Experiential Learning

From ECT wiki

Overview

Experiential learning builds on the work of Piaget, Lewin and Dewey [1]. It consists of several models that stress the importance of direct experience and reflective observation

Models of Experiential Learning

Major Theories on Experiential Learning
Model Name Theorist Year Key ideas
Kolb's Experiential Learning Model [2] David Kolb 1984 Learning is a cyclical process that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Gibb's Reflective Cycle [3] 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 [4] 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 [5] 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 [6] 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 [7] Lev Vygotsky 1978 Learning is a social and cultural process, where learners engage in collaborative problem-solving and knowledge construction with more knowledgeable others.

Kolb's Experiential Learning Model

Kolb's Learning Stages

David Kolb [8] 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.

  1. 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
  1. 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.
  1. 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.
  1. 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 [9]. 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 [10]. 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

  1. 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 [11]
  2. Increased student engagement and motivation - By allowing students to participate in their own learning [12] improves student involvement and self-motivation [13]
  3. Development of Interpersonal and Communication skills - It allows learners to develop their communication skills [14]by participating in the experience of problem-solving during the activities.

Implications and Design Critique

Learner Diversity and Implementing on scale

According to Meyer [15] 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 [16] , 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 [17]. This can be particularly problematic in fields such as science or engineering, where abstract ideas and theories are critical to success.

Conclusion

References

  1. ↑ 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)
  2. ↑ Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
  3. ↑ Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic.
  4. ↑ Lewin, K. (1946). Action Research and Minority Problems. Journal of Social Issues, 2(4), 34-46.
  5. ↑ Lev Vygotsky
  6. ↑ Schön's Reflective Practice Model: Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
  7. ↑ Vygotsky's Sociocultural Learning Theory: Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  8. ↑ Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey7 Prentice Hall.
  9. ↑ 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
  10. ↑ 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.
  11. ↑ Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  12. ↑ Prince, M. J. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
  13. ↑ 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.
  14. ↑ 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.
  15. ↑ Meyer, J. P. (2010). The potential and limitations of experiential learning in management education. Academy of Management Learning & Education, 9(2), 260-266.
  16. ↑ 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.
  17. ↑ McCarthy, M. A., & Peach, D. (2019). Experiential learning: from theory to practice. Assessment & Evaluation in Higher Education, 44(3), 387-399.
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