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Experiential Learning Theory and Practice Implications

Katherine A. Ritter - Ball State University

Abstract

The focus of this paper is experiential learning. It will define experiential learning and explore concepts related to its use and practice. Theorists such as Dewey and Kolb will be explored with contributions from other scholars in the field. This paper will conclude with practical implications for practitioners of adult learning and connect classroom strategies to research and theory.

Key words: experiential, Dewey, Kolb

Experiential Learning Theory and Practice Implications

Introduction

Experience may still be the best teacher to facilitate learning in adults. Involving students in actual hands-on experiences with focused reflection upon those experiences has been suggested by scholars to increase knowledge and build skills. Experiential learning became a popular topic of research by theorists such as Dewey (1938) and Kolb (2005) to determine how adults learn from the various dimensions of experience. The basic building blocks of experiential learning focus on the experience or processes involved in developing knowledge. Dewey (1938) believed that experiential learning must involve continuity of past learned experiences with current learning experiences since learning never consists of isolated events in time, but builds on past experiences. The other piece to the puzzle for Dewey (1938) was interaction with the learner and the environment. This interaction tests out newly learned experiences within that environment making the key to learning dependent on how important the situation becomes to promote learning. By these two concepts, Dewey (1938) emphasizes that not all experience is educational.

Kolb (2005) contributed to the concept of experiential learning by further revealing the belief that experiential learning requires four basic abilities of learners to be effective: willingness to be involved in new, concrete experiences, reflective/observation skills to view experiences in a variety of ways, abstract conceptualizing to analytically integrate ideas and concepts, and active experimentation with decision making and problem solving abilities to internalize new concepts learned (Smith, 2010).

Much research has been initiated to determine how adults learn best and “adult educators have accepted that there is a connection between experience and learning” (Merriam, Caffarella & Baumgartner, 2007). This paper will explore connections and themes relevant to experiential learning as researched by scholars and the implications for use by adult practitioners of the field.

General Themes of Experiential Learning

Through investigation of the concept of experiential learning, scholars agree that experience plays a great role in the learning of adults. There are, however, many different schools of thought in regards to the nature of experiential learning. While there is agreement as to the value of connecting past experiences with new learning experiences, scholars have argued that the context in which this experience occurs is notable as an area of concern for proper learning to take place as well as the importance of learner involvement and willingness to participate. Throughout debate concerning experiential learning for adults, it has been observed by theorists of the field to be helpful in fostering transfer of learning into actual practice in society (Furman & Sibthorp, 2013).

Experiential Learning has a Foundation in Experience

As human beings, we learn consciously and unconsciously continually. While scholars have written at length about the need to be “consciously engaged” for new learning to occur at any level, we learn from experiences daily in our lives whether educationally created or incidentally(“Experiential Learning in Adult Education,” n. d.). Research continues to discover the relationship between the individual, the experience, and learning as well as to determine the authentic role of an educator in the process. Through the literature, scholars explore the affect that experience may have on learning. Learners may derive the most benefit when experiential contexts are aligned with how the brain functions (Merriam et al., 2007). Kolb’s learning cycle of concrete experiences, reflective observation, abstract conceptualization, and active experimentation parallels with the manner in which signals flow to the brain. Sensory data is

turned into experiences by the brain that records that data as memory.  Relating new experiences to previous experiences helps the learner make connections (Merriam et al., 2007). As stated by the Association for Experiential Education, “experiential learning occurs when experiences for learners are carefully chosen and supported by reflection and critical analysis” (2011). An association belief is that a central theme in experiential learning is what the student learns from an experience and not the quantity or quality of the experience (2011). Scholars of the field promote and make clear the value of actual experience in connection with the transfer of learning into action.

Experiential Learning is Active Problem Solving

Experiential learning is based on active learning components where students are allowed to learn from their mistakes (Furman & Sibthorp, 2013). According to Neill (2011), students will need to be involved with difficult and challenging situations in active discovery for ample learning to occur. Problem-based learning where students can create an experiment to answer a question or develop a course of action to solve a problem promotes the most effective learning (Furman & Sibthorp, 2013). Through study of the research, we can clearly see the value to active involvement in the learning process. In this manner, the student is allowed to pursue their own interest and investigate how this information applies to them within the context of daily living.

Experiential Learning is a Collaborative Process

According to Furman and Sibthorp (2013), experiential learning creates an environment where students can learn from each other as well as the experience. The discussion and sharing of experiences collaboratively by students is seen to help solidify the learning experience. Merriam et al. (2007), states that collaboration with others may help learners to make sense of their experiences by viewing a situation through perspectives other than their own. Seeing a

different viewpoint through the lens of others may help the learner to sort out any personal bias that is interfering with the learning process.

“Learning is best conceived as a process, not in terms of outcomes” (Kolb, 2005). For true learning to take place, Kolb (2005) felt that student ideas must be expressed and discussed collaboratively. In this manner, the scholars help us to see the importance of interaction with others in reflection to facilitate learning from an experience. We are able to derive the value in building future learning from the past and present experiences of others as well as our own.

Experiential Learning is Student-centered and Reflective

Experiential learning is student-centered, first hand experiences that place students in charge of their own learning (Furman & Sibthorp, 2013). Scholars have investigated the role that student directed learning plays in building willingness and desire to engage in the learning experience. Additionally, value is seen to be derived when students self-evaluate their progress or successes from self-performances within the experience (Neill, 2005). Through reflection, students are seen by theorists to make connections between the theory of learned concepts and practice which allows transfer in real life situations (Furman & Sibthorp, 2013). Further research on reflection discusses the brain’s association between new and past events. Associations are seen to be formed through a physical process of searching for connections helping to reframe past experiences to newer ones. According to Merriam (2008), this association is a conscious connection that allows us to evaluate and make choices as to the action we will take. The research makes clear the need for student-centered reflection in order for true learning to manifest.

Implications for practice

While scholars agree on the value of experiential learning, Dewey (1938) cautioned that experience for all adults is not predetermined as a successful learning tool since a valuable experience for one person may not be for another (Neill, 2005). When students make the choice to be personally involved in the experience and actively participate, they are taking the responsibility for their own learning. Experiential learning is cited by some scholars to not always be the best method of learning when important concepts must be mastered. Collectively, scholars of the field such as Dewey(1938), and Kolb(2005) state that experiential learning may often be too time consuming, challenging, or inconvenient to employ as a learning method. Overall, experiential learning is seen to provide an authentic platform for rich, educational experiences that can optimize potential for learning transfer. It is equally viewed among theorists to possibly be the best fit for adult learners who are rich in experience background (Furman & Sibthorp, 2013). This fact challenges adult practitioners to strive to create challenging, authentic, and meaningful experiential learning activities for adult learners. One example is found in the work of Askeland (2003) in her creation of reality play for social worker training. In her reality play teaching model, she creates an authentic simulation for students in order for them to experience the entire social work process. The learning goal is to experience the process as a social worker, a receiver of social work services, and an observer. This model challenges students to integrate theory in a model as a working tool and prevent them from categorizing the people who use social services as different from themselves. This experiential learning simulation connects the classroom with the real world for students as they use their own life experiences and challenges as the learning material. For experiences to be authentic and engaging for students, practitioners must promote activities that allow for real life experience,

reflection collaboratively concerning that experience, and practical application of learned material. Student learning should be experiential and hands-on based such as making products or models, role-playing, or giving a presentation. Sharing and reflection should be included so that students share results and reactions to the learning experience, discuss specific problems, or share recurrent themes through group discussions or journaling. As educators, we must learn to perform the role of guide or facilitator of learning for students and allow students to be in the driver’s seat of their learning experiences. This can be facilitated through apprenticeships, clinical experiences, and cooperative job study opportunities for adults that offer investigation and discovery on the job. The adult repertoire of life experiences and the desire to drive their own learning may lay a solid foundation for continued experiential learning opportunities and continued research into the field. As practitioners, we should remain current and actively involved in the study of experiential learning and its importance in the field of adult learning.

Idea	Main Theme	Learning Implication
The foundation of experiential learning is discovery through experience.	Learning is reflected through past and current experience and builds on those experiences.	Educators should develop authentic, life-based experiences with opportunities for reflection and practice.
Experiential learning is a collaborative process.	Sharing experiences with other learners individually or in a group help students to learn from the viewpoints of others.	Educators should create multiple opportunities through multiple modalities for students to share their experiences with others.
Experiential learning is an active process.	Active involvement physically and mentally in the experience of learning helps maintain student interest and participation.	Classrooms should be organized to facilitate opportunities for student engagement in the learning process through active exploration.
Experiential learning is student-centered  and reflective.	Learning is based on personal experience and personal reflection upon that experience as a primary educational approach.	Learning experiences should be based on student interest allowing for student-directed learning and self-evaluation.

References

Askeland, G. A. (2003). Reality Play: Experiential Learning in Social Work Training A Training    Model. Social Work Education, v. 22, No. 4, p. 5-9.

 

Furman, N., & Sibthorp, J. (2013). Leveraging Experiential Learning Techniques for Transfer. New

Directions for Adult and Continuing Education, v.137, p.17-26. DOI: 10. 1002/ace.20041.

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass Publishers. ISBN-10: 0-7879-7588-5; ISBN-13: 978-0-7879-7588-3.

Merriam, S.B. (2008). New Directions for Adult and Continuing Education: Third Update On Adult

Learning Theory (No. 119). San Francisco: Jossey-Bass Publishers. ISSN: 1052-2891.

 Neill, J. (2005). 500 Word Summary of Dewey Experience & Education. http://www. Wilderdom.com/experiential/Summary John DeweyExperienceEducation.html. Dewey, J. (1938/1997). Experience and Education. Macmillan.

Smith, M.K. (2010). “David A. Kolb on Experiential Learning”. Encyclopedia of Informal Education.

http:// infed.org/mobi/david-a-kolb-on-experiential-learning/.

Idea Main Theme Learning Implication