative education, field work, internships, practicum, research, student teaching, and study abroad.

Implications

Rogers, Dewey, and Kolb and Kolb’s concepts/models could be used by teachers to evaluate the learning available to students, and to develop appropriate learning opportunities. Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best.  In order to do this, educators should get to know what their student’s strengths and weaknesses are and what motivates them.

Experiential learning works well when the educators, employers, and community are directly involved and supportive of each other. For example, The Excel Center of Kokomo had an orientation for their new student’s recently. During the orientation, the director of Kokomo Housing Authority talked to the new students about the resources Kokomo has to offer. The director explained how to use 211, what Kokomo Housing Authority does for the community and how it works, job resources, the new cuts in food stamps, and food pantry/meal resources.                

Students’ will directly benefit from the involvement the educators provide with the community resources. It may take many phone calls, community meetings and creating partnerships but the pay off will be great for everyone involved. The benefits and pay offs that the students will gain from their hands on experience will prove how valuable it is to gain experience outside the classroom.

It is becoming increasingly important that adult learners know how to learn and assume responsibility for their own learning. The rapid pace of change today demands lifelong learning. People can become better learners by acquiring attitudes, skills, and understandings that allow them to become more effective, flexible, and self-organized learners in a variety of contexts. (Lewis L. H. & Williams, C. J.)

Obviously learning from experience works since it’s been utilized since nearly the beginning of time. The job market is saturated with several forms of hands on experience opportunities. The benefits are phenomenal and outweigh any faults by far. If it is at all possible for educators to use hands on experience outside the classroom, everyone involved will benefit greatly.          

	Main ideas in the literature	Application of the main ideas in practice
Idea 1	Experiential Learning Concepts Carl Rogers -realness -prizing the learner -empathetic understanding John Dewey -continuity -interaction Kolb and Kolb -4 stage model	Attitudes which characterized a true facilitator of learning.  Learning by doing.   Active experimentation and the choice of new experiences
Idea 2	Important Principles -prepares students for the real world -motivates students -creates self-directed learners -extends learning beyond classroom	Students are able to take responsibility for their own learning. Adapt to uncertain environments.
Idea 3	Benefits -hands on experience -real world experience -deepens knowledge of the job/career	Students are able to see real company situations. Visibility as a practicing professional. Enhance career marketability and direction.
Idea 4	Learning Opportunities -several forms of hands on experience	Students are able to work in the field of their career choice before entering the career force. Receive information and/or ideas for their current job.

                                                                                                   

Healey, M., & Jenkins, A. (2000). Kolb's experimental learning theory and its application in geography in higher education. The Journal of Geography, 99(5), 185

Lewis L. H. & Williams, C. J. Experiential Learning: Past and Present. Retrieved from,

http://www.sunyjcc.edu/files/Experiential%20Learning%20-%20Past%20and%20Present.pdf

Neil, James (2005), Retrieved 1/21/2015 from, http://www.wilderdom.com/experiential/ExperientialDewey.html

McLeod, S.A. (2007). Carl Rogers. Retrieved 1/18/2015, from http://www.simplypsychology.org/carl-rogers.html

Merriam & Caffarella,(1991). Retrieved 1/20/2015 from,

http://www.lifecirclesinc.com/Learningtheories/humanist/rogers.html

University of California Davis (UC Davis), (2015). History and Links. Retrieved 1/18/2015, from http://www.experientiallearning.ucdavis.edu/tlbx-links.shtml

University of Denver (U C Denver), (2015) Experiential Learning Center, What is Experiential Learning. Retrieved 1/17/2015, from http://www.ucdenver.edu/life/services/ExperientialLearning/about/Pages/WhatisExperientialLearning.aspx

University of Texas at Austin (U Texas), (2015) Experiential Learning Defined. Retrieved 01/22/15, from http://ctl.utexas.edu/teaching/engagement/experiential-learning/defined