Theoretical framework
Experiential learning is the process
of learning through experience, and is more specifically defined
as "learning through reflection on doing". Experiential learning
is distinct from rote or didactic learning, in which the learner
plays a comparatively passive role.
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.[7] As such, compared to
experiential education, experiential learning is concerned with
more concrete issues related to the learner and the learning
context.
The general concept of learning through experience is ancient.
Around 350 BCE, Aristotle wrote in the Nichomachean
Ethics "for the things we have to learn before we can do them,
we learn by doing them".[8] But as an articulated educational
approach, experiential learning is of much more recent vintage.
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.[9]
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.
Theory of language
Experiential learning theory defines learning as "the process whereby
knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming
experience"
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.
Theory of learning
Experiential learning theory defines learning as "the process whereby
knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming
experience"
Kolb's experiential learning style theory is typically represented by a four
stage learning cycle in which the learner 'touches all the bases':
CONCRETE EXPERIENCE (OR “DO”)
The first stage, concrete experience (CE), is where the learner actively
experiences an activity such as a lab session or field work.
REFLECTIVE OBSERVATION (OR “OBSERVE”)
The second stage, reflective observation (RO), is when the learner
consciously reflects back on that experience.
ABSTRACT CONCEPTUALIZATION (OR “THINK”)
The third stage, abstract conceptualization (AC), is where the learner
attempts to conceptualize a theory or model of what is observed.
ACTIVE EXPERIMENTATION (OR “PLAN”)
The fourth stage, active experimentation (AE), is where the learner is
trying to plan how to test a model or theory or plan for a forthcoming
experience.
Kolb identified four learning styles which correspond to these stages. The
styles highlight conditions under which learners learn better[3]. These
styles are:
assimilators, who learn better when presented with sound logical
theories to consider
convergers, who learn better when provided with practical
applications of concepts and theories
accommodators, who learn better when provided with “hands-on”
experiences
divergers, who learn better when allowed to observe and collect a
wide range of information
Kolb (1974) views learning as an integrated process with each stage
being mutually supportive of and feeding into the next. It is possible to
enter the cycle at any stage and follow it through its logical sequence.
However, effective learning only occurs when a learner is able to execute
all four stages of the model. Therefore, no one stage of the cycle is an
effective as a learning procedure on its own.
Each dimension of the learning process presents us with a choice. Since it
is virtually impossible, for example, to simultaneously drive a car
(Concrete Experience) and analyze a driver’s manual about the car’s
functioning (Abstract Conceptualization), we resolve the conflict by
choosing. Because of our hereditary equipment, our particular past life
experiences, and the demands of our present environment, we develop a
preferred way of choosing. We resolve the conflict between concrete or
abstract and between active or reflective in some patterned, characteristic
ways. We call these patterned ways “learning styles.”
Classroom applications
Experiential learning begins with EXPOSURE, experiencing something,
either first hand or through simulation, that is of interest to the learner and
is perhaps something the desire knowing about or become interested in
during the process. The educator has introduced the topic, task or project,
selling students on it and highlighting expectations.
Through PARTICIPATION, the learner cooperatively participates in an
experience using ESL which typically involves group work, and therefore
– communication, peer-guidance, taking on roles, responsibilities and
following time-lines.
Next comes the critical process termed INTERNALIZATION, where
the educator facilitates reflection on the experience and encourages
students to draw attention to how they participated in the process, and
their feelings about it. The importance of this part of experiential
learning process can’t be undervalued and it can take careful
consideration and experience for an ESL educator to get students thinking
and talking here. Reflection is how the student will come to learn about
themselves – how they participated, what roles they assumed, what they
found difficult or easy about the task/project, the challenges of group
work (especially in some cultures where individual success tends to be
the primary focus..ahem..South Korea).
Finally, a process termed DISSEMINATION occurs where what has
been learned in the classroom is brought into the real-world. It’s hoped
that the learner successfully transfers the newly acquired knowledge or
assumptions from the experience into future actions and opportunities for
learning.
Experiential Learning Principles
1. Effective experiential learning will affect the learner’s
cognitive structures (action theories), attitudes, values,
perceptions and behavioral patterns.
2. People believe more in knowledge discovered themselves
than in knowledge presented by others.
3. Learning is more effective when it is an active rather than a
passive process.
4. Acceptance of new action theories, attitudes and behavioral
patterns cannot be brought about piecemeal; one’s whole
cognitive-affective behavioral system must change.
5. It takes more than just information to change actions,
thoughts, attitudes and behavior patterns.
6. It takes more than first hand experience to generate valid
knowledge. A theoretical system is required.
7. Behavior changes will be temporary unless the action
theories and attitudes underlying them are changed.
8. Changes in perception of oneself and one’s social
environment are necessary before changes in actions, thoughts,
attitudes and behavior take place.
9. The more supportive, accepting and caring the social
environment, the freer we are to experiment with new behaviors,
attitudes, actions and thoughts.
10.Both the person and social environment must change for
other changes to be permanent.
11.It is easier to change in a group than when alone.
12.We accept new systems of action, thought, attitude and
behavior patterns when we accept membership in a new group.
Advantages of Experiential Learning:
1. Use of multiple senses can increase retention of what is
learned.
2. Multiple teaching/learning methods can be integrated to
maximize creativity and flexibility.
3. Client-centered learning becomes the focus.
4. The process of discovery of knowledge and solutions builds
competence and confidence.
5. Learning is more fun for both students and teachers.
6. If clients are more actively engaged in learning, they have a
greater stake in the outcome of what they learn and are less
likely to become discipline problems.
7. Students can learn life skills that will be used over and over.
Disadvantages of Experiential Learning:
1. A decentralized approach can seem less orderly, and it may
be less comfortable to an authoritarian-style teacher.
2. It requires more preparation by the leader/teacher and may
require more time for processing.
3. It requires patience and guidance by the instructor/facilitator.
4. There is often no single “right” answer.
