Experiential learning
Experiential
learning is
the process of learning through experience,
and is more specifically defined as "learning through reflection on
doing". Hands-on learning is a form of experiential learning but does not
necessarily involve students reflecting on their product. It is related
to but not synonymous with other forms of active learning such as action learning, adventure learning, free choice learning, cooperative learning, and service-learning.
Experiential
learning is often used synonymously with the term "experiential education", but while
experiential education is a broader philosophy of education, experiential learning considers the individual
learning process. As such, compared to experiential education, experiential
learning is concerned with more concrete issues related to the learner and the
learning context.
Beginning in the
1970s, David A. Kolb helped to develop the modern theory of
experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin,
and Jean Piaget.
Experiential
learning has significant teaching advantages. Learning only has good effects
when learners have the desire to absorb the knowledge. Therefore, experiential
learning requires the showing of directions for learners.
Kolb's Experiential Learning Model
Experiential
learning focuses on the learning process for the individual. One example of
experiential learning is going to the zoo and learning through observation and
interaction with the zoo environment, as opposed to reading about animals from
a book. Thus, one makes discoveries and experiments with knowledge firsthand,
instead of hearing or reading about others' experiences. Likewise, in business school, internship,
and job-shadowing,
opportunities in a student’s field of interest can provide valuable
experiential learning which contributes significantly to the student’s overall
understanding of the real-time environment.
A third example of
experiential learning involves learning how to ride a bike, a process which can
illustrate the four-step experiential learning model (ELM) as set forth by Kolb
and outlined in Figure below. Following this example, in the
"concrete experience" stage, the learner physically experiences the
bike in the "here-and-now". This experience forms "the basis for
observation and reflection" and the learner has the opportunity to
consider what is working or failing (reflective observation), and to think
about ways to improve on the next attempt made at riding (abstract
conceptualization). Every new attempt to ride is informed by a cyclical pattern
of previous experience, thought and reflection (active experimentation).
David Kolb's Experiential Learning Model (ELM)
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Concrete Experience
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Active Experimentation
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Reflective Observation
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Abstract Conceptualization
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Elements
Experiential
learning can exist without a teacher and relates solely to the meaning-making process of the individual's direct
experience. However, though the gaining of knowledge is an inherent process
that occurs naturally, a genuine learning experience requires certain elements.[6] According to Kolb, knowledge is
continuously gained through both personal and environmental experiences.[16] Kolb states that in order to gain genuine
knowledge from an experience, the learner must have four abilities:
- The learner must be willing to be actively
involved in the experience;
- The learner must be able to reflect on the
experience;
- The learner must possess and use analytical
skills to conceptualize the experience; and
- The learner must possess decision making and problem
solving skills in order to use the new ideas gained from the experience.
Experiential
learning requires self-initiative, an "intention to learn" and an
"active phase of learning". Kolb's cycle of experiential learning can
be used as a framework for considering the different stages involved. Most
educators understand the important role experience plays in the learning
process. The role of emotion and feelings in learning from experience has been
recognised as an important part of experiential learning. While those factors may improve the
likelihood of experiential learning occurring, it can occur without them.
Rather, what is vital in experiential learning is that the individual is
encouraged to directly involve themselves in the experience, and then to
reflect on their experiences using analytic skills, in order that they gain a
better understanding of the new knowledge and retain the information for a
longer time.
Reflection is a
crucial part of the experiential learning process, and like experiential
learning itself, it can be facilitated or independent.
