EXPERIENTIAL LEARNING

Experiential learning

Experiential Learning

Introduction

Experiential learning is defined simply as learning by doing. This mode of teaching and learning stands in contrast to the more traditional didactic instruction in which the active teacher transmits knowledge to the unresponsive student. Rather, experiential learning calls for an active, adaptive, and ongoing learning by the student wherein a relationship is created between the student and teacher. This topic is relevant today due to our current national philosophies around education, which are, in some cases, not meeting the needs of the students they are meant to serve. The high-stakes testing, assessment, and teacher accountability as outlined in the No Child Left behind Act of 2001 (NCLB) is a reaction to this crisis, but one that is controversial. Experiential learning offers an alternative to high-stakes student and teacher assessment (Dewey, 1997, pp. 44-55). This entry includes a description of the philosophy behind, and example of, this mode of instruction.

The Learning Experience

Experiential learning is one of the three corners of the learning triangle (see Figure 1), which includes the teacher, the student, and the experience. It is understood that authentic human learning occurs when all three elements of the triangle are working in conjunction. If one element is removed from the triangle, learning may occur, but it will not be as complete, deep, and authentic as possible.

Thinking back to the sparkler incident, the father spent considerable time explaining the dangers of touching it. The father took on the active role of “teacher” and the son took on the passive role of “student.” This active teacher-passive student relationship can be seen in many of our public schools today. The father felt that his instruction was complete because the son communicated that he understood, but the resulting burn illustrates that learning had not taken place. It was not until after the boy was burned, when he experienced the concept his father was attempting to teach, that any real learning had occurred.

Figure 1 the Experiential Learning Triangle

In the early studying of experiential learning John Dewy spent much of the 20th century in the 1910's, 20's, and 30's studying experiential learning questioning and testing different areas of the strategy. His ideas based off of the thoughts that children went to school to participate in aspects that would help them contribute to society. Carl Rogers was also a significant pioneer of the development of experiential learning stating that “experience is, for me the highest authority. The touchstone of validity is my own experiences”. Rodgers studied change and growth within individuals based on these five principles:

Clarifying the purposes of the learner(s)

Balancing intellectual and emotional components of learning

Sharing feeling s ad thoughts with learns but not dominating

Today one specific figure in experiential learning is David Kolb who is the founder and chairman of EBLSI and professor of organizational behavior at Weatherhead School of Management. Kolb has developed the idea of experiential learning further into a multi-dimensional process. This process starts with concrete experience and then leads to observation and reflection before formulating concepts and ...