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.
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.
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
|
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 organizedto 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.
|
No comments:
Post a Comment