Editing Experiential Learning

= Overview =

Experiential learning builds on the work of Piaget, Lewin and Dewey <ref> Nielsen-Englyst, L. (2003). Game design for imaginative conceptualisation. Proceedings of the international workshop on experimantal interactive learning in industrial management, Allborg (pp. 149 – 164) </ref>. It consists of several models that stress the importance of direct experience and reflective observation

= Models of Experiential Learning =

{| class="wikitable"
|+ Major Theories on Experiential Learning 
|-
! Model Name !! Theorist !! Year !! Key ideas
|-
| Kolb's Experiential Learning Model <ref> Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall. </ref> || David Kolb || 1984 || Learning is a cyclical process that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
|-
| Gibb's Reflective Cycle <ref> Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic. </ref> || Graham Gibbs || 1988 || Reflection is a crucial component of learning, and involves describing the experience, analyzing it, evaluating it, and drawing conclusions and developing action plans.
|-
| Lewin's Experiential Learning Model <ref> Lewin, K. (1946). Action Research and Minority Problems. Journal of Social Issues, 2(4), 34-46. </ref> || Kurt Levin || 1946 || Learning is best achieved through action and reflection, and involves a three-step process of planning, action, and reflection.
|-
| Dewey's Experiential Learning Model <ref> Lev Vygotsky </ref> || John Dewey || 1938 || Learning involves a process of inquiry and experimentation, where learners actively engage with the environment and reflect on their experiences to develop new understanding.
|-
| Schön's Reflective Practice Model <ref> Schön's Reflective Practice Model: Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books. </ref> || John Dewey || 1983 || Professionals engage in a process of reflection-in-action and reflection-on-action to continuously improve their practice by critically examining their assumptions, values, and beliefs.
|-
| Vygotsky's Sociocultural Learning Theory <ref> Vygotsky's Sociocultural Learning Theory: Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. </ref> || Lev Vygotsky || 1978 || Learning is a social and cultural process, where learners engage in collaborative problem-solving and knowledge construction with more knowledgeable others.
|-
| [[Experiential Gaming Model]] <ref> Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24. doi: 10.1016/j.iheduc.2004.11.001 </ref> || Kristian Kiili || 2004 || A learning approach integrating experiential learning theory, flow theory and game design. The focus is understanding how the factors contributing to a flow state can be used in educational games to maximise its impact. 
|}


== Kolb's Experiential Learning Model ==

[[File:Kolbs Learning Stages.jpg|thumb|300x300px|'''Kolb's Learning Stages''']]

David Kolb <ref> Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey7 Prentice Hall. </ref> proposed that experience was critical in developing knowledge construction, as learning occurs through discovery and active participation. Kolb defined learning as “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984).

=== Stages of Learning ===

According to Kolb's experiential learning model, there are four stages central to experiential learning.

# '''Concrete Experimentation'''  - In this stage, each learner engages in an activity or task, which may be completely new or a reimagined experienced of the past. For learning to take place, the student must actively engage in the task 

# '''Reflective Observation -''' - The learner in this stage steps back from the task to reflect on the task experience. This stage allows the learner to analyse the findings of the data and information collected while performing the task and reflecting on it. 

# ''' Abstract Conceptualization''' - The next step in the learning cycle is where the learner attempts to conclude the experience by reflecting on their prior knowledge, using ideas with which they are familiar or discussing possible theories with peers. The learner moves from reflective observation to abstract conceptualization when they begin to classify concepts and form conclusions on the events that occurred. This involves interpreting the experience and making comparisons to their current understanding of the concept. Concepts need not be “new”; learners can analyze new information and modify their conclusions on already existing ideas.

# '''Active Experimentation'''
This stage in the cycle is the testing stage. Learners return to participating in a task to apply their conclusions to new experiences. They can make predictions, analyze tasks, and make plans for the acquired knowledge in the future. By allowing learners to practice their knowledge and show how it is relevant to their lives, you are ensuring that the information is retained in the future.

As Kolb’s learning theory is cyclical, one can enter the process at any stage in the cycle. However, the cycle should then be completed to ensure that effective learning has occurred. Each stage depends on the others, and all must be completed to develop new knowledge.

=== Critique ===

One critique is that the model oversimplifies the learning process by assuming that it occurs linearly and sequentially while learning is often more complex and iterative in reality <ref> Fenwick, T. (2001). Experiential learning: A theoretical critique from five perspectives. Information Series No. 385. ERIC Clearinghouse on Adult, Career, and Vocational Education. https://files.eric.ed.gov/fulltext/ED464321.pdf </ref>. Additionally, the model may not adequately account for individual differences in learning styles and preferences and may not apply to all learning situations.

Secondly, the model is too focused on cognitive processes and may neglect the role of affective and motivational factors in learning. For example, emotions, attitudes, and beliefs may significantly shape an individual's learning experience, but the model does not explicitly account for these factors.

Lastly, the model is overly prescriptive and may not allow for the flexibility and creativity necessary for effective learning. By emphasizing a particular learning cycle, the model may not adequately account for the diverse approaches and strategies that individuals may use to learn and problem-solve.

= Example =
In a nursing simulation lab, students learn through experiential learning by engaging in realistic, scenario-based patient care simulations <ref> Kaddoura, M. A. (2010). New Graduate Nurses' Perceptions of the Effects of Clinical Simulation on Their Critical Thinking, Learning, and Confidence. The Journal of Continuing Education in Nursing, 41(11), 506-516. </ref>. Students practice their clinical skills and decision-making in a safe, controlled environment with the guidance of experienced instructors. The simulation lab allows students to apply theoretical knowledge to practical situations and receive immediate feedback on their performance.

=Evidence =
Studies have shown that experiential learning have the following benefits on learning outcomes 

# '''Improved Retention and application of knowledge -''' As learners are actively engaged in the process, they are able to transfer their learning into real-world contexts more effectively <ref>Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.</ref>
# '''Increased student engagement and motivation -''' By allowing students to participate in their own learning <ref>Prince, M. J. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231. </ref> improves student involvement and self-motivation <ref>Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What Matters to Student Success: A Review of the Literature. National Postsecondary Education Cooperative.</ref>
# '''Development of Interpersonal and Communication skills''' - It allows learners to develop their communication skills <ref>Yu, H. C., & Chang, Y. T. (2017). Applying Experiential Learning to Develop Nursing Leadership Competencies. Journal of Nursing Education and Practice, 7(1), 84-89. </ref>by participating in the experience of problem-solving during the activities.

=Implications and Design Critique =

== Learner Diversity and Implementing on scale == 
According to Meyer <ref> Meyer, J. P. (2010). The potential and limitations of experiential learning in management education. Academy of Management Learning & Education, 9(2), 260-266. </ref> one drawback of experiential education is that it can be challenging to scale and apply systematically and consistently. Experiential education emphasizes individual and context-specific learning experiences; it may be challenging to design and implement a consistent curriculum that meets the needs of all learners. This can be particularly problematic in large or online learning environments, where providing personalized and interactive learning experiences for each student may be difficult.

== Evaluations and Assessment == 
Experiential education often emphasizes process and context over standardized outcomes <ref> Harris, D. L., & Pecore, J. L. (2018). Balancing the Tensions Between Experiential Learning and Traditional Assessment in Higher Education. In Exploring the Intersections of Experiential Learning and Student Engagement (pp. 1-23). IGI Global. </ref> , which can be challenging to measure and evaluate using traditional assessments such as tests or quizzes. This can make assessing and evaluating learning outcomes challenging, particularly in environments where standardized testing is a crucial measure of success.

== Abstract Learning == 
While hands-on experiences can be valuable for acquiring practical skills and knowledge, they may not always promote critical thinking, reflection, and engagement with theoretical concepts <ref> McCarthy, M. A., & Peach, D. (2019). Experiential learning: from theory to practice. Assessment & Evaluation in Higher Education, 44(3), 387-399. </ref>. This can be particularly problematic in fields such as science or engineering, where abstract ideas and theories are critical to success.

= Conclusion =

= References =