The experiential theory best explains why adults learn in my particular field because EFL is somewhat a unique situation in which my students are learning English as a foreign language, and this differs from learning any discipline in their first language. This is a strange concept to many teachers and one not often thought about; however, it must be acknowledged that teaching one in a second language, that student is not immersed in English all day as is the case for most mainstream education. I often have to offer support at the word, phrase, and/or sentence level to make my students understand.
Using the experiential theory in EFL places experience at the center of the learning environment and creates a learning-centered perspective for students. First, let me explain the difference between EFL and ESL. They are often used synonymously, but in fact, EFL is teaching English as a foreign language, meaning that I live and teach in a country other than one whose native language is English. In my case, I live and teach in China, and my students are learning English as a foreign language; mainly, they do not have to depend on English as their second language because they are not living or working in an English speaking society (ESL), but they will need the skills for interpreting and translating in their work and in communicating with others around the world. “In the United States, it is not necessary to be able to communicate in another language in order to do business or travel...” (Krashen & Terrell, 1983, p. 65). So, in my classroom I must make sure they are getting the experience needed to function outside the classroom, or in the working environment . The best way to do this is through task-based learning, or experiential learning activities. In this way I can marry the classroom to their “real” life activities needed, so to speak. Since English is the medium of instruction, students need to be able to access prior knowledge and have the language skills to do that. My students must be able to make sense of and understand what they hear in order to perform a task.
Communication is the primary goal of any EFL program. At the university level, both for my undergraduates and the post-graduates, while communication is still the primary objective, the experiences offered must contain more developed skills, in language, in content, and in organization. They must be able to understand others’ points of view, to gather and order information, and to shape their own discourse in order to offer a response of some kind. In order to accomplish all of this, my students need to participate in experiences that will prepare them for this. Experiential learning allows them to participate and to build knowledge and skills at the same time. These basic communication skills include 1)oral (listening and speaking related to everyday life); 2) written (both reading and writing—informal like notes, letters, instructions, advertisements); 3) academic oral skills (reports, lectures, presentations, panel discussions); and 4) academic written language skills (reading and writing for a specific purpose). In order to accomplish all of this in an EFL setting, the best way is to offer “…students comprehensible input [through] experiences and allowing for opportunities to engage in [output] about their own experiences” (Krashen, & Terrell, 1983, p. 73). In EFL in particular, learning occurs through observation and interaction and making discoveries and experimenting. This is vital where language practice and communication are the primary goals. Students have to experience it.
Kolb and Fry (1975) developed a learning cycle based on experiential learning. The learning cycle consisted of four major components broken down into 1) concrete experience; 2) observation and reflection; 3) forming abstract concepts; and 4) testing in new situations. Their argument was that a learner could enter into the cycle at any one of these points. However, from personal experience (and I am no expert by any means), I know that this cycle will not work with diverse cultures learning English as a foreign language. My husband and I have discussed this particular issue with experiential learning many times at great length, and through experience, trial and error, and integrating our own “recipe” we have come up with a more linear version, that while it is still inline with the task-based learning experiences we often provide, it fulfills the need to address cultural experiences and other philosophies of education besides Eurocentric or Western philosophy. In its rough form, the linear experiential learning model would look like this:
1. Activating schema through modeling 2. Providing concrete experience 3. Observation and reflection 4. Sharing peer/group reflection 5. Forming abstract concepts 6. Transforming learning into new/real life situation.
Again, I stress this model, because it is for EFL, is somewhat linear in nature. While some of the more experienced students could “skip” possibly one of these steps and move into the next one, many could not due to language barriers. In order to introduce any new concept to EFL students, it is important to activate schema, and this includes any cultural orientation/conditions that may affect learning. Also, to hone language skills, not only is personal reflection necessary, but peer/group sharing of reflection is important to language development, both in discourse and vocabulary learning. The wording of number six “transforming learning into new/real life situation” eliminates the negative connotation of “testing” and allows for accommodation, or a systematic way of transforming information, applying and organizing information, and in the way they can store and retrieve that information in increasingly complex situations.
Merriam, Caffarella, and Baumgartner (2007) state that there are “…different dimensions to experiential learning…” (p. 160). I think that is what makes the experiential learning theory so important to EFL. Experiential learning best exemplifies EFL instruction because it explores the pattern of learning from activating schema to the experience to reflection to conceptualizing and transforming knowledge on to further experience.
Experiences can be based on cultural orientation to activate schema for new information, based on memories, a simulated project, a community based project, and the list goes on and on. Teaching English language learning through a variety of experiences lowers the affective filter through engaging activities, and provides competency based activities for furthering acquisition, improving language skills, and raising confidence levels and self-esteem.
References:
Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Pam, I found your analysis of the Experimental learning theory in practice as an EFL teacher to be both thought provoking and interesting. Do you find the cultural barrier to be just as difficult for your students as the language barrier? Rory Meehan
No, since I live in China, they don’t face the culture barrier, but I sure do. And I make mistakes from time to time, but they laugh it off, generally. However, what I do find uncomfortable is teaching American Culture without trying to come off as “superior” in any way. They have to be taught American culture because in their future jobs they will be working with English speaking people from all around the world and they need to be aware of our culture so they don’t make and social or business “goofs”. One thing they do find very difficult is Western Literature because they do not have the religious background to interpret the symbolism, mainly from Christianity. American and British literature is almost impossible for them suffer through. Can you imagine trying to understand Milton, Whitman, etc. without any knowledge of Christianity whatsoever? Even non-Christians living in the US have the basic knowledge; they are bombarded with symbolism. But these students have absolutely NO knowledge of Christianity and they often ask questions at English Corner etc.
Hello, Pam. I agree that even with prolonged exposure to a Judeo-Christian culture, some writers (Milton, etc.) can be tedious; however, it has also been my experience that if one probes deeply enough that universal principles worth examining can be found in virtually any piece of literature. Have you had a more positive experience, for example, with Shakespeare? I know I once attended a performance of MacBeth that was done "Adi Imin" style as if it were happening in 1970s Uganda. The words were the same; the clothing different, of course. And those three witches--when shall we three meet again?--were witch doctors in full costume. The effect was incredible.
Anyway, thank you for your defense of experiential learning. It occurs to me as I write this that participating in drama such as MacBeth could be a form of such learning.
You are so right. Drama is great for foreign students--in more ways than one. It's also great oral speaking exercise that is not so tedious as the drills they are accustomed to. Just getting them to "act" is difficult, especially in school because they are supposed to sit with their hands behind their back all so proper. I can just see that performance--how great. I will definitely use your idea at some point!!!
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The experiential theory best explains why adults learn because of its simplicity and the fact that the "direct embodied experience engages one in the mental, physical, and emotions of the moment" (Merriam et al, 2007, p. 159). For example, Lindeman (1961, p. 6) argues that "the resource of highest value in adult education is the learner's experience." I try to stress this in my communication classes by making the class exciting, relaxing, yet very interesting at the some time. I reward good behavior and hard work with appropriate and educational movies trying to convey an experience the students will never forget. I teach public speaking and try to be as open-minded, not dogmatic, as possible knowing every individual has different likes and dislikes.
One of the primary assumptions underlying Knowle's (1989, p. 58) work on andragogy is that "adults come into an educational activity with both a greater volume and a different quantity of experiences from youths." As adults live longer or proceed into college, they tend to accumulate both a greater volume and range of experiences. Kolb (1984) states, "learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the processes of the learners" (p. 22). Kolb notes that these experiences can be personal (like moments of happiness or excitement) which I try to bring into my classroom. I can remember back in undergraduate school this one professor who had a knack of always keeping us entertained in class by reading something interesting, showing a new movie or simply relating stories of his life to communication theorist. These experiences always stuck with me as I started teaching.
John Dewey (1938) argued that "all education comes about through experiences" (p. 13). This "does not mean that all experiences are genuinely or equally educative" (p. 13). In fact, some experiences "mis-educate," in that they actively "distort growth.... narrow the field of further experiences.... and place people in a groove or rut" (p. 13). I think being too negative or over critical of a student could have this effect. Dewey (1938) sums it up by arguing that "education is not a name or a slogan but the reason alone for a sound philosophy of experience" (p. 91).
References:
Dewey, J. (1938). Experience and education. New York: Collier Books.
Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lindeman, E. C. (1961). The meaning of adult education in the United States. New York: Harvest House.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood. A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass. 8:29:00 AM by John Hedrick Delete
I appreciate the information that you have provided in your post, especially that of the relation that a communications professor made during class that kept you in tune to the topic at hand.
You mentioned that you currently teach - I am wondering, then, both what age group you work with currently and whether or not you use any type of experiential learning in your classroom. If so, can you provide some examples of the type of application you believe experiential learning embodies? Thank you.
John, interesting post, could you elaborate more on Kolb's experiential theory. My original post was on reflective learning in which I quoted Knowles, Linderman, and Schon where it was determined "everybody is active sometimes and reflective sometimes.
The experiential theory best explains why adults learn because experiential learning provides the pedagogy to many successful types of learning environments (Montessori, 4-H), trades (apprenticeships, journeyman) and the development of skills which can only be accomplished through hands-on, real-life processes. The foundation of experiential theory is based on the idea that experience matters. Dewey argued in the 1930’s that learning could occur as long as continuity and interaction occurred (Merriam, Caffarella & Baumgartner, 2007). A short time later, Lewin (1951) would develop his own theory about experiential learning which based his model on concrete experiences in which during the experiences, observations were made which shape the individual and his thinking.
Building on Dewey’s and Lewin’s theories, Kolb developed the theory, specifically focusing on the three necessary accomplishments for learning to occur. Kolb (1984) believed that experience, reflection and application had to occur in order for learning to transpire. Experience involved the learner in actually doing or performing an activity. Reflection involved the learner contemplating and sharing reactions and observations and then processing and analyzing them. Application, also known as conceptualization, helps the learner deepen and broaden their experience through generalizations. Boud, Keogh & Walker (1985) determined that during experiential learning, the learner would need to return to the experiences after some time and revisit the original positive and negative feelings and reevaluate from the perspective of the current situation which would emphasize critical reflection, synthesis and evaluation.
For many tasks, we must do them to effectively master them. For example, learning to ride a bicycle may seem easy if you watch someone riding a bicycle. However, the task of riding a bicycle is not simple, as it requires balance, coordination and concentration. Without actually doing the task, one can hardly become a master at riding a bicycle. Reading a book about riding a bicycle will not actually teach an individual to ride a bicycle. Experiential learning has been established to be not only a successful tool for adult learners but it also recognizes that experiential learning (Luckner and Nadler, 1999): • Is self-rewarding because of the intrinsic value and vitality as a learning tool; • Encourages the idea that what people do is more important than what they know; • Renders appropriate behaviors and attitudes because they are visible and can be addressed as they occur; • Is built on a premise that it is not enough to merely explain it to people, but they must be shown what to do so that they may master it; • Moves beyond knowledge and into skill; and • Allows individuals to remember the information over a long period of time because the learning process is enjoyable, motivating and rewarding.
Experiential learning is the most positive and effective way for individuals to learn. Through hands-on experience the information is shown and then immediately practiced by the learner. This process helps with retention of information, enjoyment of learning and encouragement to become a master at the skill.
References
Boud, D., Keogh, R. & Walker, D. (1985). Promoting Reflection in Learning: A model. In reflection turning experience into learning,. London: Kogan Page.
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
Lewin, Kurt. (1951). Field theory in social sciences. New York: Harper & Row.
Luckner, J., & Nadler, R. (1999). Why experiential learning is so important. Sabre Corporate Development, Retrieved February 5, 2009, from http://www.sabrehq.com/cutting-edge/teambuilding-components.htm.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn because it is straightforward, helps us to look where we have been and then look forward to where we are going. It allows the learner to have hands on approach to learning and that definitely cannot be gained by just reading it in a book. I have often heard that one of the best places to learn is at the feet of an elderly person and I think that is so true. Having that kind of experience and sharing it with others is part of experiential learning. Sharing and discussion is key in this learning environment. Letting this type of learning guide you toward more concrete learning is immeasurable. Mueller & Norton (2005) state that Kolb’s experiential learning theory is based on experiences and having students actively engaged in what they are learning (p. 215). When students are actively engaged and are able to participate it helps to build on past experiences and solidify what is being taught.
When describing Kolb’s model for experiential learning the learner begins at one phase of learning, gains experience there and moves into another phase of learning. This process continues until the learner has grasped the material and developed a strong knowledge base about the subject at hand. “Kolb pictured these capabilities as interrelated phases with a cyclical process, starting with the concrete experience and then moving through reflective observation and abstract conceptualization to active experimentation” (Merriam, Caffarella, & Baumgartner, 2007, p. 164). He sees the learner as beginning with hands on practice, visiting a site or practicing a task then the learner works in groups to discuss and review the topics. The final step is to perform the task or procedure in a real setting.
As a school nursing supervisor I deal with teaching and learning opportunities every day. Many of our students have tube feedings, must be catheterized, and suctioned via a trach among other things. In my office we have a doll that we used to practice with (a simulation doll) complete with a trach and feeding tube. Even though the nurses are very skilled and have been to nursing school, it is nice to use this doll as a refresher before performing the procedure on a student in the classroom. After practice, we review with each other, discuss what we could have done more effectively, share our thoughts and then of course the procedure is performed the next day in the school setting with the student. This is a wonderful example of experiential learning at its best. Nurses must be very confident in what they are doing because there is no room for error, especially when working with a child. “ In order for people to interpret experiences positively and to learn effectively they need to have confidence in their abilities, good self – esteem , support from others, and trust in others” (Merriam, Caffarella, & Baumgartner, 2007, p. 165). This learning activity helps to build that confidence and cement what had already been learned in nursing school. I have often heard that it is not practice that makes perfect but perfect practice makes perfect and Kolb’s experiential learning theory can help to guide us to perfection every time.
References:
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Mueller, C. & Norton, B. (2005). Service Learning: Developing values and social responsibility. In Billings, D.M. & Halstead, J.A. (Eds.), Teaching in nursing: A guide for faculty (2nd ed.). (p.215). St. Louis, MO: Elsevier Saunders.
In experiential learning it appears that the learner acquires knowledge only according to the specific task at hand. How does experiential learning relate to other "experiences" for learning - is there evidence to support the learner can synthesize the learning to other actions?
Lisa, I want to comment on your post about how perfect practice makes perfection, i too work with nursign students and your posta makes perfect sense to me, but for purposes of criticism for this discussion, what if the practice isnot perfect? what if they are learning in a hands on environment and they are becoming competent at a skill in the wrong method? we set lab hours with scenarios for our students for practice on the simulation models. they are supposed to test off on certain skills, sometimes they have taught themselves some poor habits. Instructor inteferance is necessary in order to reinforce the best techniques. Merriam, Caffarella & Baumgartner (2007, p. 184)suggests that some criticism related to this theory is in the oppressive nature of instructor interferance but is necessary to limit bad behaviors from being reinforced. when instructors use tha approach of steppping in at the optimum times they can avoid the bad behavior and reinforce the positive behaviors. good post elizabeth gatz
The experiential theory best explains why adults learn in the field of funeral service education, especially where I teach at the Pittsburgh Institute of Mortuary Science (PIMS), because there is an emphasis on “hands on” teaching and learning. The two elements that a future funeral director needs to develop proficiencies in are the all-encompassing preparation of the decedent and a confident, yet compassionate, manner to handle all of the arrangement details with the family. As such, the faculty members at PIMS teach both of these critical skills using experiential techniques.
Each decedent entrusted to the care of a funeral service professional will present a variety of patho-physiological and chemical changes as well as anatomical artifact. These issues are discussed in a theoretical manner, but the practitioner simply cannot diagnose the differential planes of problems that could be faced until the problem is actively encountered in practice. Under the mentorship of a licensed professional mortuary students are trained in a laboratory practicum that gives them “hands on” experience.
Students get the opportunity to participate in the critical analysis and operative procedures of almost 500 cases at PIMS. This experience is invaluable because when each student graduates and begins practice, internal polling in the funeral industry showed that PIMS graduates are the best trained in technical protocols. Fenwick (2000) stated, “Experience embraces reflective as well as kinesthetic activity, conscious and unconscious dynamics, and all manner of interactions among subjects, texts, and contexts” (¶1). I contend that Fenwick’s idea supports the notion that experience is mission critical across the broad spectrum of education—even in teaching the art and science of mortuary preparations in funeral service education.
Additionally, every family that a funeral service professional is called to serve will be a unique situation. Due to the emotional charge of the situation, a professional director will be faced with an array of personal challenges. Although concepts about the “how to” of making funeral arrangements are covered at PIMS (and all mortuary colleges), it is difficult to present the emotional dynamic for every situation. Hence, students are literally facing the unknown in this aspect of their profession; this can result in a lack of confidence and a subsequent lack of performance. Therefore, experiential learning theory is useful in their training for this aspect of the profession.
Specifically, the most effective teaching tool is “situative learning.” This methodology allows the student, in an observatory capacity under the auspices of a mentor, to interact directly with “real-time” grieving families. Fenwick (cited in Merriam, Caffarella, & Baumgartner, 2007) reported that this type of approach can “enable confident action (by the learner) in situations where confident competence is lacking” (p. 170). The result is a student that has directly interacted with grieving people. This experience of “sitting in on real arrangements” better prepares a mortuary student for the emotional rigors of dealing with families. The student sees how people react in different end of life situations and develops the appropriate counseling skills to assist the bereaved. Once again, this example is demonstrative of the effectiveness of experiential learning theory in funeral service education.
Another area that exemplifies experiential learning theory is the manner in which PIMS faculty members employ experiential learning blending aspects of the critical cultural approach and complexity theory (Merriam et al., 2007). From the critical cultural view, Freire (cited in Merriam et al.) referred to “problem posing.” This is the critical analysis of complex issues in an attempt to gain new perspectives to address and solve the issues.
For example, various socio-cultural and competitive forces that threaten to reshape the industry are facing the funeral service professional today. Alternative means of disposition as well as non-licensed providers are devaluing the personal and economic integrity of the profession. PIMS faculty members try to help students to understand these changes so they may consider proactive solutions to ensure their futures in funeral service.
This strategy of identifying issues and then motivating the students to attempt to change or solve the problems is consistent with the complexity theory in the experiential approach. Research showed that solving work related problems is a key task for the adult learner (Fenwick, 2008). Moreover, solutions to problems in the complexity theory are designed to have an overall positive impact throughout a social or organizational system (Merriam et al., 2007). From the previous example, I demonstrated again that the experiential context is the an effective means for funeral service educators to engage students in the problem solving process with results that might have far reaching impact on society.
In conclusion, I have illustrated the with the specialized tasks in funeral service involving decedent care and family consideration, the experiential theory is the most effective means to teach and learn funeral service education. By emphasizing practical applications with situative learning, funeral service educators at PIMS enable students to build a cadre of useful experiences for their future practice. Additionally, PIMS students view issues in the industry and attempt to solve them through the lenses of critical cultural and complexity theory. To that end, I conclude the optimal training mechanism for funeral service education is experience.
Reference: Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Retrieved February 5, 2009, from http://www.ualberta.ca/~tfenwick/publications/PDF/21Experiential%20Learning%20in%20Adult%20Education%20A%20Comparative%20Framework.htm
Fenwick, T. (2008). Workplace learning: Emerging trends and new perspectives. New Directions for Adult and Continuing Education, 119, 17-26, doi: 10.1002/ace.302.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Carol Jones The Experiential Learning Theory best best explains why adults learn becaue as Dewey (1938) indicated "all genuine education comes about through experience" (p. 13, as cited in Merriam, Caffarella, & Baumgartner, 2007, p. 162). Fenwick (2003) postulates five perspectives to Experientail Learning; in short, Constructivist approach is reflective in nature relative to the experience; Situative approach, learning as a result of doing; Psychoanalytic perspective, battle between the conscious and the unconscious and how each directly impacts learning; Critical Cultural perspective, a challenge to the status quo; and Complexity Theory, what systems are involved in binding the learning experience together (as cited in Merriam, Caffarella, & Baumgartner, 2007). The following scenario will illustrate how each of Fenwick's concepts on Experiential Learning is applied. The child who desires (Psychoanalytic perspective) to learn how to play baseball dreams of one day being on a team. one might argue that the child can learn to play baseball by being taught through lectures, the use of pictures, and the like. However, baseball as it is; is an interactive sport which requires one to become actively involved (Situative approach). The child goes out to the ball park and engages other children, participates in the process of being placed on a team, holds the bat, swings at the ball, gets yelled at, picked on, and maybe makes a run (Complexity Theory). The child, who upon completion of these events, decides s/he liked some and not other aspects of the day, begin to ponder how to maintain the good and erase the bad events (Constructiivst approach). Taylor, Marienau, & Fiddler (2000) cited Kolb (1984) who stated " For an event to become an experience requires both attending (spending time "being prsent with" an event that just happened or recalling an event that happened in the past) and affirming (accepting and valuing the event, even if one's initial response is to dismiss or disregard it)(p. 24). During the reflection the child realized the need to confront certain challenges in order to progress successfully, stay on the team, and become a better player. This realization may include challenging the status quo (Critical Cultural perspective) and proving to be a worthy member of the team. Through the above scenario the perspectives postulated by Fenwick are evident. This author holds that experience and learning go hand in hand be it through direct or vicarious processes.
Hi Elizabeth, Thank you so much for responding to my post and you are exactly right. If practice is not perfect then we are doing a dis-service to that learning. I completely agree that instructor interference is essential and that is why we have check off points before it is done in a real setting. It is also my belief that the intructor must be there the first couple of times that it is done in the real setting to assure that the procedure is truly being done correctly. Great points and thanks for sharing them. Lisa
Lisa, well written post on experimental learning. I have been reading many posts about the different learning theories and they all connect at some level. In reading your post, you described Kolb’s experiential learning as: on the job training (simplified). How does an individual learning a new task by an instructor that is showing them short cuts and skipping over protocol help them move forward if there is no measure of learning and how is it that the bad habits and poor techniques learned are not perpetuated? Also, Is this learning style set up for the less educated individual because it is more behavioral verses cognitive or does this learning style pertain to every level of intelligence? Final question: Does experimental learning theory apply to Knowles assumption on prior experience and the need for adults to know why information is important and relevant or is more of a static (memorization) approach? Posted by: Kimberly Witzig
Pam, What would be the impact of previous experientials of students in a class? Could it be that unrestrained input from student experientials would cause a muting of the intended learning outcomes of the class as a whole? Timothy Boone
The Experiential Learning Theory best explains why adults learn because it validates, integrates and utilizes what prominent researchers have long considered a central component to the adult-learning process, the experiences brought into the learning situation by the learner. When we look back to some of the foundational works of Lindeman and Dewey, we find that the central piece involved experience. As these pioneers continued to study how adults learn, they continued to assert the role of experience on learning. Lindeman (1926) referred to experience as “the adult learner’s living textbook” (p. 7). Dewey (1938) reported that “all genuine education comes about through experience” (p. 13, as cited in Merriam, Caffarella, & Baumgartner, 2007, p.162). Knowles (1980) contended that “the more active the learner’s role in the process, the more they are probably learning” (p. 50). Adult learners have to be able to connect prior experience to present learning tasks and then be able to interact with it so the new learning has connectivity to where the learner is at the present. I see this frequently with my liberal studies students who are aspiring to become elementary teachers. One of the assignments they complete in my US History course is to develop a lesson plan based on some historical figure. Before we get into the specifics of the assignment, I ask them to think about some of the better teachers they have had in life. I ask them to reflect on what it was that made these teachers so good. After this, we spend time in small groups discussing their experiences with each other with the intention that they will glean some of these characteristics and then use them when they create their lesson plan. This has been a great activity that helps them process what they have experienced in the past, connect it to what we currently are doing in class and eventually allow them to create a lesson plan that has much greater potential for success than if I were to simply assign them the task of developing a lesson plan based solely on what I may be teaching them. Kolb and Kolb (2005) expanded on the works of Dewey, Piaget, and Lewin and created a cyclical theory of experiential learning. Their constructivist approach to learning taps into the experience of the learner and provides a model that enables the adult student to effectively articulate learning that is based on their personal experiences. This approach held that learning from experience required four connected abilities: involvement in a concrete experience, reflective observation of that experience from a variety of perspectives, abstract conceptualization of the experience and finally active experimentation with the new learning gleaned form the experience. This entire process and cycle is one that can be repeated over and over as the learner interacts with their experiences. In our adult degree programs at Azusa Pacific University, we use Kolb’s model to allow students the opportunity to write about learning experiences from their past that can many times be used to earn elective credit toward their degree. We have two Prior Learning Assessment (PLA) faculty members who instruct our students in the Kolb process so that they are able to effectively articulate prior learning experiences that can be submitted for credit. This is an alternative form of assessment that validates the prior experience of our students and gives meaning to them in a tangible way toward their degree goals, even though they didn’t necessarily “learn it in a class.” Jarvis’ learning model also recognizes the importance of experience in the learning process. Jarvis (1987) stated that “learning always begins with experiencing” (p.16). His model is another example of an adult learning theory that has the learner’s experience as a central component. I am intrigued by the connections he has made to modern brain research and hope to explore his work more thoroughly as I continue to explore his work. Of all the theories we have been exposed to so far in this course, the work of Jarvis is the one that has been the most interesting and helpful to my own practice. Adult students are very complex. They bring many things to the classroom with them and the more we can understand how best to utilize their strengths and couple that with teaching practice grounded in solid theory, the better we become at helping them achieve true learning. Fenwick’s (2003) five perspectives; Constructivist approach; Situative approach; Psychoanalytic perspective; Critical Cultural; and Complexity Theory further supports why experiential learning best explains why adults learn. Each of these conceptual approaches to experiential learning can provide the learner with a practical avenue to learn from their experiences. Reflecting on one’s experience is also critical to experiential learning theories. Adult learners must be able to analyze and process their experiences for them to have meaning and thus produce learning. The theorists presented here all include effective avenues for reflection. The final steps are for learners to be able to apply their learning to possible future experiences or situations. It becomes a somewhat cyclical process but the hub at the center is always the experience of the learner. As I strive to improve my practice as an adult educator, I have found that the more I can draw my students into the new learning by tapping into their own experiences, what results is a far richer learning environment for everyone. If student experiences are devalued or marginalized, can true learning even take place? While researching the various learning theories presented in this module, nearly all of them place a high value on the learner’s experience. Mezirow’s Transformative theory is but one example of an alternative adult learning theory that holds experience at a high value to student learning. When all is said and done, I doubt any of the experts would deny that student experience must remain a central component of adult learning theory and practice. Experiential Learning theory champions the idea of experience and thus comes out as the best way to explain why adults learn.
References
Jarvis, P. (1987). Adult learning in the social context. London: Croom Helm. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Association Press. Lindeman, E. C. (1926). The meaning of adult education. New York: New Republic. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass
The experiential learning theory best explains why adults learn because it embraces the hands on approach to learning rather than simply reading or being told about the subject matter being studied. Experiential learning involves a direct encounter with the phenomena being studied rather than merely thinking about the encounter or only considering the possibility of doing something about it (Brookfield, 1983). Through experiential learning, learning takes place daily, through life experiences. Through reflection of these personal experiences, one can then dissect these experiences and begin to make logical sense of them, and apply it to related situations that may arise.
The principle of Kolb’s learning cycle is that we all follow the following four stages of learning as we acquire knowledge, experience, and skill. Concrete experience provides a basis for reflective observation. These observations can be distilled into abstract concepts, which are then actively tested with experimentation. Eventually the learning cycle starts over again (Swinton, 2006). In the state agency that I work for, our training experiences tend to mimic the ideas proposed by Kolb’s learning cycle. In the training environment, hands on experience with the concepts being learned, is extremely valuable and important for the trainee to have. In certain training courses, designed for beginning social workers, the trainee will experience multiple concepts regarding ethics and state laws that govern the field of social work. After learning these concepts, the trainee will discuss the theories learned and then apply what they learned by walking through mock scenarios to relate the theory into a real life situation. After these mock scenarios, the trainee will receive critique, reevaluate the experience, and understand what was done right and wrong.
Kolb’s learning cycle in essence helps solidify experiences, and in the case of the social workers training course, concepts and ideas on ethics and laws governing the field of social work.
References:
Brookfield, S. (1983). Adult Learning, Adult Education and the Community . Taylor and Francis Group.
Swinton, L. (2006, October 2006). Kolb's learning style inventory and kolb's learning cycle explained . Retrieved February 4, 2009, from Management for the rest of us: http://www.mftrou.com/kolb-learning-style-inventory.html
Pam, I enjoyed your post, and I am certain that living in China is amazing. Do you get to travel much? Anyway, how do you manage all of the individual needs of your students. Also, my understanding of experiential learning is that the student is in some ways 'self-taught', so the teacher takes on the role of a facilitator. Do you agree with this? Also, I remember from an old interpersonal communication class that the Chinese are a high-context society. The concept of face is a big deal with them if I recall. Do you see this as an impediment to learning? I also recall that these type of societies normally learn by observing others as they demonstrate. Do you find that to be the case? I also was curious as to what type of experience your students were relying on to learn the language.
The experiential learning theory best explains why adults learn because it allows real life experiences to transfer into knowledge. Individuals categorize themselves by what they have experienced such as parent or teacher. It is also a way in which society views people. A doctor, lawyer, or scientist may offer more social status than a plumber or custodial worker. No matter what type of experiences one has had, something can be learned from it. Kolb describes learning as a “continuous process grounded in experience” (Merriam, Rosemary, and Baumgartner, 2007). One may learn from other experiences without the need to go through the same events. Lessons learned can be included in the education process to aid in an individual’s decision making process as well as personal choices. One theorist, Carl Rogers highly regarded experience as an aspect of life that should not be ignored. He placed emphasis on the whole person which includes the world that he/she lives. In counseling, his person-centered approach includes components which encourage positive growth (Gerard, 2002): 1. Empathy-Understanding clients as they are 2. Congruence-Genuineness 3. Unconditional Positive Regard-Respect Rogers thought on the outcome of learning is characterized by (Merriam & et, al., p. 283): 1. Personal involvement: The affective and cognitive aspects of a person should be involved in the learning event. 2. Self-initiated: A sense of discovery must come from within. 3. Pervasive: The learning “makes a difference in the behavior, the attitudes, perhaps even the personality of the learner.” 4. Evaluated by the learner: The learner can best determine whether the experience is meeting a need. 5. Essence is meaning: When experiential learning takes place, its meaning to the learner becomes incorporated into the total experience. Experiential learning can offer different dimensions of education (formal, informal). No two experiences are completely alike. But one can learn from another without having to go through the same events. In adult learning, the ultimate outcome is for the individual to recognize options at hand and to make the best possible decisions. Rogers was adamant about the importance of experience in counseling and learning. Experience is education (Merriam, p. 283). As a counselor, I have worked with clients with various psychological needs. I do take Rogers’ three core components of positive growth seriously. I have seen first hand of the difference it has made in counselor/client relationships. It encourages a more open dialogue during counseling sessions. The client’s trust issues are usually resolved early on. And the counselor can begin working on the client’s personal issues without wasting time in counseling sessions. The ultimate goal for clients is to recognize that they have choices and to choose the right one for him/her based on their life experiences. Merriam, S. B., Caffarella, R. S. & Bamgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.) San Francisco: Jossey-Bass. Egan, G. (2002). The skilled helper: a problem-management and opportunity-development approach to helping (7th ed.) California: Brooks-Cole.
Previous experience can certainly inhinbit learning and that's where teaching expertise comes in. For example, I am trying to learn Chinese and I apply American English rules to the pronunciation which definitely inhibits my ability in pronunciation. So the same can be true of anything, particularly in my experience of teaching English as a foreign language.
Experiential Learning is particularly interesting in my field of physician assistant (PA) education. PA educators have often stated that students who attend our Master’s level programs are exposed to volumes of complex medical principles during the didactic year. While real efforts are made by faculty members to deliver the required educational pieces in ways that will be retained by students, it is the experience students obtain during the clinical year that solidifies the medical principles that students struggle to recall during the didactic year. If all genuine education comes through experience (Dewey, 1938), PA education is no exception to that rule. The clinical experience students obtain in physician assistant programs rely on continuity, in that students take knowledge and pearls of wisdom from clinicians who have gone before them (clinical preceptors), and they use it to shape the quality of care they are able to learn to give to their own patients. It is this interaction between the PA student and their immediate environment that allows them to develop a mechanism for patient care that rivals that of their preceptor. As much of experiential learning focuses on procedures used by practitioners from the constructivist and situative paradigms (Merriman & Caffarella, 1999), clinical rotations serve as cognitive apprenticeships for physician assistant students. The rotations help students acclimate to the culture that is the clinical site. Students participate in the same clinical activities as they would in professional life as a PA. Like the five phase model outlined by Brant, Farmer, and Buckmaster (1993), PA students are often exposed to experiential modeling that consists of modeling (the student follows the clinical preceptor’s guidelines for practice) , approximating (clinical preceptor allows students to interact with patients under some supervision), coaching (the clinical preceptor helps student understand difficult concepts and oversees student-led procedure performances), scaffold removal (preceptor allows student to see patients more independently and only gives help when asked—student is more self-directed), and generalizing (student is able to use skills obtained from seeing one patient to another patient’s care). As outlined above, experiential learning is best for the clinical realm of physician assistant studies.
References:
Brant, B.L., Framer, J.A.Jr., & Buckmaster, A. (1993). Cognitive apprenticeship approach to helping adults learning. In D. Flannerey (Ed.), Applying cognitive learning theory to adult learning (pp.69-78). San Francisco: Jossey-Bass.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Merriam, S.B. & Caffarella, R.S. (1999). Learning in adulthood: a comprehensive guide (2nd ed.). San Francisco: Jossey-Bass Publishers.
Melinda, I enjoyed reading your post because it summarizes the experiential learning theory focusing on counseling as a mentoring role in adult education. I wrote my post on transformative learning theory and relate the components you listed which encourage positive growth and find them helpful strategies toward transformative learning. However, the power of counseling is effective in transforming adults’ experiences whereas the power of learning outcomes differs from those of the experiential. I think that adults learning outcomes depend on the educational practices that we apply and use, in essence, involving the entire person. Don’t you agree?
Rory Meehan Not a comment. Posted blog but could not see it. Experiential Learning The experiential learning theory best explains why adults learn because not only do students acquire knowledge or information, but also how to apply knowledge skills and feelings in a relevant setting. Experiential learning is connecting the dots between what is being taught and experiences of the student. Kolb’s and Fry’s (1975) model: 1. Concrete experience 2. Observation and reflection 3. Forming abstract concepts 4. Testing in new situations Reflection is an important step in the experiential model. When I sit in another teacher’s class as an observer, I reflect on my past experiences to better understand the relevance of the material. The material is also more interesting. When I teach I will give examples from my own experiences to underscore the material. I also will attempt to draw out of the high school students experiences which are relevant to the material after reflection. With these young adults reflection does not come easily. Reflection takes effort. In the experiential learning model, Kolb and Fry (1975) argue that learning can begin at any point. An example of this is when a student observes and reflects, then forms abstract concepts, tests the learning in a new situation, and finally has a concrete experience. For most of my high school students, the learning I teach them will assist in completing the learning circle. For some it will not take long, for others it will take many years.
Reference Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. London: John Wiley.
The experiential theory best explains why adults learn because it takes practical life experience into account. Edward Gibbon, an English historian, reportedly said, "I have but one lamp by which my feet are guided, and that is the lamp of experience. I know no way of judging the future but by the past."
Experiential Learning Theory has been supported by early theorists, including Dewey, Lindeman, Kolb, Boud and Walker, and Jarvis. However, unlike some theories which fade away this theory has sustained support by more current theorists, including Usher, Bryant and Johnston, Fenwick, and Knowles. The longevity of a theory lends to its credibility.
Personally, I believe the ways in which we learn, retain knowledge and otherwise interpret information is based on a skill set we develop during childhood. Our experiences with educators begin at an early age and stay with us throughout our lives. According to Fenwick (2003), "learning is rooted in the situation in which the person participates, not in the head of that person as intellectual concepts produced by reflection" (p. 160). Fenwick contends it is the experience, not necessarily the information being learned, which shapes an individual’s learning abilities (Merriam, Caffarella & Baumgartner, 2007, p. 160).
Kolb and Kolb (2005) reviewed the works of theorists Carl Rogers, John Dewey, Jean Piaget and Carl Jung and proposed six general propositions of experiential learning theory (Merriam, Caffarella & Baumgartner, 2007, p. 163). These six propositions help explain the reasons why experience is one of the most important aspects of learning. In my opinion, two of these ideologies stand out, in particular, for the argument experience is a main factor of learning: learning is a process, the outcomes are not of overall important and learning is relearning (Merriam, Caffarella & Baumgartner, 2007, p. 163).
The first proposition states, “learning is best conceived as a process, not in terms of outcomes” (Merriam, Caffarella & Baumgartner, 2007, p. 163). I agree with this ideology. As a learner, I may not remember every detail of a learning experience, but typically remember the outcomes of a major assignment, presentation, or other experience.
The second proposition states, “learning is relearning” (Merriam, Caffarella & Baumgartner, 2007, p. 163). Life is a continual process of learning. As we add experiences and live through varied situations, our perspectives are altered.
The educator’s role in experiential learning is also of importance (Fenwick, 2003). It is a teacher’s job to, “…serve as facilitators of reflection and encourage learners to discuss and reflect on concrete experiences in a trusting, open environment” (Merriam, Caffarella & Baumgartner, 2007, p. 169).
I think it is impossible to exclude the importance of one’s experiences in regards to the learning process. The very way we read, study, and interpret information is based on a previous experience. Therefore, it is my opinion that the experiential learning theory is the most important theory in adult learning.
References
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malbar, FL: Kriegar.
Kolb, A.Y., & Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management, Learning and Education, 4(2), 193-212.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Career and technical Education is particularly consistent with experiential learning. Most, if not all, vocational training classes have a type of fieldwork or clinical rotation associated with the training. Not only does a student get traditional training, but has an opportunity to see, feel, touch, smell, hear, and, if applicable, taste the training.
According to the advocates of experiential learning theory, this type of “immediate or concrete experience” leads to observations and reflections. Knowles’ andragogy posits that “an adult accumulates a growing reservoir of experience, which is a rich resource for learning.” This assumption is consistent with Kolb’s experiential learning theory.
In a teaching experience like career training, being able to perform the task(s) at hand leads to deeper learning with longer term retention. John Dewey wrote that “all genuine education comes about through experience.” He goes on to explain that not all experiences are good and some actually “mis-educate.” This is true as we go through life in our day to day routines. We all experience good and bad experiences. However, there are times that we clearly remember experiences and can build on that information in learning experiences later in our lives.
Kolb’s “cycle of learning” is directly applicable to career training: 1. Immediate or concrete experiences, 2. Observations and reflections, 3. Abstract concepts, and 4. Actively testing in new situations. This is precisely what I try to accomplish when presenting vocational training. For example, showing Restorative Nursing Aide students in the classroom how to use the various walkers, canes, and other paraphernalia that they will need in the workplace is a concrete experience. The next step is to bring them to a clinical site. At this site they will observe the patients actually being assisted to use these items. At that point they will practice with the patients themselves. Having this experience and observation they are then able to conceptualize the various uses for the ambulatory devices and how they might be used in different ways with different patients. Finally, they are able to put their observations, experiences, and conclusions to the test by working with the limited ambulatory patients and providing them with assists and devices. Helping them through physical therapy, and doing this over and over with several patients.
This is one example of how experiential learning can be, and is, used in career training. It would seem that of all the learning theories, experiential is the most efficient and consistent with adult learning in a vocational setting.
References:
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass. Kolb, D.A., Boyatzis, R. E., Mainemelis, C.,(1999) Experiential Learning Theory: Previous Research and New Directions. Case Western Reserve University. Cleveland, OH
"The experiential learning theory best explains why adults learn because…."
As the course text suggest, “experience plays in learning in adulthood (Merriam, Caffarella, Baumgartner, 2007).” In essence adults come into an educational environment with both a greater volume and different quality of experience (Knowles as cited in Merriam et al, 2007, pp 161). Therefore, the goal should be to enhance and further develop adults so that a connection can be made between experience and learning. The Experiential Learning Theory offers many objectives for meeting this goal including individual experience, the educator’s role, and the community.
As the demographics of students pursing higher education changes (the aging population, those with careers working long hours, and those with family responsibility) new-strategies based on old-theories will prove to be essential as well as crucial in helping institutions of learning meet the needs and improve the success rate of these adult students. The Experiential Learning Theory strategically clarifies how adults learn, grow and develop emphasizing on the role that experience plays in the learning process.
First, in order for experience not to be detrimental to the learning process it must be effectively and properly perpetrated. Fenwick, (as cited in Merriam et al, 2007, pp 160) states that participation (individual experience) in a community of practice improves, further develops, or eliminates extreme experiences which may be harmful to learning. Service based (community) learning is one way in which individual experiences; the educator’s role and the community are coupled to positively affect the learning process. Engaging or participating in certain academic, social, civic, personal or professional activities that are meaningful and valuable (for the learner and community) is the core of service learning. Service learning can be distinguished from traditional out-of-classroom learning (internships, practica, clinical training, workplace learning) by these characteristics (1) clear leaning objectives that connect classroom leaning to community based learning, (2) service activities that address a community-identified nee (3) community partners who act as co-educators and contribute to student learning, (4) an activity that ensures benefits to both the student and the community with an exchange of knowledge that strengths both parties, (5) connections to the learning goals established through rigorous and intellectually challenging reflection activities, and (6) consequential assessment strategies capturing student leaning outcomes and informing partnership improvement (Holland and Robinson, 2008). In their research, Holland and Robinson (2008) link service learning with improved student retention; academic learning; persistence to degree completion; and increase in prosocial behaviors, self-esteem, motivation, critical thinking and communications skills, and interpersonal relationships including multicultural and global understanding which as put by Fenwick is the “root” to successful learning.
Secondly, the community can reciprocate positive outcomes on the learning process through the critical cultural perspective, the effect that power has on experience. Recognition, collective action, understanding, and conflict are all key to outlining how power works in society. For example, a group of nutrition educators realize how high-fat and high sugar snacks in school vending machines may put students at risk for certain health disparities like obesity (and it’s related conditions). They unite to lobby the state to make healthier snacks available in vending machines. They learn how to lobby their legislature and as a result a bill is passed requiring schools including post secondary (adult learning institutions) are required to make healthier snacks available in vending machines which can be linked to positive learning outcomes such as improved student retention, increase in prosocial behaviors, self-esteem, motivation, critical thinking etc. (as previously noted from the research of Holland and Robinson, 2008).
Lastly, educators play a vitally important role in arranging situations, strategies, or creative learning environments that are critical to the learning process. Again service learning can be an appropriate avenue. Students facing barriers or involved in situations that interfere with learning progression can benefit from these community-based activities. Service learning can be essential in solving many challenges; responding effectively to adult learner needs and preferences, and raising adult learner ambitions to further study or succeed. The Experiential Learning Theory efficiently connects learning and experience through enhancement of the individual learner’s values, knowledge, and skill; the educator’s creative, diverse, and detailed planning; along with engaging community opportunities.
References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Holland, B., Robinson, G. (2008). Community based learning with adult: Bridging efforts in multiple sectors. New Directions for Adult and Continuing Education, 18, 17-30.
The experiential theory best explains why adults learn because experience is an important aspect in the education of an adult learner. John Dewey stated “all genuine education comes about through experience” (Merriam, Caffarella, & Baumgartner, 2007, p. 162). One of Malcolm Knowles’ assumption from his Andragogy theory states that the role of experience is an important resource for an adult learner (Knowles, Holton, & Swanson, 1998). Peter Jarvis stated “…all learning begins with experience” (Merriam, Caffarella, & Baumgartner, 2007, p. 100). David Kolb (1984) examined the experiential models of Lewin, Dewey, and Piaget; and presented his six characteristics of experiential learning: (1) learning is best conceived as a process, not in terms of outcomes; (2) learning is a continuous process grounded in experience; (3) learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world; (4) learning is an holistic process of adaptation to the world; (5) learning involves transactions between the person and the environment; (6) learning is the process of creating knowledge (p.26-36). Kolb (Kolb & Kolb, 2005) also stated that learning requires four modes or combination of modes to gain or transform experiences: (1) concrete experience – experiencing and feeling the experiences; (2) reflective observation – watching and reflecting on the activity; (3) abstract conceptualization – thinking about the activity; (4) active experimentation – acting and doing the activity (p. 6).
Kolb’s modes are relevant to my experiences as a musician. The following is an example of the Kolb’s modes and a musician working on improving ones performance: (1) concrete experience – consulting a mentor or teacher on performance problems or suggestion for improvement; (2) reflective observation – analysis and or reflection of other musicians’ performance as well as ones’ own performance; (3) abstract conceptualization – understanding the concept of music, how to play the instrument, and approach to musical interpretation and phrasing; (4) active experimentation – practicing on the instrument to improve or learn new selections.
References
Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: the definitive classic in adult education and human resource development. (5th ed.). Houston, TX: Gulf Publishing Company.
Kolb, A. & Kolb, D. A. (2005). Learning style and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193-212.
Kolb, D. A. (1984). The process of experiential learning. Experiential learning: Experience as the source of learnnig and development. (pp. 20-38). New Jersey: Prentice –Hall.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Fransico: Jossey-Bass.
Blog 1: Transformational Learning Theory Hector Alvarez Trujillo EDUC-8101-3: How Adults Learn: Theory and Research February 6th 2009
Transformational Learning Theory
As an educator, I believe that the transformational learning theory, when appropriately employed, can really promote effective and lifelong learning. The transformation theory provides educator, by means of its different conceptualizations and perspective (Merriam, Caffarella, & Baumgartner, 2007, p. 130) , separate and distinct methods to help adult students realize the main goal of teaching, that being meaningful or “transformative learning” ( Merriam, et al. p.133). One of transformation theory chief architects I Jack Mezirow, he tried to position together a set of tools, that educator could used at any given time. Cranton (2002) explains this efforts as follows, “Merzirow developed the theory of transformative learning through a careful integration of theories, models and ideas from a wide variety of sources.” (p. 65) Taylor (2007) explains that learning, for Transformation theory “…is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (p. 173). As an educator if I had to choose one of from the seven lenses provided by Taylor (2005), individual conceptualizations (psychocritical, psychodevelopmental, and psychoanalytic) and sociocultural perspective (social-emancipatory, cultural spiritual, race-centric and planetary approaches), I would have to pick: The Psychocritical approach to the transformative learning theory, developed in 1978 by Mezirow theory. (Merriam, et al., 2007). The way Mezirow (2000) vies learning, “the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one experience in order to guide future actions.” (Mezirow, cited by Meriam, et al., p.132), is the heart of his whole theory. In other words learning occurs when a meaningful transformation takes place, as to say, the “transformation of one of our believes… or a transformation of our entire perspective.” (Mezirow, cited by Meriam, et al., p.133). For adults learners this could work really well since adults place high value in the role of their experiences in how the learn. (Knowles, Holton, & Swanson, 1998). Also important and useful for adult teaching and learning are Mezirow’s two forms of leaning: Instrumental and communicative learning. (Fleisher, 2006). Fleisher (2006) explains the implications of both forms of learning: Instrumental learning involves learning how to perform a task or how to do something…. [I]t…. involves…. testing and trial-and-error learning in order to achieve an envisioned goal. It is a problem-solving process in which the learner gains competence in a particular operation. Communicative learning…. focuses on learning to understand another’s meaning coherently. The learner is attempting to understand the other’s communication, whether it be in the form of “speech, writing, drama, art, or dance”…. communicative learning depends more on dialogical skills and free discourse among those searching for common meaning. (p. 149). To conclude, the value, for educator and students, of the of Mezirow’s transformational theory was best described by taylor (2008) when he stated, “Since the early 1980’s, the learning theory has spawned a number of alternative theoretical conceptions and a treasure chest of research about both the basic assumptions of transformative learning and the fostering of transformative learning in the classroom.” (p. 7).
References Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63-71. Retrieve from Ebsco Premier data base. Fleisher, B. J. (2006). Mezirow’s theory of transformative learning and Lonergan’s method in theology: Resources for adult theological education. The Journal of Adult Theological Education, 3(2), 147-162. Retrieve from Ebsco Premier data base. Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. (3rd ed.). San Francisco: Jossey-Bass. Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 119, 5-15. Retrieve from Ebsco Premier data base. Taylor, E. W. (2008). An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education 26(2), 173- 91. Retrieve from Ebsco Premier data base.
The Experiential learning theory best explains why adults learn because it addresses the importance and interplay of both the internal psychology and the external environment of the adult learner. Beard describes experiential learning “as the sense-making process of active engagement between the inner world of the person and the other world of the environment.” (Beard, pg 19)
Examine how a digital native versus a digital immigrant approach the same experiential learning assignment. I teach a graduate class in educational technology the first assignments always give away a student’s immigration status. Their assignments are to take a picture of each other and post it online and to design and deliver a lesson while being videotaped. The internal psychology of digital immigrants are evident by the way they are very nervous in front of a camera, whether they are the one taking the picture/video or the subject and (unless they have children) are unfamiliar with how to execute basic operations with the equipment. On the other hand, digital natives do not exhibit the same “fear” of using technology or handling of the equipment. The natives joke while using the equipment, offer alternatives on how to get a good video, and do not offer apologies for not being familiar with a particular feature of the equipment.
In this example, experiential learning highlighted the effect of the lack of a particular experience (previous use of technology) on further learning. If not facilitated properly, no learning could occur. Or worse, the students could have bad experiences that could inhibit future learning opportunities for them.
Dewey’s view of the role of experience in education ca be seen as an excellent example of the fallacy of the undistributed middle. While all “genuine education” (Wiley, pg. 51) is the direct result of experience, not all experience results in “genuine education” (Wiley, pg. 51). Furthermore, if certain experiences have the effect of limiting vision and growth, then those experiences can be detrimental to education, narrowing “the field of further experience”, (Wiley, pg. 51) by landing people in “a rut” (Wiley, pg. 51).
As the instructor in an experiential learning environment, it is important to create a welcome learning environment, particularly in a potentially uncomfortable situation such as with the aforementioned assignment. We know from Sorensen, “In addition to establishing an emotional connection to course content, it is important to maintain a positive and supportive climate. The unconscious responses of an instructor and the student’s attitude [sic] will help determine how much learning occurs.” (Sorensen, pg. 303).
To accomplish this, I encourage students to have fun with the technology and make sure that no one is singled out during these exercises, and that everything is completed in small groups. All students produce a final product that provides them with a sense of achievement. I look for a student’s sense of achievement to validate that learning has occurred for them.
For a student to learn from an experience, one must be willing to analyze the experience. “Kolb (1984), building primarily on the work of Dewey, Piaget, and Lewin, conceptualized that learning from experience requires four different kinds of abilities: (1) an openness and willingness to involve oneself in new experiences (…); (2) observational and reflective skills so these new experiences can be viewed from a variety of perspectives (reflective observation); (3)analytical abilities so integrative ideas and concepts can be created from their observations (abstract conceptualization); and (4) decision-making and problem-solving skills so these new ideas and concepts can be used in actual practice (active experimentation).” (Merriam, pg 164)
Kolb sets the case for why the role of the instructor is so critical to a successful experiential learning experience, which is, that students need someone to guide them through the process and insure that learning does take place. Beard tells us experiential learning, “is not always consistent nor effective for a number of reasons, such as a lack of time, a lack of awareness of other modes of operating and thinking and the absence of other people to act as sounding boards to assess and evaluate our prior experiences (Beard, pg 21).
An example of when experiential learning does not occur properly is when a student is assigned an apprenticeship position with an employer as part of a capstone or senior-level course requirement. Often, the potential for learning is not matched and extracted from the work experience due to a lack of oversight or poor design of the experience. I have seen “apprenticeships” turn into “work for free - the student gets credit and the business gets free labor” situation. Unfortunately, as a result of the lack of oversight and/or structured learning goals, the student walks away with very little from the experience.
Ideally, educators should “serve as facilitators of reflection and encourage learners to discuss and reflect on concrete experiences in a trusting, open environment” (Merriam, pg 164). As Jarvis regards reflective practice as being one of the highest forms of learning (Merriam, pg 164), the student could have been asked to simply keep a journal of their daily activities during the apprenticeship. The instructor could discuss the details of the journal as they relate to the learning objectives with the student on a regular basis. This guided reflection and discussion would have resulted in a much richer experiential learning experience for the student.
References
Beard, C. , Wilson, J. P. (2006). Experiential learning: a best practice handbook for educators and trainers. London ; Philadelphia : Kogan Page, (2nd ed). Retrieved February 7, 2009 from http://pointcat.pointpark.edu/record=b1108053
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Sorensen, E. K., & Murchu, D. O. (Eds). (2006). Enhancing learning through technology. Hershey, PA: Information Science Publishing, 2006. p 298. http://site.ebrary.com/lib/waldenu/Doc?id=10118565&ppg=318
Wiley (2001). Adult Learning: Theories, Principals and Applications. University of Phoenix, USA.
Think back with me to a time in a elementary school. What do you remember most? Was it playing at recess, lunch in the cafeteria, tests, projects? My guess is that most of your memories are directly linked to experiences that you had. When I posed this same question to my adult students they immediately said that it was the hands on projects and field trips that they remember the most. Very few adults remember a lecture, chapter reading, or quiz. It is the experiences in life that fill our memory banks. John Dewey (1997) new this to be true, “We live from birth to death in a world of persons and things which in large measure is what it is because of what has been done and transmitted from previous human activities” (p. 38). The same is true for adult learners as it is for children in regards to experiential learning. It has been said that we retain 90% of the information when we actively participate in the learning process, whereas only 10% of information is retained in passive learning environments. Experiential learning theory is the key to effectively involving adult students as life long learners.
By definition experiential learning is “"the process whereby knowledge is created through the transformation of experience” (Kolb 1984, p. 41). This theory is student centered, in which students are encouraged to take ownership and create knowledge. Experiential learning theory advocates a learning cycle composed of “experiencing, reflecting, thinking, and acting” (Kolb & Kolb, 2005, p. 11).
One of the unique aspects of experiential learning is that it takes into account all of the four learning styles, diverging, assimilating, converging, and accommodating, identified by Kolb in his Learning Styles Inventory (Experiential Learning). As adult educators it is important that we value our students’ learning styles and design assignments that encourage their strengths. In one of the graduate courses that I teach the culminating project has been designed to incorporate the four learning styles within four projects/ activities. The students have a choice to pick the project that best aligns with their individual learning style. I have noticed that the quality of work has increased dramatically now that students have a choice and are able to pick a project that resonates with their learning style. The father of the experiential learning theory, Kolb (2005) posits, “experiential learning affords educators a way to design and implement teaching and learning strategies conducive to creating a learning environment beneficial for both faculty and students” (p. 5).
(There is a) need of forming a theory of experience in order that education may be intelligently conducted upon the basis of experience. —John Dewey (1997, p. 33)
References
Dewey, John. (1997). Experience & education. New York: Simon and Schuster.
Kolb, A.Y., & Kolb, D.A.. (2005). Learning styles and learning spaces: a review of multidisciplinary application of experiential learning theory in higher education. Retrieved February 6th, 2009 from http://www.learningfromexperience.com/images/uploads/sims-paper.pdf.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Learning Theories Knowledgebase. (2009). Experiential learning (Kolb) at Learning-Theories.com. Retrieved February 6th, 2009 from http://www.learning-theories.com/experiential-learning-kolb.html
Confucius said, “Tell me, I will forget; show me, I may remember; involve me, and I will understand” (Wang, 2004, p.1).
This is the theory on which Kolb's experiential learning theory was founded. I believe experiential learning is the best method for teaching nursing. Nursing involves both physical and mental learning. I scan talk about how to perform a venepuncture, I can have student read about it, I can show videos of others performing the task, and I can even have students handle the equipment required for the procedure. But until the student is able to apply the learning with an actual patient (or simulated patient) their learning is not complete.
This also holds true in mental health nursing where I currently practice. Here we perform fewer "traditional" nursing tasks such as giving injections, changing wound dressings, or assisting with activities of daily living. The experiential learning theory, however, still holds the most relevance for learners. During the orientation process, each new employee is paired with a preceptor. The employee will first observe a task, then assist with the task, then perform the task with supervision until the employee feels comfortable. The whole time the employee is working with real patients. What I find most interesting in mental health is that unlike a medical floor, 3 patients can get the same treatment for the same diagnosis and all have different outcomes. Thhis makes it imperitive to utilize experiential learning to expose the learner to as many situations and as many possible outcomes as possible so they may be prepared for whatever comes their way.
Expereintial education also helps the learner feel involved in the learning process and gives them the opportunity to assist in building the learning experience.
posting by Shaneisha D. for Carol Jones How does the Psychoanalytic perspective relate to the experiential learning theory? Dreaming does not allow you to actually experience something. I think you have to have hands on or be in a certain situation in order to experience something.
The experiential theory best explains why adults learn because when education involves drawing on experience everyone can be appreciated for their individual genius. As Dewey (1938) pointed out, not all experience creates growth and sometimes experience can mis-educate us, but all experiences effect who we are and make us unique as individuals. It is with this in mind that educators can help create learning environments that stimulate students to reflect on miseducation and replace it with positive growth experiences or the realization of our individual genius. There have been many theorists who have molded and re-molded the theory of experiential learning. Dewey, Bruner, Kolb, Jarvis, and many others have offered up their versions of what best constitutes experiential learning and its effects in creating good educational practice (Merriam, Caffarella & Baumgartner, 2007). Dewey (1938), the godfather of experiential educational theory, wrote of the need for teaching for the present rather than future skills and that each learner brings unique experiences and skills to the learning environment that must be included in the educational process in order to create new learning experiences. Dewey spoke about what he believed to be the two major principles of any experience, continuity and integration. Dewey wrote that continuity of an experience must allow the student to make connections between various experiences and then integrate them into new learning experiences that bring about new learning and therefore growth. Kolb and Jarvis (Merriam, Caffarella & Baumgartner, 2007) take Dewey's work a step farther by creating circular models of the experiential learning process that emphasize the need for continued reflection and experimentation in order to create new learning from experiences. One model for experience that I would like to mention is one that I recently read about in my research for this blog and my class presentation. Turner (2000), in trying to define what constitutes an experience, writes about Dale's Cone of Experience. Dale divides experience into three hierarchical stages - enactive, iconic, and symbolic- as a way of explaining different types of experiences and learning potential. I found this cone to be fascinating because as a history teacher I often take a lot of heat for using video, fieldtrips, and simulations in my classroom. Many of our board members demand students be taught "old school" with notes, textbooks and lecture without having any idea if this is the best methods or not. Although Dale's cone deals mostly with experience in regards to audio-visual experiences it can easily be applied to other aspects of instruction and I have found it most beneficial in defense of my own "unorthodox" instruction techniques. In conclusion, I feel strongly that experiences must become part of the fabric of all instruction, both pedagogy and andragogy. The experiential learning theory is not just an adult learning theory but has equal application in pedagogy as well. Merriam, Caffarella & Baumgartner (2007) quoted Knowles who said that we define ourselves by our experiences. It is what makes each of us unique and an individual. Challenging our comfortable definition of self can be scary. Experiential education is a way to open new doors of learning from the comfortable easy chair of our past experiences.
References
Dewey, J. (1938). Experience and Education. New York: Collier-MacMillian LTD.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass
Turner, G. (2000). Teaching young adults: A handbook for teachers in further education. Florence, KY: Routledge.
“Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. These two dimensions define a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in commensurate ways at the level of the individual, the group, and the organization” (Kolb, A. Y. and Kolb, D. A., 2008, p.1). With this in mind how is an educator to tap into this “holistic learning space”? How is a teacher or instructor supposed to treat the “whole” person in a brief learning scenario or in an online line class room? For an educator to use this “multi-level learning space” in a productive/educational manner seems incredibly complex.
References
Kolb, A. Y. and Kolb, D. A. (2008). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. Handbook of Management Learning, Education and Development. London: Sage Publications.
Good morning, my name is Nicholas. Very informative and educational post, nice work. I enjoyed reading about the training environment of the State Agency that you are employed by. It’s interesting to know how your company uses the principles and practices of Kolb’s learning cycle in your training program. To debate, I just have a few questions for you. Do you feel that Kolb’s learning cycle is the ideal method for training purposes at your workplace? Have you had great success implementing Kolb’s theories into the training program? Do you see any downside to only using the methods and procedures of Kolb’s learning cycle? Did you ever try any other techniques, methods, or practices for the training of your new hires? Please take care and have a great weekend.
Doris said... The experiential theory best explains why adult learn. One of the leading theoriest is John Dewey. He believes that the connections between life experiences and learning are connected, as he stated in his classic volume, "Experience and Education"(1938). He gives two principles that must exist in his learning theory. These are the principles of continuity and interaction.
Another theoriest David Kolb published his learning styles model in his book, "Experiential Learning: Experience as the Source of Learning and Development" (1984). He believes that various factors influence a person's learning style. In this learning model he describes three stages of a person's development: acquisition, specialization, and integation.
Other theorist include Jean Piaget, Carl Jung, and Carl Rogers. These men and others complied six general propositions of experiential learning. Learning is best conceived as a process, not in terms of outcomes; learning is relearning; learners must move between opposing modes of reflection and action, feeling and thinking; learning is holistic in nature; learning involves interactions between the learner and the environment; and learning is constructivist in nature (Merriam, 2007, p. 163).
With this as a background, there are several things that educators must keep in mind when using this learning theory in the classroom. First, educators must address student emotions. Emotions are very important in learning. Bernard and Wilson (2002) give three symptoms that are displayed when fear is blocking learning. These are aggression, anger, and the need for perfectionism.
The educator must be creative in dealing with such situation. Some suggestions include having student journalize their feelings, write down the rules that presently exist and a revision of the role that might help them. More practical suggestions that the writer has tried include: having students attend math anxiety workshops, how to study workshops and form a study groups that will give support. In some cases students are asked to attend tutoring sessions with the professor.
At the community college level, in teaching developmental math, the writer finds students who have a fear of mathematics and they put up walls or blocks to learning. The consequence is that the educator must break through the walls first. By doing so the learner becomes comfortable in the learning environment and therefore can learn the needed concepts to be successful in mathematics.
The role of the educator is changed in this learning theory. The educator is a facilitator, catalyst, mentor, and an assessor of learners. As a facilitator, the educator guides the learning experience. The catalyst seeks to involve students in role playing, and problem solving activities that call for them to rely upon some of their previous learning experiences. The mentor's role is to coach the learner and perhaps in some cases become a life long guide.
The writer's experience with the mentoring is very meaningful. During college one of my professors became a mentor to me. She helped me to mature as a young woman and understand the meaning of living one's life with integrity. She was also instrumental in helping me to understand the need to give back to the community. I have done this by teaching many students over 31 years. Presently, I am mentoring students at the community college level.
Finally, the role of the assessor is to use portfolios, interviews and other creative ways to evaluate the learners knowledge growth.
The role of the educator in this type of learning is absolutely neccesary for the success of the student. Teaching experience in the math classroom does show validity in using some of these teaching methods. Many of these are currently incorporated into the present day classroom and students are given options as to which assessment tool works best for them.
References:
Beard,C., & Wilson, J. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan page.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Kolb, d. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kolb, D.(2008). kobl's learning sstyles. Retrieved from www.businessballs.com.
Merriam, S., Caffarella, R., & baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. John Wiley & Sons, Inc.
I found your blog to be very interesting. I too am a teacher in the EFL field. I work with people who are Deaf and who use American Sign Language as their first language. The only difference between us is that Deaf people are a part of a minority culture (Deaf Culture)within the hearing culture. As you stated your students do not have to depend on their English to communicate, but with my students this is something they deal with everyday. It is easy to see that many times the communication barrier can cause problems. Do you have any insights for me on how I can use experiential learning in my classroom? I am always up for suggestions.
On another note, I read Pam Cannon's response regarding using drama as a teaching tool. I wonder if you have ever used music? If so, what kind of feedback did you get? If not, is it something you would consider adding to your curriculum?
In my last Module we discussed Knowels and his Androgy theroy. In this Experiential Learning Theory I ask myself does the quality of the experience one has had prior, make a difference when applying this theory? You discussed riding a bike. If someone tries to learn and constantly have a negative outcome after every attempt what does this do to a learner, opposed to someone who tries to ride a bike and learns the first time. Each one of these experiences are different so how does the differnces of experiences affect this theory or does it at all?
Pam, I was fascinated by your experienced of teaching EFL. It is quite different than ESL because of where you are teaching the English and I had not thought about that before. I would agree with you that the Experiential Learning Theory would fit this population well and that you bring experiences to the students. Thanks for explaining this so well!
Pam, Very thought provoking and you provided a good insight into Experimental learning theory. It is very rewarding for me to see that your husband take an interest in what you do. Keep the good work up Pam. We should continue to strive to make a different for social changes.
You used a great example to describe the implications of the experiential learning theory in technology. Our experiences help to shape our learning and our response to learning. Most of the time it is based on our cultural beliefs, values and traditions. How does the experiential learning theory address the cultural aspects of how adults learn?
I want to compliment you on a very good blog about experiential learning. I, too, believe that we need experiences to learn. I noticed you mentioned that you take a lot of heat for doing things outside of what your local board requires for teaching. I was wondering if you actually know how much of a positive impact you have on your students by making the changes that you do. Have you ever done research to see if there is a huge positive impact. I think it might be rather easy to do a study where for 6 weeks you teach strictly by lecture, etc only and then for 6 weeks include videos, field trips, hands-on projects, etc and compare the results. Maybe through a study, you could change the board's mind about how students should be taught.
Rhonda, your post was very interesting. Would like to compliment you on your blog.
Rhonda you said "this makes it imperitive to utilize experiential learning to expose the learner to as many situations and as many possible outcomes as possible so they may be prepared for whatever comes their way".
Would you not agree though, that there are some experiences where no matter how much experience we have, we will never really be preapred for whateva comes our way? For instance, I believe a person could experience the death of a love one yet when that experience comes again, they are still not yet prepared.
To Amanda J., I found your posting interesting and enlightening from the aspect of expereince mis-teaching an individual. I agree with your thought about creating learning environments which assist the student with positive growth. Thinking about this, I would say this can be applied to the students previous learning experiences being postive or negative.
Your last statement regarding Dale's three hierarchial stages of learning and experience potential. How do these three stages (Enactive, Iconic, and symbolic)work with the individual learner?
The experiential learning theory best explains why adults learn because this theory provides opportunity for adults to collaborate with one another and learn from one another by sharing of experiences with each other. As adults are able to discuss and demonstrate their experience in the context of the topic, other adults may be able to relate to the experience or imagine the description of the experience. (Merriam, Cafarellea, & Baumgartner, 2007) Fenwick (2007) proposed five perspectives about the nature of experience and I can relate my learning experience in the Masters of Education program with the implementation of the constructivist theory of learning where most courses were centered around discussions and reflections about concrete experiences in the schools. Although the constructivist theory was used in the classroom, the situative theory was utilized most during my fieldwork experience as a school administrator; this required participation in the community and therefore I learned to apply the theories of the discussions from the classroom.
References:
Merriam, S., Cafarella, R., & Baumgartner, L. (2007) Learning in adulthood: A comprehensive guide. San Francisco, CA:Jossey-Bass.
Yes, we do get to travel, and it is great that my husband and I are both in the same field. It really helps living overseas. “Face” is extremely important to my students and I have to be careful how I criticize and give feedback. Unfortunately, to address individual needs all I can do is differentiate the curriculum because with 800+ students, it is impossible. Experiential learning works really well with the Chinese, once you get the concept down that they don’t have to sit and stare at you.
Jodi, I can imagine the communication barrier is similar to what Frank and I face every day when we are out in the public. I have actually taught some deaf children, so I understand the problem. I don’t use music much with older students, mainly because I can’t sing!! But my husband does often with great results. According to him, it helps some, but as for me, I won’t because, like I said, I can’t sing!! Even recording, the students like for you to sing along with them—otherwise I would. I think experiential learning in the deaf classroom would be great, you just have to use your eyes more than your voice when they are doing something—right now I can’t think of anything specific. That would require some research. Have you check Amazon for maybe task-based or problem-based books for the deaf? I’m assuming it would be much the same as teaching in EFL because if they can hear me and don’t understand, they might as well not be listening.
It is obvious that the experiential learning theory involves experiences. When discussing the adult learner, they often come with a wealth of experiences. However, identical experiences may be interpreted different by the adult learners. Therefore, the experiential learning theory best explains why adults learn because you cannot have transformation or reflection without experience.
Adult learners seek personal objectives; whether they are growth, development and/or satisfaction, they want to better themselves or their situation. Because of this they tend to obtain varying lessons from the lesson. Learning for adults is a means to an end or measurable outcomes, and their experiences are the yardsticks for measurement.
The changing U.S. economy has forced many adults back into the hallowed halls of academia; either for the first time or for another time. Brown (2002) discussed adult learning through portfolio development. This was accomplished through a process of reflection on past experiences seeking professional development through education. I found this article of interest because we require our majors in the School of Agriculture, Fisheries and Humans Sciences to assemble a Student Portfolio which will be addressed in totality during the Senior Seminar course. The portfolio was designed for the student to chart their personal journey while in pursuit of a Bachelor’s degree. This portfolio notes their experiences as an undergraduate student. I’ve seen portfolios with varying collegiate highlights such as academics, extracurricular activities, service projects, and internships. It is really exciting to see how students of the same cohort spent their time at the university.
Age often brings about experience, when no other factor will. The adult maturation process goes beyond childhood to adolescence to adulthood. Kluge (2007) conducted a self-awareness study about women for women only. She utilized outdoor activities to allow the study group of women to address their aging process through journaling and discussion. I use awareness through activities with a summer program I facilitate call Ag-Discovery. One similar activity is the Global Gateway Program at Heifer Project International. They host this program for 12 years of age and above, students and professionals. The GGP has self-imposed challenges which the group must solve and/or overcome. It is an overnight activity which has a debriefing the next afternoon. Students not only share their experience from the activity, but they also acknowledge how previous experiences guided their decisions during the activity. They also discuss how the program experiences affected them personally and the changes they seek to make because of participating in the program.
Personally, without much review of the other theories, the experiential learning theory is the best. From the adult learners’ point of view, how can you have transformation and reflection without experiences? What makes transformation and reflection necessary? Experiences.
References:
Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 52(3), 228-245.
Kluge, M. A. (2007). Re-creating through recreating: Using the personal growth through adventure model to transform women’s lives. Journal of Transformative Education, 5(2), 177-191.
I agree that all adults have experience, but according to Kolb (1975) “experiential learning is achieved through reflection.” So would you agree that merely having experience is not necessarily a form of learning? Therefore, without reflection, how can you have experiential learning?
Reference:
Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Very interesting points. The concept about EFL and ESL was well presented. I live in Puerto Rico and we used ESL at college level. I have few questions. 1. Can you explain in more detail how EFL learning occur by observation? 2. Your students are adult learners?
Also you focus the theory only to EFL, from your point of view is the theory useful in other areas?
Like very much your analysis of the experimental theory. I found that you explanations to make good sense, especially your description of Kolb’s model. I realize that sometimes I have gone through a similar process, and have learn from previous experiences after converting or transferring the what I went through into understanding. In your discussion you mention, “Building on Dewey’s and Lewin’s theories, Kolb developed the theory, specifically focusing on the three necessary accomplishments for learning to occur. Kolb (1984) believed that experience, reflection and application had to occur in order for learning to transpire.” But I think you may have left a fourth ability also mention by Kolb, “… decision-making and problem solving skills so these ideas and concepts can be use in actual practice (active experimentation)” (Merriam, Caffarella, & Baumgartner, 2007, p. 164), which is the sum of having gone through the three previous abilities. This last ability is the one that has help me capitalized, after I have re-examine, on some of shaky decisions. I also agree with Jarvis’s assumption that our “psychological history” has to be taking into account when we reconstruct any previous experience and with his integration of elements of both experimental and reflective theories in order to expand our learning experiences. (Merriam, Caffarella, & Baumgartner, 2007, p. 164) Do you agree?
It seems that I posted my discussion in the wrong forum (learning the trade of technology), I discussed the transformational theory. Nevertheless, I’ve always said that one need to take from all places to develop an effective teaching strategy, and true to form I do find many valid strategies in the experimental theory. One example maybe, if we take Kolb’s ability model into account, the learning process some my students go through in our Forums. Throughout the discussion process, my students could experience all four abilities described in Kolb’s model. Hope to have satisfy your inquire…
I can see how experiential learning would be the best theory for your applications. But like Kari, I'm wondering how it could be used for other subjects like mathematics.
I appreciate your efforts to teach in a more holistic and experiential manner in the face of criticism from Board Members, etc. It is a generational challenge that I think will be in play for generations... How do we balance instructional delivery between what was seen to be effective for previous generations with that which integrates new strategies that involve technology and advances of the present day.
I would like to have heard a bit more description about the Cone of Experience and what aspects of it in particular you are able to use in your defense. Thanks for introducing this to me... I'll go check it out myself.
Steve, I see where your noted in your post that there is a common thread among the theories. Would you expound on this please, or just give an example of how they intersect. Are there any one of the theories you would adopt as a "best theory" or a "preferred theory?"
I found your application of Kenwick's five perspectives to the learning theory clear and compellingly presented. I like your method of taking a single learning experience and connecting it to all five points. What strikes me in an explanation such as yours is the overlap between theories such as experiential and transformational. Your description of the baseball experience could very similarly have been treated through a transformational lens... It is certainly valuable to have people thinking deeply about learning and putting forth theories, and yet sometimes in the process of dissecting learning and placing a name on the process it seems we create unnecessary distinctions when, in fact, it is the similarities that may be more important.
Comment/Question for Pam. Pam, you noted that you are living in China, that has got to be an eye-opening eperience. I took chinese and we studied the IChang religiously. What I wanted to ask in taking account the barriers faced by the students as well as yourself, what theory or theories, would you utilize in your teaching practice and why?
Pam, I read with interest your experiences of working in China and teaching EFL; I admit I did not know the difference between ESL and EFL so I appreciate your explanantion. I agree with one of the responding posts about the use of theatre as a metaphor for culture or experience; is it possible for the students to identify cultural simularities between their culture and English culture? I am thinking of the "Pop" singers and artists, or the film makers that come from China; are there parallels that could be explored to demonstrate experiential learning? Teri Gwin
Thank you for your comment. I too recognized similarities in the theories while reading, conducting research, and then again in reviewing the theoritical applications presented in the blogs.
One might recognize the similarities across theories, but suggesting that the distinctions are unnecessary are a stretch.
Educators (as people) are as unique as the theories to which they hold dear; however, just as there are similarities in humans it is the distinctions that make humans uniquely who they are and I would dare say, good at what they do.
Therefore, as an educator I am drawn to a particular theory for its foundational base, but I may pull from another theroy for its use in application. By utilizing the similarities in the theories I am able to combine two or more while utilizing the distinctions to bolster particular areas of learning.
Jennifer, While I agree that experience matters; I wonder if it is always transformational. How does complacently factor in to the experience theory? Do we not see people with many years of experience do things by rote? I came across an article by Bobay (2004) who questioned how much experience mattered. In this article she cited a study that showed experienced RN's did not make less mistakes than novice RN's in the care of patients but actually seemed to use less reflection as their competence increased. Interested in your thoughts. Teri Gwin Ref: Bobay, K.L. (2004) Does experience really matter? Nursing Science Quarterly, 17(4),313-316.
I enjoyed you reading your post. It seems as if all of these theories are intertwined in some way. The experiential theory intrigues me most, becasue I am a science teacher by trade and I believe that if students are actively engaged that a higher degree of learning takes place. Allowing the stduents choices as you have previously done allows them to individualize their learning experiences and as you have stated, the quality of their work increased.
This is also true of adults and real-life issues. When we go through certain situations as adults, if by chance we encounter the same experiences at a later time in life, we are better apt to make better choices. Do yu think that this theory best explains the ways in which children learn or adults?
Your post on experiential learning theory was very well stated. I enjoyed reading your explanation of nurses practicing on dolls prior to performing a procedure on a live person. Is this common place when an individual is in nursing school? I can see where this type of practice would be extremely beneficial.
Hello Pam, Wow, reading your post really opened up my eyes to a learning environment that I had never really considered. I agree with you that your reliance on the experiential learning in your situation is almost critical to successful learning transferrence to your students. I began to ask myself after reading your post, what other learning methods from our text could apply/assist in your learning classroom. I suppose that each learning theory has some applicable "truths" within it, but is there another theory that is just as applicable to your situation? In the transformational learning theory, there is a great focus on critical reflection, just as their is in the reflective learning theory, but is this useful for you in your situation? Even in Freire's conscientization discussion, there seems to be little that is applicable in your situation. What other methods of learning have you found useful in your diverse classroom setting? Once again, thank you for sharing. I really enjoyed thinking about your classroom situation and it stimulated my questioning of some of the other theories.
You mentioned that the ultimate goal for clients is to recognize that they have choices and to choose the right one for him/her based on their life experiences. If a client has a limited life experiences or limited education, do you provide/educate them with positive alternatives to make better decisions?
Experiential Learning The Experiential Learning Theory best explains why adults learn because as adults we build upon our experiences to continue learning additional knowledge; we reflect on our experiences and evaluate how new knowledge affects our paths; and as adults our identities are often defined by our experiences. Malcolm Knowles recognized the value of experience in adragogy and stated his second assumption of adult learning to be "An adult accumulates a growing reservoir of experience, which is a rich resource for learning" (Merriam, Caffarella & Baumgartner, 2007, p.84). Merriam et al. also cite John Dewey who stated that "all genuine education comes about through experience" (p. 162) and Lindeman who stated that "the resource of highest value in adult education is the learner's experience" (p. 161). The Experiential Learning Theory recognizes the value of experience in adult learning. As adults, our past learning (our past experiences) affect how we learn, why we learn; and often what we learn. Past experience must be recognized. Instructors need to recognize the experience that adult learners bring to the classroom and should use it as a tool. Adults want to and should be recognized for their experiences. The instructor who has been teaching for many years could be a very valuable resource and mentor to a new instructor. In our society, we value experience. What question does everyone want to know when they have a problem or issue and are in need of a doctor, a surgeon, a mechanic, a builder, a teacher for their child.... How much experience do they have? Experience matters. We value it and we recognize the impact it has.
Reference: Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.), San Francisco; Jossey-Bass.
I appreciate your understanding of Experiential Learning Theory. Although I do believe that experience is extremely important in the adult learning environment, I do not think that it is the only thing that is important. For example, transformative learning theory includes other factors in addition to experience, such as employing critical reflection on that experience and including spiritual aspects of being in the learning process (Mezirow, 1996; Tolliver & Tisdell, 2006).
Mary
Reference
Mezirow, J. (1996). Toward a learning theory of adult literacy. Adult Basic Education, 6(3), 115-126.
Tolliver, D. E., & Tisdell, E. J. (2006). Engaging spirituality in the transformative higher education classroom. New Directions for Adult & Continuing Education, 109, 37-47.
I enjoyed reading your post! I teach the life sciences (i.e. anatomy and physiology) to community college students who primarily want to become registered nurses. Every semester, I come in contact with 1-2 students who, no matter how hard they try, stand no chance of passing either of my courses. To me, this indicates that they really will not make it into an RN program. Through the eyes of experiential learning theory, how would you say that students can take such negative experiences and actually learn from them? As an instructor that is aware of their future goals, do you think that I have any sort of obligation to suggest alternate career choices at the risk of squelching their spirits? I bring this up because I experienced this exact situation last semester and actually suggested to a very sweet woman that she consider a career other than nursing. Even though she cried in my office (which I felt horrible for causing), she left in positive spirits thanking me for my honesty.
The experiential learning theory best explains why adults learn because the role of adult learners’ experiences is, according to Knowles (1998), integral to how they learn. He sees a “subtle reason for emphasizing the experience of the learners; … [namely] self-identity. …To children, experience is something that happens to them; to adults, experience is who they are” (p. 66) In the various worlds of work, family and other social and private endeavors, adults are already learning and growing through experience. Extending that growth to the classroom setting can be achieved when experience is made a part of the learning environment. In addition, adults are changing their views of themselves as they learn and they “must connect what they have learned from current experiences to those in the past as well as see possible future implication” (Merriam, Caffarella, & Baumgartner, 2007, p. 162) I have seen this theory evidenced in my classroom as recently as last week when a 50-year old student confided in me that he had grown from an adolescent to a mature adult in the past year of attending classes. He was amazed and exhilarated by how his sense of self had grown through education.
Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resources development. Houston, TX: Gulf Publishing Company.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Peg Erdman said... Calvin H., I enjoyed reading your post, and particularly liked the application to social work. My concern about experiential learning is this. What if the experiences brought to the learning environment are at odds with the goal of the learning. In the case of social work, the goal is to develop knowledge and skills to help others. What if the student comes from a background where that type of behavior was never demonstrated or modeled and so the learner has no experience in creating a helping environment? Wouldn't their experience actually inhibit their ability to learn? I do believe that our experiences are valuable, but some may actually interfere, rather than enhance, our ability to learn. Peg Erdman
I happen to agree with your students on much of American and British literature. Even with my knowlege for Christianity, it's hard for ME to suffer through Milton. I have to admit to liking Walt Whitman, however. :)
I have had much better experiences with faculty who are storytellers than with those who are not. The Virology professor I had was a veritable fount of stories and they all either made me laugh or think very hard about what I was doing.
One of the faculty where I work is a huge fan of storytelling and all of the students he's ever had love him. He uses his experiences to get his classes engaged and actively participate.
The experiential theory best explains why adults learn because at its core is interactive learning. According to Knowles, adults' life experiences are great learning resources (1973). The concept of experiential learning is a profoundly intelligent approach to adult learning because it places emphasis of the application of experiences when acquiring new knowledge. During human development, experiences mold and modify our personalities and behavioral patterns. The assimilation of these patterns, as described by Piaget, occur in deliberate stages and it is completely dependant upon the experiences of the developing child.(1969). Piaget describes the finished product as a well balanced human being with self control. Kolb's model of experiential learning builds on Piaget's theory of psychological development. All of the building blocks of Kolb's model involve accountability and self direction. The learner must be willing to learn, be able to reflect and analyze new and old concepts, and practice application of these new concepts in present day situations. The entire process requires self motivation and direction. But if it is complete, the application of these new concepts will in itself, be a brand new experience. As an adult educator, I am often challenged to watch as learners promise to apply these new experiences to their professional practice only to find that they are not doing so. The question then becomes how meaningful do these experiences have to be to affect change? It is impossible to make a general assumption about this because every person responds uniquely to experiences depending on what they are being taught(de Jong,2006).However,expeience has proven to be the most effective motivator of change, whether the change is intentional or reflexive in nature (Merriam, Caffarella, and Baumgartner, 2007).
References: de Jong, W.(2006). From 'doing' to 'knowing what you are doing': Kolb's leaning theory in teaching documentary practice. Journal of Media Practice, 7(2), p151-161.
Knowles,M.S. (1973) The adult Learner: A neglected species. (3rd ed). Houston:Gulf.
Merriam,S., Caffarella, R., and Baumgarten, L. (2007) Learning in adulthood, a comprehensive guide. (3rd ed.)San Francisco: Jossey-Bass.
Piaget, J. (1969). The psychology of the child. New York: Basic Books.
I agree totally with your assessment of experiential learning. I couldn't imagine being able to do all of the things I did as a mcirobiologist without the many, many, many lab classes I took. In fact, in 1988 there were students enrolled in the GR program at SDSU in mcirobiology who had graduated from UCSD with BS's in microbiology who couldn't qualify for the state medical technologist boards because UCSD didn't offer labs in their courses.
Kudos to you for standing up to your board and teaching "new school". Students these days need more than lectures, notes, and reading from dull, boring old books; they seem to need visuals. In high school, I enjoyd the days we had films. When I teach (which I'll admit is rarely), I use Power Point. the Internet, and anything else I can to liven things up.
OK, I realized that I am being nothing but supportive in my replies and we have been asked to be devil's advocates... You say, "I have often heard that one of the best places to learn is at the feet of an elderly person and I think that is so true." Do you feel this holds within it a contradiction to experiential learning? If an elder, as one who has him/herself experienced something, is passing on knowledge, is the listener not merely acting as a passive recipient of given knowledge rather than "experiencing" it on his/her own?
Quite frankly, in such an important major as nursing, I think it's important for faculty members to tell students if they think they won't make it through the program, especially in courses such as yours which are central to that major. We've had a few students who simlpy weren't going to suceed in our BS program and their advisors had to let them know. It was hard, but it had to be done.
I know that I would have appreciated any of my instructors telling me I wasn't cut out for a career as a mcirobilogist. Fortunately, I managed to make it through - even anatomy and physiology (my AS was in biology).
I'm sure that practice on dolls is common in nursing schools. I know for a fact that it's common in the US Navy's hospital corps school. We had to inject fake arms and buttocks before we practiced on each other and, when I was in lab tech school, we drew blood from fake arms before we practiced on each other. That's how we gained the experience and confidence to perform thses things on patients.
In your post: All of the building blocks of Kolb's model involve accountability and self direction. The learner must be willing to learn, be able to reflect and analyze new and old concepts, and practice application of these new concepts in present day situations. The entire process requires self motivation and direction.
It sounds as if experiential learning is meant for the ideal individual who is well-balanced, self-directed, motivated, accountable, and willing to apply new knowledge in order to learn. It seems that these are all the pre-requites in order to claim that learning has taken place. Is that really true? Must I experience something for myself in order to essentially learn? There are some things that I don't have to experience to "know." I can observe from near or far, read or listen to testimonials and proclaim that I have learned. I certainly do not have to experience or apply knowledge in order to achieve learning. Adults in particular have a wealth of knowledge and simple, careful, and critical reflection can account for valuable learning.
Do you think that experiential theory should be used in any profession? Do you feel that people learn best when they are able to use hands on practice toward learning a particular skill. As an elementary teacher, we are encouraged to use hands on especially in science when teaching a skill.
"Tumbleweed" You wrote that "To children, experience is something that happens to them; to adults, experience is who they are” (p. 66) Can it not be said that all adults are not created equal. That a portion of the adult population has a maturity level of a child; that experience happens to them, experience is not who they are? Rory
The experimental theory best explains why adults learn because it depicts how adults learn by experimentally challenging current theories. Instead of investigating a theory through literature, an adult will practice more of a hand on approach in learning. According to Lindeman (1926), learning experiences obtained through an experimental approach, is one of the best methods for adult learning. From our last discussion, I can connect Knowles andragogy (1980) to the experimental theory because he best explained that it is important that adult learners use prior experiences to connect and create more meaning towards present learning experiences. In applying experimental theory to practice, it is hard to separate the reflective theory from this subject. An adult must be able to reflect on past experiences to formulate new assumptions or theories. After reading Kolb’s model, I conclude and agree that the learner must gain experience within the first phase of learning and then they can move on to another phase. The learning process then continues until the adult learner has gathered a concrete understanding of the subject matter. Kolb further explains that the adult learning process starts with a concrete experience and then migrates through reflective observation (Merriam, Caffarella, & Baumgartner, 2007). As a teacher, I find myself applying the experimental theory to my classroom. I teach in a high school setting whereas many of my students live at poverty level. With this in mind, many of them are not exposed to the areas outside of their communities. In retrospect, their thought process is diluted because of the lack of exposure. According to a recent survey, many of them have not traveled over 300 miles. Daily, I place my focus on using experimental methods of teaching to enhance their knowledge on various subject matters that affect us globally. For the most part, through the use of visual aids and current technology, I have been able to see gradual growth in the thought process of my students.
References Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Association Press. Linderman, E.C. (1926). The meaning of adult education. New York: New Republic. Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey Bass
Point duly noted, but what is the reflection about? I did view articles where Experiential Learning was referred to with Transformative and Reflective. According to De Ciantis and Kirton (1996, p.13), Kolb's Learning Styles Inventory discussed four stages; 1st involving concrete experiences, 2nd reflective observation.
Mary, I just had my senior clinical group for orientation of Friday, ahd some extra time so got some IV equipment for practice. Took two hours for 13 students to 'practice', their 'skills' on each other! grueling! DId I mention two hours!! anyway, they have had ample practice time in the lab over the last year an da hoal but there is something to be said for doing it on a real patient! technique seems to have been learned in the lab but my bunch sure had little confidence!! we did have some success but I think it will take some extra practice on real patients before they really have the confidence to go forth on their own! I am dreading the next few weeks while they are getting that practice.!!! elizabeth gatz ps- please say a prayer for me next week, 13 students!
I agree with you. Experiential learning focuses on the learning process for the individual. Adult learners can make discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences or reading it from a textbook.
Your posting supporting the experiential learning theory was both interesting and enlightening. While I agree that most persons have experiences that can be quite useful in most learning environments and courses, not all experiences are beneficial for certain educational outcomes. You pointed this out later in your posting when you stated that not “all experiences are equally or genuinely educative”. Merriam, Caffarella, & Baumgartner (2007) related that some experiences can actually hinder or be barriers to the learning process. How does the teacher determine what the experiences are of his or her students? Are students grouped in classes with similar experiences and backgrounds? How does the teacher adjust his or her teaching style to suit the experience level of the group of students?
Elizabeth C-G
Reference
Merriam, S. B., Caffarella, R. S., & Baumgarter, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
I appreciated your posting and how you shared the usefulness of experiential learning in the education and training of nurses. I agree that experiential learning can be quite effective in environments in which students have ranges of experiences that can be related to the training. I would think that the training techniques would need to be altered to accommodate the special needs of inexperienced persons. Are experiential learning principles useful when training new or inexperienced nurses? What techniques does the skilled instructor use in order to provide effective training for the new or inexperienced workers? How are the needs and wants of the inexperienced students satisfied? Merriam, Caffarella, & Baumgartner (2007) related that the teacher’s role, purpose and use of a learning style can differ greatly depending upon the lens through which they view experiential learning.
Elizabeth C-G
Reference
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn because it centers around one of the most valuable learning tools of the adult learner, a lifetime of experiences. The experiences that accumulate throughout an adult life cover a myriad of subjects, emotions, and interactions with the world. An adult learning program that integrates experiential learning principles maximizes the effectiveness of the learning environment. Malcolm Knowles, an influential adult educator, has described these life experiences as resources that an adult utilizes to enhance a current learning experience (Elias & Merriam, 1995). John Dewey, one of the most important philosophers in education, noted in several of his writings the valuable role of experience in education. Most importantly, he focused on the significant shift towards personal growth through learning versus subject focused learning (Elias & Merriam, 1995).
As a corporate trainer, experiential learning has become a primary focus in most of the courses that our students must complete as part of their job training. A new customer service representative is required to successfully complete systems training which involves speaking to customers on the phone while entering order information into a computer program. In the early 1990’s, we did not have the computer technology that we have now and had to train many of the systems using screen captures. The training was twice as long and students constantly expressed a lack of confidence with the systems because of the inability to practice prior to going on the phone with customers. Now, we are able to produce a training database which mirrors a real system that students can practice issuing orders without impacting a real database. If we are not able to produce a training database, we have software which can capture a simulation which students can interact with through web based systems.
One critique of experiential learning is that this theory does not provide defined roles for the elements within the learning environment, such as the role of the instructor (Merriam, Cafarella, & Baumgartner, 2007). The experiential theory does define these elements as they relate to their role in facilitating the experiences of the learner towards the goal of the current learning program. In fact, the most significant characteristic of this theory is the emphasis on the learner versus the strict boundaries of content-focused learning.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
I too found your blog interesting and thought provoking. Your educational practice clearly validates your position on experiential learning theory. Experiential theory shares the commonality of experience with transformative learning theory. However, the approach to experience in the learning process is different. Experiential learning can be applied to all areas of education (elementary, secondary, and higher ed) because the idea is that experience and knowledge are simultaneous. In your research of experiential learning theory is there any thing that is specific to the adult learner.
Neill (2005) related that when using experiential learning techniques a teacher’s role is to organize and facilitate the learning process for his or her students. He added that the instructor is hopeful that the educational encounter will lead to a genuine learning experience and that experiential learning requires preparatory and reflective exercises. How does the instructor decide whether students will benefit from experiential learning or whether common classroom techniques are more appropriate? Are there certain topics that are better suited to experiential learning environments? Thanks for an interesting posting.
Van
Reference
Neill, J. (2005). What is experiential learning? Retrieved February 4, 2009, from http://wilderdom.com/ExperientialLearningWhatIs.html
I agree. Learning a discipline in one’s mother tongue can provide for a deeper and richer experience. Teachers of speakers of other languages who are learning English as a foreign language (or a second language) will focus on facilitating development of communicative skills needed for the workplace, whereas in the United States where English is the main language for communication, teachers can focus on the more refined nuances of the language.
I would like to read more about the cultural orientations or conditions that could affect learning English as a foreign language in China.
On a different note, it is possible, I believe, that the students' learning experiences do not necessarily relate to the teaching objective of the day. when and if that were the case, would you agree that teachers have to create or design learning activities to provide students with experiences they will most surely encounter in work scenarios? Have you had this experience? Does this make learning more difficult?
Reflective learning is a valuable tool in nursing education. It is a component of critical thinking and contains its emotive part (Brookfield, 1987). Allowing for and encouraging learners to reflect upon experiences in their learning process applies their emotional intelligence to this learning (Cherniss, C., Extein, M., Goleman, D, & Weissberg, R., 2006). It is this learning which will be the most meaningful to that learner and the best retained.
All nurses have had moments in their development which were more meaningful to them due to the events’ impact upon their emotional intelligence. For example, throughout my nursing career I have cared for many patients, most I would never remember. Yet, in my own professional development I have had my experiences with a few patients burned into my memory due to the emotional aspects of their situations. Mildred, a chronic lung disease patient, I will never forget because she called all the nurses “doll-baby” like my own grandmother did. This emotional connection between a clinical experience and my own personal experiences is a powerful one.
In the post-hiring education of new-to-practice (NTP) critical care nurses, reflective learning is a part of their entire classroom and clinical orientation experience. We have reflective journaling as an expectation of the new-to-practice critical care nurse. Through their journal writings, they will further process their experiences in this orientation period, describing and reacting to clinical and classroom events. How they emotively react to these events determines their impact upon these nurses and what they take from the experiences. Journaling offers NTP nurses the opportunity, through reflection, of availing themselves of those “aha!” moments of insight and of the ability to see their own progress along their professional development journey. This reflection on one’s own progress is of high value to the nurses’ professional self-image. For so many weeks they have learned and have had what they don’t know pointed out to them, yet now at this milestone of rereading what they had written surprises many on just how far they have advanced.
References
Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey-Bass, 14-36. Cadman, C. & Brewer, J. (2001). Emotional intelligence: a vital prerequisite for recruitment in nursing. Journal of Nursing Management, 9, 321-324. Cherniss, C., Extein, M., Goleman, D, & Weissberg, R. (2006). Emotional Intelligence: What Does the Research Really Indicate? Educational psychologist, 41(4), 239–245.
You mentioned that a critique of experiential learning was the lack of a defined role for the instructor. How were you able to define your role as a corporate trainer? What were your challenges?
In your post you made a profound statement, “the learning I teach them will assist in completing the learning circle. For some it will not take long, for others it will take many years.” In your statement you capture and conceptualize learning as direct and indirect related to experience.
Merriam, Caffarella, and Baumgartner (2007) discuss the map of experimental learning in the social practices of modernity. This model by Usher, Bryant, and Johnson (1997) “is structured around two intersecting coninua-autonomy-adaption (empowerment of individuals to act independently to being able to adapt to one’s actions in relation to the context) and expression-application (being able to apply what one knows in real-world contexts). The four quadrants are inclusive of the following: • Lifestyle • Vocational • Confessional • Critical
In relation to this model the reflection of the personal experiences you share in the classroom leave an imprint in the mind of the students. Usher, Bryant, and Johnson (1997) states that learning is a process that develops in between and within the quadrants. For instance, vocational practices are developed by the learner as they transform through vocational directive environments. I encourage you to continue to navigate the complex world of experimental learning environments in the 21st century classrooms.
References:
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Usher, R., Bryant, I., & Johnson, R. (1997). Adult education and the postmodern challenge: Learning beyond the limits. New York: Routledge.
Pam your post was very informative. Thank you for defining the terms EFL and ESL because this helped me to understand your post. I didn't know you worked in China. Your experiences must be invaluable and how do they compare to teaching english in the states.
In any discipline, the learning theories must be adjusted to the current teaching/learning environment. I really feel some of the theories all have aspects that can be used in the classroom.
One question, how is the math taught in China? Do you know?
I know very little about the corportate world but it was interesting to know that experiential theory is used to train new customer represents.
In your post you mentioned that the role of the instructor was not defined for the corporate trainer. I was wondering if there are times when you have to be the catalyst in some training sessions?
To help students work through their negative experience with mathematics... First, I seek to get the students to talk with me and share their feelings about the subject.
Second, humor has helped me to help students relax and open up in class. I encourage those who ask questions to continue to because they are helping others.
3rd, some students I talk with them on an individual basis.
At times it is not easy but after a few assignments with success on them, students begin to relax and feel they can do the work.
The experiential theory best explains why adutls learn in my particular field because teaching new officers - and veteran officers - in corrections how to properly apply and/or use force is not feasible in a classroom. I can lecture all day about how to properly operate a particular weapons, or apply a specific defensive technique, but until the student actually has the opportunity to practice and utilize these skills they will never know if they are doing it the correct way. It is essential they receive "real-world" experience before they are faced with a potentially deadly situation on the street.
In a learning situation with newly hired officers for example, we teach them first in the classroom and then we go to the range, gym, simulations site or other appropriate venue so they can put their new knowledge into practice. We teach them a variety of skills such as the use of chemical, use of several different firearms, defensive tactics, and batons. However, they must practice these skills to know that they can actually apply them when called upon to do so.
Each skill is taught and practiced separately and then we build on those basics by teaching two then three, etc. Once all skills are taught the student is taken to the simulations site and placed in training scenarios. These scenarios are taken from events that have actually happened in real life to ensure that reality is being practiced as much as possible. These scenarios are invaluable as they allow the officer to understand how they may react in any given situation. They also allow the officer to practice their skills over and over in a control environment. This can help to build not only knowledge, but also the officer's confidence level with their skills.
Do you believe that the controlled environment allows an officer to truly experience a real-life situation? Could it be that there are a lot of variables that they will not face in such an environment that might happen in a non-drill environment?
I agree that some things must be taught/ modeled in order to assure that students are learning. Do you include some reflective elements in your lessons? Do you agree that these students may benefit from learning to think reflectively because of the experiences that they will be faced with?
David Perkins (1995) asserts that reflective thinking is learned naturally or from good modeling at home. Is this to say one has to be involved in something first hand in order to actually have that experience to reflect on? With that in mind, would you say that the experimental theory came before the reflective theory?
Grant Jones-- I see some of the same issues that Pam discussed in teaching language arts in English on the border (with Mexico). My students do not live in an English-speaking society. In fact, even though we are on American soil, their parents and grandparents (citizens of the US) did not and do not speak English. Many of them have never seen an English-speaking doctor. They live, eat and breathe in a place where English is not "necessary." The result is similar to what Pam discussed because they have to experience things in an English context before they will understand it. It takes a little more intentional planning for experiential activities and activities that allow for group interaction so that they can build a common experience as they work through the material.
The experiential learning theory best explains why adults learn because of the many theoretical perspectives which emphasize the many aspects of experiential learning. The things we have to learn before we do them, we learn by doing them. -Aristotle Learning by experience can bring about many situations with new ideas. I know if I am to be at work at a certain time, let’s say 7:00 a.m., I will make all preparation to be on time in order to avoid being late. Let’s say for instance, if you drive down a road where there's lots of distraction, maybe a construction project which would cause you to be late for an appointment. The next day you would avoid that road you would try new alternative road. You had learned by your experience. You know better. You learn by experience of doing a different road to avoid conflicts situation. You develop a new learn ideas. The constructivist perspective focuses on concrete experience and its meaning bring about new ideas (Bruner, (1990). The simulative approach focuses on doing which causes the adult to be motivated in community practices. The psychoanalytic perspective allows the learners to get involves in their fear (Merriam. Caffarella & Baumgartner, 2007), develops ways of overcoming their fears. Others theorists such as Dewey (1938), Kolb(1984), Javis (1987), Boud & Walder (1991), Usher, Bryant & Johnton(1997) believe that learning from prior knowledge and schema with a connection of current situations will lead to future learning (Merriam,Caffarella & Baumgartner, 2007). Similar methods found in experiential learning include reflective practices (educator’s helps learners with the learning process of their social and physical experiences by judging their problems, situation, conflicts and predicting resolutions of complex problems). Situated cognition (physical, social, and cultural context which includes a process of learning, whereas, the adult learners realize their abilities focusing on adult learning as a different, single and talent perspective within the learning process.). Cognitive apprenticeships and anchored instruction (an authenticity experience in which adult’s learners becomes stress with their judgment of social and physical experiences). Educators help the adult learner by practicing formally cognitive apprenticeship and anchored instruction. Occasionally, within the twentieth century attention was given to adult learning. In 1970 adult educators focused on the distinguishing characteristics of adult learning which cause a change from other areas of education. Theorists began focusing on adult learning as a different single theory of adult education. This distinguished many elementary schools, high schools, as a matter of fact: all types of learning. This difference leads to many types of theories, models, and approaches with the effort to understand the characteristics of adult learning. Different types of learning require different types of instruction (Gagne, 1992). The experiential Learning Theory also known as (ELT) is a holistic model of the learning process as a whole model and a multiliner model of adult development. ELT and multiliner consist of what we know about how the adult learn, grow and develop. ELT is the characteristic of their adult experiences in the learning process. Experiential learning distinguishes ELT from other theories in which theorists sprung off other theorists in which new ideas of the same theory happens. Eric Erickson sprung off theorist Sigmund Freud because he felt theorist Sigmund Freud ideas were correct. He found eight new development stages similar to Theorist Freud’s four stages (the fifth one added later). ELT helps us to understand a more comprehensive level than before. ELT helps adult by providing guidance for applications as well as helping adults improve their learning by developing ways to succeed with success with their learning. We have a natural propensity to learn the role of the teacher which is to facilitate (Rogers, 1994). Absolutely, when there’s a need to teach teachers, instructors are to be positive facilitators. Teachers must provide positive learning environments, be clear in presenting lesson, be organize and encouraging, praise the students either elementary, middle, high school students as well as adult learners. This allows experiential learning to have positive effects causing growth in all areas of learning.
Reference
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard Univ. Press Gagne, R & Briggs, L. & Wagner, W. (1992). Principles of instructional design (4th Edition.) Fort Worth TX: HBJ College Publishers Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. (3rd Edition.). San Francisco: Jossey-Bass. Rogers, C. R. & Freiberg, H.J. (1994). Freedom to learn (3rd Edition). Columbus, OH: Merrill/Macmillan
Experiential learning theory best explains why adults learn because each and every theory we have studied emphasize learning and affirm the different aspects of learning through experience. For me, it is more what I have seen in practice. Most of what I have observed has been with adolescents, but it has been affirmed by what I have seen with adults as well. The clearest picture is with physical training--I coach basketball. It is easy to see that the players that get more play time know the plays better. Other players can draw a play out for me or explain it just fine, but when it comes to actually experiencing it and doing it for themselves, those who have the experience playing are way ahead of those who do not. I see that in adults as well. My colleagues in teaching (at a high school) all bring different backgrounds and personalities, but it is those who choose to practice the teaching strategies we are encouraged to use that have success with them and enjoy teaching more. Others sit in the back and shoot darts at ideas for engagement of students, but those who have availed themselves of the training and resources we have to use--who have actually experienced the difference some of these strategies can make--they go farther and are more involved in school affairs.
GJ As your clearly defined explanation states, experience is key to building learning. Learning is taking what we know and moving to a new level of understanding with new knowledge. Thank you for your detailed post.
Music is a very concrete learning experience. I am not a musician, however, as I understand it; music has a learning curve that starts slow and goes up at a severe slope as the lessons continue. The reason for this, I believe, is that with experience learning becomes easier. Being able to see, feel, touch, listen, and experience music, or any other leaerning, makes it more comfortable for adults.
I believe that experience, and by extension experiential learning, is by far the most important for adult learning. In my own case, I went to college after high school, but had a difficult time. I went to work, traveled, lived life to a high degree for the next 20 years. When it became apparent that I should get a degree, my grades, interest, committment, and every other aspect of school improved dramatically because I had a wealth of experience that I could relate to my studies.
The training environment for the agency that I work for does not full subscribe to one particular method in which training is conducted. However, many of our training courses are contracted out to contractors, who study and implement training strategies such as Kolb’s learning cycle.
I believe that there will be many disadvantages to only implementing one learning format to training adults. I believe that it is important to open up the learning environment to many different strategies and techniques to allow all users to benefit in the learning process. For me personally, I enjoy the facilitative approach, which states the importance of having a nurturing and authentic learning environment. In the training environment that I experience, the learners come eager to learn, because the course will generally be tied into their current work setting.
(Kolb, 1984) summarizes experiential learning that requires four kinds of abilities starting with being open and involving oneself in new experiences, secondly there needs to be reflective and observational skills used, thirdly analytical abilities are needed so ideas and concepts can be created and lastly, one needs problem solving skills and decision making abilities. (Kolb, 1984) explains once the learner reaches the fourth stage the learning starts all over again and the learner experiences are what he says are concrete experiences.
By Bob Schwallie
Reference Kolb, D. A. (1984) Experiential learning: Experience as the source of learning and development. In Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass
Deborah Artis The experiential theory looks at the learning process as the result from the learners experiences. Learning is an ongoing process in which our accumulation of knowledge is rooted in our experiences. As an instructor who teaches Writing composition and English in a community college one of the things I try to relate to my students writing and grammmar are not about lecturer, but about continous experience. Writing is an ongoing process in which adult learners tend to shy away from. I have found that these adult learners do not seem to understand that the more you right the better versed you become as a writer and speaker.
The experiential theory is very important an english course as the learner needs to be open and willing to be involved in the writing process, willing to reflect and be observant in using their skills, using their analytical skills to intergrate ideas and additional information into the writing process, and use problem-solving skills to assist in the development of logical experimentation of the writing process.
In using the experiential theory the adult learners come to the course with some negative experiences in writing from previous education courses which were not of a positive nature. Getting the learner address those negative experiences in writing and putting them into a positive perspective helps the learner to prepare themselves for new experiences in the course. I have found that journaling helps to alleviate this problem. Allowing the learner to reflect on past and current experiences in their lives as they journal opens the desire to write and gain a new perspective on writing.
To help reinforce the learning experience I have found peer reviews add in helping learners have positive experiences in obtaining a good knowledge basis. It builds confidence in their abilities as writers, support and trust from others, and I as the instructor provid a safe environment for the learner not only to perfect the writing process, but to present their works within the course.
Dewey (1938, p. 27) argued that the experience must exhibit the two major principles of the continuity and interaction: "The principle of the continuity of experience means that every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after." This meanss that our experiences are never isolated to a specific time or event, but that current experiences are connect to past experiences to aid in the learning process as well as providing for future learning. The principle of interaction as Dewey (1938, p. 41) explains that "an experience is always what it is because of a transaction taking place between an individual abd what, at the time, constitutes his environment." In understanding this concept in the educational practice is the value placed on the experience for the benefit of the learning process. In assisting adult learners in these processe the environment must be conducive for the experience to be poisitive, the right materials available to help in constructing the experience, and connecting past and future experiences for reflecting, thinking, and adaption of the process.
The Experiential Learning theory best explains why adults learn because the theory allows for the learner to utilize experience, perception, cognition and behavior. Using the ELT in nursing education has provided a theoretical foundation that supports nursing students throughout their courses. ELT has helped nursing students with decision-making skills and has also supported them in their new nursing roles as well as in various nursing specialties. According to Sternberg & Zhang (2000), research supporting Kolb’s Experiential Learning Theory has increased with 81% of it including nursing studies, many of which resulted in positive feedback. ELT research in nursing studies has found that nursing is predominantly a concrete learning style and that the theory proves to be a useful model for all areas of nursing education. Furthermore, the medical model has also shown to have use for the ELT in regards to residency training, anesthesia education and other types of medical education. In my own personal experience as a nurse practitioner and as faculty, I can state that the ELT adequately supports the nursing student with the necessary framework to learn both tactile and didactic nursing education. Our “baby” nurses go through rigorous technical skills in their first year of nursing school, but then need to emphasize on the didactic portion of nursing education to be able to make critical decisions regarding their patient’s needs. ELT supports both pieces of nursing education.
Learning Theories Knowledgebase (2009). Learning-Theories.com. Retrieved March 25, 2009 from http://www.learning-theories.com
Neil, J. (2005). What is experiential learning? Retrieved from http://wilderdom.com/experiential/ExperientialLearningWhatIs.html on March 24, 2009.
Sternberg, R. L. & Zhang, L. F. (2000). Perspectives on cognitive, learning and thinking styles. NJ: Lawrence Erlbaum.
I have often said that the eye sees what the mind thinks and the spirit validates such sentiments. I have also said that true learning is present in one's ability to experience the learned. Essentially, learning is relearning through doing and refining by matters of the heart, soul, and known. As more eloquently stated by Fenwick (2003), "Learning is rooted in the situation in which the person participates, not in the head of that person as intellectual concepts produced by reflection." Throughout life our experiences lay the patchwork for a beautiful blanket of learning and transformation. Undoubtedly, learning through experience is a powerful compass in the pursuit of knowledge.
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, FL: Krieger
Response: Experiential Learning Theory seems to be almost identical to the reflective theory by using prior experiences to build and practice experiences in order to make better decisions in the future. Instead of excluding each other they should be linked together.
The Experiential learning theory best explains why adults learn because of the multifaceted way in which it addresses each individual and their potential strengths and weaknesses they bring to the learning arena. When we look at how adults learn, we need to look from the viewpoint that individuals are unique and combination of lessons learned from different learning occurrences that have transpired in their lives. With each learning occurrence, they have been honed into developing preferences augmented by life situations that have made them complex beings. By addressing that each person is individual and has developed preferences, instructors of adult learners can understand these preferences and broaden curriculum design strategies that would benefit nearly everyone.
Knowledge is not static and confined to the classroom. One learns every moment as they experience life and the environment. Kolb asserted that the learner must be willing to be actively involved, reflect on the experience, and use analytical, decision making, and problem solving skills to be able to glean knowledge from any experience (Merriam, Caffarella, & Baumgartner, 2007).
Experiential learning is learning through doing. When a learner is exposed to a situation for instance a flat tire, they are forced to ask “how do I change the tire so I can continue on my original journey?” It may involve reading the owner’s manual or calling the auto club or calling a friend who has tire changing knowledge. Through exposure to the problem and having to solve, the individual learns how to solve should a similar situation happen again. Depending on the outcome, it could be a positive learning experience or a negative learning experience. But either way new knowledge will be acquired (Merriam, Caffarella, & Baumgartner, 2007).
These types of experiential learning opportunities are put into practice as nursing schools utilize simulation scenarios for the students to encounter. As the students are put into real life situations with simulators, learning is allowed to slow down and even stop action and reflect on the best actions available. With this chance to reflect without fear of client injury, students have shown to gain knowledge and understanding of complex material, become more autonomous, and developed more sound analytical skills (Lasater, 2007; Waldner & Olson, 2007; Brannan, White & Bezanson, 2008; Grady, Kehrer, Trusty, Entin, Entin, & Brunye, 2008).
Another example of experiential learning can be utilized through storytelling or narratives. Roberts (2005) listed 6 ways experience can be integrated into the learning environment. Using narratives was one of the 6 ways considered a modality to “hook” the learner into further engagement. When teaching nursing classes, content that is delivered with examples from real life accentuate and cause the learner to remember by illustration. Student evaluations have revealed that they enjoy real life narratives, in that they spike their interest and positively impact their memory.
Using experiential learning as a framework for teaching adult learners epitomizes the old Chinese proverb of “tell me and I will forget, show me and I may remember, involve me and I will understand.”
References Brannan, J. D., White, A., & Bezanson, J. L. (2008). Simulator effects on cognitive skills and confidence levels. Journal of Nursing Education , 47(11), 495-500.
Grady, J. L., Kehrer, R. G., Trusty, C. E., Entin, E. B., Entin, E. E., & Brunye, T. T. (2008). Learning nursing procedures:The influence of simulatorfidelity and student sender on teaching effectiveness. Journal of Nursing Education , 47(9), 403-408.
Lasater, K. (2007). High fidelity simulation and development of clinical judgment. Journal of Nurisng Education , 46(6), 269-276. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
Roberts, J. (2005). Disney, dewey, and the death of experience in education. Education and Culture , 21(2), 12-30.
Waldner, M. H., & Olson, J. K. (2007). Taking the patient to the classroom:Applying theoretical frameworks to simulation in nursing education. International Journal of Nursing Education Scholarship,4(1),1-17 .
We consider medical language also a form of language. It does however seem that non english speakers have more difficulty learning the medical terms. In my estimation, it is because they need to translate many terms into their native tongue and then into the english and then they may understand the word. It may also be that there is no similar term in their native language.
So your premise is that every experience produces learning. What about a situation where you are just agreeing with something someone else says, such as in listening to a sermon about the coveting one's neighbor. Is that learning as well?
Experiential learning is based on the premise that a relationship exists between experience, reason and knowledge. Often this theory is reflective of both the ongoing meaning in our informal lives as well as the construction of new meaning from formal experiences of learning. (Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M., 2007). Given the complex nature of the variety of experiences of adults, constructing meaning from those experiences that is similar or adequate enough to perform at an equal level with our co learners is somehow accomplished. Through experiential explanations of learning, it becomes clear that experiencing something links a person’s actions to their thoughts. According to Merriam, et al. (2007) the structure of the learning experience itself seems to promote emotional reactions. This is exhibited in issues brought forth by students. Some of the issues often exhibited include: 1) complaints about not enough direction or structure being provided, 2) complaints about too much structure and rigidity, 3) excitement and joy related to getting the learning task, or 4) being overwhelmed by the expectations.
According to the theorists of experiential learning, emotional reaction plays a large role in how we learn. One example that was given relates to taking tests. Feeling anxious about doing well on a test or fearing failure on a test, may mean that student is unable to meet the testing expectations (Merriam, et al. 2007). Within reason, the converse of that premise must also hold true.
Reflection also plays a large role in experiential learning. Experiential learning theory states that a learner must engage in an experience and then reflect on what happened, how it happened and why. Merriam et al. (2007) stated “Reflection-on-action involves thinking through a situation after it has happened. “ In order to do this effectively we decide what is important and ignore what we consider to be less important. (Beard, 2006) Conversely, Beard (2006) also states that if we do not pay attention to an opportunity new learning will not happen.
The experiential learner develops ideas from what is presented and internalizes concepts to form personal knowledge through integration of a new behavior to use when new situations arise. (Dirkx, 2008). Also it is true that experiences do not always lead to new insights or new learning however. If our practical experience does not match how we think things should be, we often revist our presumption or re-examine an experience in order to make over our way of thinking and acting (Beard 2006).
In conclusion, Merriam et al states: “Although exploring the role of experience in learning has a long history, we continue to discover more about the connections between learning and experience and how to assist adults in formal and non formal settings to capture the richness of learning from experience” (2007, p. 185). References Beard, C. (2006). Experiential Learning: A Handbook of Best Practice for Educators and Trainers. Great Britian: London. Retrieved from: http://site.ebrary.com/lib/waldenu/Doc?id=10137816&ppg=27 Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult & Continuing Education, Retrieved April 2, 2009, from Education Research Complete database. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn because research has shown and continues to show that people have different learning styles. Experiential learning can occur through experiential education and learning by yourself. Experiential education is usually structured, whereas learning by yourself is “real-world experiences.” Experiences refers to a persons current existence, therefore people are constantly experiencing. It is what the person takes away from the experiences that determine whether they have learned from it or not. Aldous Huxley (1933) in his book Texts and Pretexts stated, “Experiences is not what happens to a man; it is what a man does with what happens to him.” Experiences are influenced by a person’s culture and through society (Merriam, Caffarella, & Baumgartner, 2007). Because of this as children emerge into adults they build upon experiences that have shaped their life and their individual learning style. Merriam, et al (2007) point out that, “learning from experience involves adults’ connecting what they have learned from current experiences to those in the past as well to possible future situations.” Building upon experiences means to move through to higher levels of learning, therefore experiential learning should involve students in observing, thinking, analyzing, synthesizing, evaluating and applying (Bloom’s Taxonomy) what they have learned. This type of learning through experience not only allows a learner to be comfortable and successful with what they are learning, but also to challenge their learning ability to an extent outside of their “comfort zone” in order to gain new knowledge. Many theorists such as Kolb, Rogers, Jung and Piaget have deemed experience as the source of learning (Chapman, 2008). David Kolb’s experiential learning theory (ELT) is composed of four elements; concrete, experience, observation and reflection (Smith, 2001). Kolb’s ELT basically breaks down a learning into two categories; perception and processing. Some theorists argue that Kolb’s ELT doesn’t apply to all situations (Smith, 2001). It is important to know that experience doesn’t mean that you have to be actively involved; it can mean that you are an observer of the experience. An experience can be one that we have participated in or one that we have observed. Either way we reflect on experiences and form concepts, principles and strategies. When we learn from experience we are able to apply the concepts, principles and strategies. Experiential learning doesn’t only involve learning from real-world experiences; it involves learning from experiences that goes on in a person’s head (Merriam, et al, 2007). This aspect of experiential learning is important for instructors that do not have the capability or funds to branch outside the classroom doors and provide structured real hands on situations. The elementary school that I work in like many other public schools in our nation are experiencing budget cuts. Due to budget cuts field trips, which is a wonderful hands on experiential learning for children, have been eliminated. I have found means to foster experiential learning within my classroom walls by involving my students in listening exercises, log books, problem-based learning, demonstrations by myself and others in the community, role-playing, videos, discussions, self-discovery through brainwork, simulations of real life settings, projects, presentations, and questions. Because experiential learning can occur in such a broad spectrum of activities, everyone becomes experiential educators in a person’s life. Most importantly to remember is that while experiential learning might begin by being involved or observing an experience, it is the reflection of the experiences and the transformation of experiences that aid in the process of learning.
References:
Chapman, A. (2008). Kolb Learning Styles: David Kolb’s Learning Styles Model and Experiential Learning Theory. Retrieved March 24, 2009 from http://www.businessballs.com/kolblearningstyles.htm
Huxley, A. (1933). Texts and Pretexts. W. W. Norton & Co., NY
Merriam, S. B., Caffarella, R.S., Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons, Inc
Smith, M.K. (2001). “David A. Kolb on Experiential Learning,’ The Encyclopedia of Informal Education, http://www.infed.org/b-explrn.htm
Do you think that experiential learning is limited to only adults?
Does this theory seem to be a subset of the "theory" of androgogy, or does it go farther in explaning the role and necessity of experiences in learning? Are there types of experiences that are better candidates for aiding in this learing?
The transformative theory best explains why adults learn because it focuses on change. What a better way to explain learning by understanding that when you learn new knowledge your point of view changes. People also begin to try and figure out the meaning to their lives. As quoted by Mezirow (1993) in Baumgartner, Caffarella, & Merriam, (2007): transformational learning, “The process is most often set in motion by a disorienting dilemma, that is, a particular life event or life experience such as the death of a loved one or an illness that a person experiences as a crisis” (p. 135). The movie the “Bucket List” is a great example of transformative learning theory. The movie is about two older men who have both been diagnosed with a terminal illness. Edward is a wealthy guy and Carter is a mechanic and they both have decided to do a list of things they want to do before they “kick the bucket”. After learning of their life changing situation they both make changes in each of their lives and learn new things about life from each other. Moral of the story, their reaction to life explains what transformational learning means. They learn of a crisis in their life and learn new ways to look at life to enjoy their last days instead of giving up. Baumgartner, Caffarella, & Merriam, (2007): states that “Transformative or transformational learning is about change- dramatic, fundamental change in the way we see ourselves and the world in which we live” (p. 130). Transformative learning takes life’s experience and makes the meaning and feelings that are associated with that experience and gives a new outlook about life on a personal level.
By learning new knowledge we are breaking down per conceived notions that have been formed by the emotionally reactions to pass experiences. When we are affected by traumatic experiences our personal conclusions to these reactions is what produces learned behavior. Once able to put certain behaviors with specific experiences we take the information and form an ideology. A shocking experience can cause your previously formed ideology to breakdown. Uncertainty causes a thirst for knowledge and meaning to life. We begin to break down the meaning for the unusual experience and develop a new approach to deal with the new feeling. Analytical thinking begins to produce new ways of thinking. As quoted by Mezirow (1991) in Imel (1998): “For learners to change their "meaning schemes (specific beliefs, attitudes, and emotional reactions)," they must engage in critical reflection on their experiences, which in turn leads to a perspective transformation (p. 1).
References
Baumgartner, L., Caffarella, R., & Merriam, S., (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA, USA: John Wiley & Sons, Inc.
Imel, S., (1998). Transformative learning in adulthood. Columbus, OH, USA: ERIC Clearinghouse on Adult Career and Vocational Education. Retrieved from: http://www.ericdigests.org/1999-2/adulthood.htm
Mezirow, J., (1993). How adults learn: the meaning of adult education. University Park: Penn State University p.185-190.
The experiential learning theory best explains why adults learn because it is a holistic approach combing experience, perception, cognition and behavior, with the concept that learning changes behavior. Thus, it is not enough to just learn new information and develop new generalizations. There must be situations available and put into place for the learning to be tested. This will allow the learner to make a connection between the new knowledge and a particular action as well as provide an opportunity to reflect upon the new information and relate it to specific actions and tasks.
This is evident in Kolb’s four stages of learning: 1. concrete experience (CE) is where the learner actively experiences an activity; 2. reflective observation (RO) is when the learner consciously reflects back on that experience; 3. abstract conceptualization (AC) is where the learner attempts to understand and internalize information; and 4. active experimentation (AE) is where the learner is trying to plan how to test new information and plan for upcoming experiences. (Merriam, Caffarella & Baumgartner, 2007.) A learner may enter or begin at any stage, but will follow the stages in sequential order. Basically, learning involves doing, observing, thinking and planning.
In considering the basic concepts of experiential learning along with Kolb’s cyclical model of learning, there areas within higher where these concepts are prevalent and yield support for the theory. With one of the goals of higher education to prepare students to enter their chosen profession, there are certain areas of study where the student will move through all four stages of learning. For example, we offer several programs within the health profession area in our community college district. Every program consist of classroom instruction, simulated classrooms resembling a hospital or clinical setting and on-site clinical and or practicum. With this process, course material is introduced to the student in a traditional classroom environment; the student works toward learning and conceptualizing the information; information is tested with the simulated classrooms and then reinforced with the on-site clinical.
This approach to learning has been vital to the existence of the community college. However, DiConti (2004) further contends experiential learning is equally as important for the four year college and university. This trend toward experiential learning is fueled by the changes in students’ expectations in the classroom. According to DiConti (2004) college students are no longer satisfied with the traditional and uniformed classroom experience, consisting mainly of lectures. These students are seeking an enhanced learning experience that will equip them for the challenges of our current job market.
With more non-traditional learners enrolled in college, today’s college students have different needs and are often focused on making connections with what is taught in the classroom to the needs of future employers (DiConti, 2004.) They want to not only see the relevance of what they are learning, but experience putting that knowledge into practice before entering the workplace.
Given the changes in students’ educational desires and needs as well as the recent changes within our economy and job market, experiential learning is a necessary and appropriate instructional component of higher education at all levels. References
DiConti, V. (2004.) Experiential education in a knowledge-based economy: Is it time to reexamine the liberal arts? The Journal of General Education, 53(3-4), 167-183.
Merriam, S., Caffarella, R. Baumgartner, L. (2007) Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.
Pam, Great depiction of the experiential theory and well thought out. I like how you tied it together with your profession and how you were able to focus throughout your post the goals of the EFL learners. Experiential learning coincides with reflective learning because students have to be able to relate real life situations with past knowledge and skills. Being able to reflect, observe and acknowledge concepts help the student to maintain a positive outcome.
The experiential theory best explains why adults learn in healthcare because it draws on past experience. Although many of the theories in experiential learning theory seem to contradict each other, I see them as all coming together to define the complete learning experience. For me, the key to experiential learning is that "all genuine education comes about through experience"(Dewey, 1938), and that learners have many experiences that can be used for learning (Merriem, Caffarella & Baumgartner 2007). Much of my teaching at the hospital depends on the past experiences of my staff and students. I like to build knowledge on what they have learned or experienced previously. A good example is central line catheter use and care. (A central line is a tube that enters the body through the arm, neck or chest and sits in a major blood vessel, ending near the heart). It is vital that this catheter be cared for properly or infection can easily set in and threaten the patient’s life. Students learn about peripheral IV’s before they learn about central lines. A peripheral IV is a small, short catheter that is usually in the hand/arm that delivers fluids and medications to a small blood vessel. I use the student’s past knowledge and experience with peripheral lines to teach about central lines. For instance, they should already know the anatomy of a blood vessel, the purpose/advantages/disadvantages of delivering fluids/medications via the blood vessels, etc. After a peripheral line, the central line is the next step in vascular access. I find it interesting that the theorists differ so much on experiential theory –for example the contructivists reflect on concrete experiences while the situativists believe that learning is rooted in the situation and the goal is participation in a community of practice (Merriem, Caffarella & Baumgartner 2007). I can see both of these theories in action in my position. We often do reflection (debriefing) after a medical event to see what we can learn to improve our practice for the next time. This happens after every Code Blue (cardiac arrest), Code Green (aggressive/assaultive patient), and disaster, for example. We also do much of our learning and improvements as a healthcare team (community). It is almost impossible to make a change in one discipline without having it affect all other members of the healthcare team. As I was researching types of experiential learning, it occurred to me that I participate in this type of learning every week with my boys at scouts. Any of you with scouting experience will recognize that the badges, belts and other awards are all based on accomplishments – many of which involve an activity. For the cub scouts we do fun activities like basketball, chess, etc. While these may seem like different activities, they really do build on each other. Once you have learned one sport or game, you can apply the same principles to the next sport or game. All involve rules, taking turns, scoring methods, good sportsmanship etc.
Rebecca Holt
Dewey, J. (1938) Experience and education in Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Fransisco: Jossey-Bass
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Fransisco: Jossey-Bass.
The transformative learning theory best explains why adults learn because it is based on change. One thing that is always constant in an adult’s life is change. Because of this, adults are continually transforming to adapt to change in their lives. There are two key theorists who support transformative learning theory. First, Jack Mezirow takes a psychocritical perspective to transformative learning. Second, Laurent Daloz takes a psychodevelopmental approach to transformative learning (Merriam, Caffarella, & Baumgartner, 2007). Each of these theorists’ approaches will be discussed next, starting with Mezirow.
Mezirow (2000) believes that transformative learning occurs when an individual’s beliefs are changed or when that individual has a completely new perspective on an issue due to some type of life-changing event. In the field of adult education, this is very often true. Adults who return to school often do so because of a major change in their lives (e.g. children move out of the home, loss of job, desire for a better job, etc.). That change has caused the adult to look at their life experiences in a new way—and learn from those experiences. Even outside of the realm of formal education, Mezirow’s theory is still true. For example, in my personal life, I recently went through a major life-changing event: I became a foster parent for five teenage boys. My own view of parenting changed drastically, and I now have a much greater appreciation for what my parents went through.
While still emphasizing change, Daloz takes a slightly different approach to transformative learning. Daloz (1999) believes adult education is more of a transformational journey, not merely the result of a life-changing event. Because of this view, Daloz sees adult educators more as mentors who guide adult learners in their transformational journey. I find this approach to be valid in Walden University’s Ed.D. program. We are all on a journey toward our doctoral degree, and our professors serve as our guides and mentors in this process. Instead of seeing us as a group to whom a great deal of lecturing must be done, the Walden professors see us as adults who are on a valuable journey, and they can lend their own experience and expertise to help guide us along the way.
Both Mezirow and Daloz believe in transformative learning. While one sees transformation as more of a result of a life-changing event, the other sees it as a journey. The destination for both is the same: Adult learners are changed in their thoughts, actions, and beliefs through the educational practice. It is because of this emphasis on change that the transformative learning theory best explains why adults learn.
References Daloz, L. A. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
I have spent that last few years developing and implementing a “Spanish Basics” curriculum for students whose first language is English. The curriculum is framed by a focus on students learning how to identify, pronounce, and spell basic Spanish words (e.g. numbers, days of the week, months of the year, colors, and short sentences (e.g. good morning, good after noon, etc.). The program has been very successful due in large part to the students' interest in learning about diverse cultures.
I found it very interesting that you and your husband actually developed a new experiential learning model based on Kolb and Fry’s (1975) learning cycle. In contrast to the Kolb/Fry model, you made a really great point whereas the learning cycle for English as a second language instruction/learning cannot begin at arbitrary points or anywhere in a learning cycle. It stands to reasons that learners must have a sound foundation for learning prior to moving on to more complex concepts. I can see where it might be difficult for ELS students to be required to[ let’s say] be tested on forming complete sentences when they have yet to be introduced to key elements of sentence structure (e.g. nouns, pronouns, verbs, etc.).
In your proposed learning model, I can also see where the opportunity to reflect (a key tenet of experiential learning) (Kolb, 1975), can be easily integrated. For example, after offering instruction on a new grammatical concept or difficult tenet, it would be easy to allow for a few moments of quiet time where students can assess their performance and later discuss as a group.
Question: Have you considered taking your model from its “rough” form and moving it toward a more formal framework?
References Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Aimi Gundersen Transformational Theory Blog 3/31/09 The transformational theory best explains why adults learn because it addresses the whole person, not a fragmented piece. It represents the physical, emotional, and spiritual learner. Transformational theory can shadow a person from an initial idea through the social, cultural and spiritual transformation—where a dead fact can become alive through true understanding and knowledge. There are myriad approaches to understanding transformational learning: some focus on more critical thinking, while others focus on the spiritual component of the theory. All are relevant and continue to aid in the personal transformation of learning.
Jack Mezirow focuses on the psychocritical approach to transformational learning (Merriam, Caffarella, Baumgartner, 2007, p.132). This approach focuses on the prior experiences of the student and how they are used to help facilitate learning and transforming of ideas. The prior knowledge needs to be analyzed by the student, dialogue needs to occur, and self-assumptions need to be examined. To understand this concept, learning must be defined in the realm of Mezirow’s theory. “Learning [is seen as] as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action (Merriam, Caffarella, Baumgartner, 2007,p.132). Learning is not rote, it is not bookwork; it is experiential, it is connected, and it is spiritual. The true learning and understanding can only take place when connections are made and meaning is made clear through our own personal, critical lens. The lens is defined as anything or any situation that may “transform our taken-for-granted frames of reference (meaning schemes, habits of mind, mindsets) to make them more inclusive, discriminating. Open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justify to guide action” (Merriam, Caffarella, Baumgartner, 2007, p.133). Adults face situations that force them to analyze their life choices and the direction of their career. Whether this action be initiated by the learner, or initiated on the learner, it causes dramatic change in the person-- and this is the perfect storm for learning to take place in a transformational way.
There are many theories that discuss how adults learn the way that they do, but transformational learning explains why adults learn and the key area which may be the catalyst for the learning. Included with this is Mezirow’s idea of “frames of reference,” in which our critical lenses through which we view life are colored or skewed according to what we have or have not experienced within the course of life. Our frames, or prior experience, dictate the connections that we can make and the interpretations we will make to the “text.” “My take on this is that it is important to recognize and understand how learning is shaped outside awareness, but the essential dimension of any definition of transformative learning—especially for adult educators—must include explicit recognition of the foundational process, within awareness, involving critical assessment of epistemic assumptions,” ( Dirkz, Mezirow, Cranton, 2006). Instructors need to understand the importance of the student and what he/she can bring into the class. If that knowledge is not brought about and implemented in the class, it may be hard to help the students make the connections necessary to truly understand and modify the material into something meaningful for the student. Transformational Learning is just that—it transforms; it changes the learner in ways they will not be able to forget. It is not about learning basic rote material, but rather learning about yourself; figuring out who you are and what you are making of the information surrounding you, and then letting that knowledge shape who you are and who you are becoming. It is the essence of adult education.
Dirkx, J., Mezirow, J., & Cranton, P. (2006). Musings and Reflections on the Meaning, Context, and Process ofTransformative Learning: A Dialogue Between John M. Dirkx and Jack Mezirow. Journal of Transformative Education. 4, 123-128.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A Comprehensive Guide. SanFransisco: Jossey-Bass.
The Experiential learning theory best explains why adults learn because it maintains significant influence in learning and education. Critics dispute the theory for its emphasis on individual experience. Experiential learning programs integrate efforts to manage experiences, further the likelihood that students make learning connections, and provide ongoing curricular practice – all of which make learning experiences more priceless in education. These efforts engage learners in problem-solving situations from which they can pull knowledge.
Experiential learning in teaching and medical education programs allow for internships, in which students pursuing professional preparation are made to believe that these opportunities are the important part of their education. These opportunities can be found as jobs or mentoring and more often than not supplementary to a student's curriculum of study. A student is placed in a challenging situation in which he or she can review/evaluate and resolve a problem by pulling from their knowledge to create a solution that has value. Practice is a step in the progression of learning.
Bell (1995) said that the theory of what experience does is more important than the actual experience. The process one goes through makes the learning significant—a personal connection. Perhaps even more valuable than the active learning is the reflective process built into a good experiential educational program. Further, there is a need for the learner to be assisted prior to, during, and after the experience so that efforts are not wasted; to try and ensure that success is eventual and meaningful.
REFERENCES
Bell, M. (1995). What constitutes experience? In R. J. Kraft and J. Kielsmeier (Eds.), Rethinking theoretical assumptions in experiential learning in schools and higher education. (pp. 9-16). Dubuque, IA: Kendall/Hunt.
The experiential learning theory best explains why adults learn because of the research that has been explored and presented by Merriam, Caffarella and Baumgartner (2007) in their book, Learning in Adulthood: A Comprehensive Guide. The information provided were clear and reasonable concepts that one could actually reflect upon as having been an adult learner, and as an adult educator. For example, when Merriam et al. quoted these statements from the work of Fenwick (2003) on experiential learning, personal mental reflections began to surface:
Learning is rooted in the situation in which the person participates. . . .The outcome of experiential learning as a participation is that the community refines its practices, develops new ones, or discards and changes practices that are harmful or dysfunctional. . . .As a result, we must work through psychic conflicts to learn. (p. 160)
Immediately, I began to relive, literally, a situation that occurred while attending a conference. This conference was the largest I had ever attended; I was not informed on the details of how it functioned from workshops; conferences, meetings, and luncheons; and my supervisor could not be located. The experiences encountered while there were those of ‘conference time’ as opposed to real time; ‘conference linguistics’ as opposed to standard; and choosing wisely workshops to attend as opposed to attending what ‘sounds’ interesting. I promised myself that the next time I must attend such a large conference, I would be prepared. Here is where experiential learning taught me, as an adult learner, that ‘conference time’ means getting to the location or assigned locations 10 minutes early for preference and limited seating availability; ‘conference linguistics’ is terminology associated with the conference type attending and knowing local, regional, and national leaders involved; and, that what ‘sounds’ interesting might be really boring and the possibility of falling asleep: very possible. Interestingly, there was this ‘psychic conflict that required working through’ when I read the program for the Walden University Residency in Atlanta, GA, of which I’m attending, due to its constructional similarities previously encountered at the conference aforementioned. Previous participation in a ‘community’ of this nature caused me to ‘reflect, develop a new practice and discard and change practices that were dysfunctional’: I have read the program in its entirety; I am prepared to know the letter assigned to me for mandatory workshops, and I will arrive 10 minutes early for workshops that are appropriate for my field, but are not mandatory. Moreover, I have reviewed the faculty biographies online that will be presenters and advisors; and I plan to look for those I’ve communicated with online for extra-curricular activities. However, new experiences will occur at the Residency that will cause me to perform again according to the experiential learning theory.
Supportively so, experiential learning ‘lens’ expressed by Merriam, Caffarella and Baumgartner (2007) provides adult educators a realistic view of what one must observe when facilitating adult learning materials, as well as what one must observe as an adult learner. The ‘lens’ that most support this defense of the experiential learning theory is stated: Educators’ [learners] roles and purposes differ according to their theoretical orientation. . .the situative [sic] framework engage students in a community of practice through service activities and cognitive apprenticeships. . .the psychoanalytic framework want to help learners bring to light unconscious conflict that may impede learning. . .those utilizing the complexity theory help students understand change within complex systems and work toward solutions. (p. 173)
The conclusive defense for experiential learning is that adults learn best when they can draw upon the experiences that aid in solving problems and learning new concepts. As we continue to live and interact in a changing world, we will be expected to utilize past experiences in preparation for changes that will occur in the future.
Reference Merriam, S, B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
The Experiential learning theory best explains why adults learn because of acknowledgment of prior experiences. Adult learners feel a sense of worth and intelligence if prior experiences are acknowledged. A perfect example of this is when Aaron and Gloria attended a workshop and the instructor of Aaron’s workshop asked the participants about their previous experiences then provided the participants with different activities and opportunities to interact and learn from the other participants. Aaron writes, “The interaction with peers was the most beneficial part of the workshop. Dr. K.’s willingness to value our experiences made this a successful workshop (Merriam et al., 2007, p.159).”
On the other hand Gloria sat through lectures on the same subject as Aaron. Gloria briefly participates in a question and answer session at the end. Gloria’s evaluation reads, “I could have read this information in a book. The workshop was a waste of time” (Merriam et al., 2007, p.159). The difference of the two workshops was the way the instructor presented and provided active learning.
Adult learners need to perform active learning and participation to gain learning and experience. According to Dewey, “For learning to happen the experience must exhibit two major principles of continuity and interaction” (Merriam et al., 2007, p.162). Dewey suggests that every experience connects and/or adds to previous experiences. Therefore there is a form of continuity to this experience. Dewey’s second principle of interaction has to do with a transaction taking place between individuals. Continuity and interaction go hand in hand to form experiential learning.
The quote from Lindeman sums up experiential learning in this way, “The resource of highest value in adult education is the learner’s experience.” Experience then becomes “the adult learner’s living textbook…already there waiting to be appropriated” (Lindeman, 1961 as cited in Merriam et al., 2007, p. 161).
References: Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn according to Hildreth, (1951),"learning is the process of experience, and of the reflecting upon the meaning of what is experience. "No sensible person would define the whole of learning narrowly as merely “learning by doing".”Experiential learning refers primarily to the type of learning that involves direct experiencing, learning through first hand contact, or a semi concrete type of learning, as distinguished from learning as a result of listening to lectures or reading professional literature."
Thinking and interacting are crucial keys in experiential learning. Adults thrive having active participation in the planning, developing and execution of their learning activities; since it is shaped by problems and pressures arising from every day living that different situations provide. Everyone's experience is different; therefore, each individual will react differently. Kolb,(1984), describes learning as " a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner. “And they can be personal/ or objective." Happiness is described as a pleasurable or satisfying experience. For example: The experience of getting engaged, then married, is an experience some have the privilege of experiencing, If the marriage is prosperous or not the experience itself is a learned process for each individual.
Dewey, (1938) state, "experiences that provide learning are never just isolated events in time. Rather, learners must connect what they have learned from current experiences to those in the past as well as see possible implications." A friend of mine retired this week after 32 years of service, (with 10 years on this job). Before his departure, it was his job to teach another person about his job. He felt it was possible, but his years of experience could not be taught in a matter of a week. The job consists of practically three jobs at once; finding information on the computer, making certain the machines were locked for safety purposes and measuring the correct amount of material to make the product. The new employee did not have previous knowledge of this particular job, so his knowledge base must connect to the knowledge handed to him, until he learns how to operate the job accordingly and to his manner of work ethics.
Without the experiential theory, the reflective cannot take place. Fenwick, (2008) notes, “Educators serve as facilitators of reflection and encourage learners to discuss and reflect on concrete experiences in a trusting open environment." Hildreth (1951) states, “First, there is the direct, overt phase, in which acts are performed and interaction is experienced between the subjective and the objective environment. (2) The intellectual phase consisting of interaction with an environment of ideas, including: (a) reflection upon and analysis of what has been experienced in the overt phase, and (b) the study of and reflection upon the meaning of one's experiences, the major conceptions that have been developed by pioneer thinkers of all times." It goes to show, some things do not change with time.
References
Happiness. (2009). In Merriam-Webster Online Dictionary. Retrieved April 4, 2009, from http://www.merriam-webster.com/dictiionary/happiness
Hildreth, G., (1951). The Role of Experiential Learning in the Educating of Teachers. Journal of Teacher Education. vol.2;p.180.
Merriam,S.B.,Caffarella, R.S. & Baumgartner, L.M.(2007). Learning in Adulthood. A Comprehensive Guide. (3rd ed.). San Francisco, CA: Jossey Bass.
Getting students involved will help them remember or even feel that what they are learning is worthwhile. But what if a student does not like to be actively involved, are they at a disadvantage? As a teacher should we force the individual to participate? Adults are individuals that are able to handle reading a book and learning on their own. We want control of how we learn. It is true that if I was at that workshop I want you to teach me something that I can’t do on my own. I want you to make me step outside my comfort zone so that I can put feeling with the experience and be able to learn from it. I believe that experiences shape and form are learning process but it is not the most important thing that helps our understanding. In order for adults to learn I believe that they must take those experiences and make sense out of them and that is what causes us to learn because we change the way we see things.
The Experiential learning theory best explains why adults learn because it captures a connection between learning and experience. John Dewey (1938) best describes education when he mentions that “all genuine education comes about through experience” (p. 13). He does make an important distinction that not all education is genuine. This is further explained when he mentions “some experiences “mis-educate,” in that actually “distort growth … narrow the field of further experiences … [and place people] in a groove or rut” (p. 13). Therefore it is important according to Dewey that the experience must include some form of “continuity” and “interaction” in order for the connection to exist between life experiences and learning.
Learning from experience according to many scholars is the direct result of engaging either physically or emotionally in that particular time. The learning experience allows us find ways to search out those connections in life and communicate those tribulations to others that our also experiencing these similar journeys. According to Fenwick (2003), “The outcome of experiential learning as participation is that the community refines its practices, develops new ones, or discards and changes practices that are harmful or dysfunctional” ( p. 27). Other scholars have also included their thoughts to the growing discoveries they have made that are being connected to experiential learning. Lindeman (1961, p.6) suggests that “the resource of highest value in adult education is the learner’s experience.” According to Knowles (1989), adults come into an educational activity with both greater volume and a different quality of experience from youths.” (p.58). Kolb (1984) refers to experiential learning as “learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner” (p. 27). Pate (2009) justifies that experiential learning as “An essential characteristic of the experiential education process is to empower the learner to turn a critical eye toward the content, not to passively default to its “authority.” In essence, experiential education celebrates internal reflection and (re)evaluation” (p.463).
References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
Pate, J. (2009). The Journal of Experiential Education. Boulder. Vol. 31, Iss. 3; p. 462 & 463.
Faye Mellis In your posting you stated that if we do not pay attention to an opportunity for learning,new learning will not happen.How may opportunities have we had in our life to learn but we have dismised them as not being important there for not learning from it, such as the sermon that is lissoned to but to payed attention.
Faye Mellis In your posting you stated that if we do not pay attention to an opportunity for learning,new learning will not happen.How may opportunities have we had in our life to learn but we have dismised them as not being important there for not learning from it, such as the sermon that is lissoned to but not payed attention.
Lorenza You explain that experiential learning theory when teaching you take into consideration the experiences of the adult learner. Do you feel that the experiences of the adult learner can have a positive or negative affect on their learning outcomes?
Your description of experiential learning theory is nice; however, I think it would have been good to cite some primary sources.
I like the example you gave about attending a large conference, and I can certainly see how you learned from it. It will be great for you to apply your learning to a Walden Residency. I am sure that will make it a much better experience for you.
The experiential learning theory best explains why adults learn because consideration is given to the learner's contribution to the learning process, the environmental impact on learning, how learning evolves over time, and the instructor's role in the learning process.
A key component to adult learning is what the student contributes to the learning environment. In discussing experiential learning, Merriam, Caffarella and Baumgartner (2007) state "that learners have a vast array of experiences that can be used for learning" (p. 159). Knowles (1998) similarly notes that "the richest resources for learning reside in the adult learners themselves" (p. 66). Second, experiential learning takes the learner's environment into consideration. In Merriam et al.'s (2007) review of Dewey's principles and Kolb and Kolb's learning propositions associated with experiential learning, the authors note that experiential learning is effective because interaction constantly occurs between the learner and their environment. Next, experiential learning theory incorporates time by recognizing that the learning process is evolutionary. Theorists describe the dynamic nature of experiential learning when they discuss the continuity of experiences and reflective practice (Merriam et al., 2007). And fourth, experiential theory defines the instructor's role as a facilitator, catalyst, mentor and assessor. Effective instructors lead and motivate students, they present challenges and encourage reflection, they bring passion and emotional support, and they are flexible and focused on the success of the learning experience.
In a recent production and operations management class, my students were bogged down on alternative value chain performance measurements. Theoretical definitions from me were not the answer. But when the medical professional discussed patient satisfaction, the warehouse manager described the ratio of on-time deliveries, the pharmaceutical rep explained the importance of increased revenue dollars, the IT professional talked of reduced help-desk inquiries, and the tour manager spoke of changes in customer counts, the students all comprehended the experiences of their cohorts. Each then tried to relate the measures to their own professional situations. In this experiential learning example, the students were both contributors to and receptors.
In considering alternate learning theories, transformative and reflective learning theories focus on student learning through internal change. The learner's reciprocal contributions to their fellow students, the role of the instructor and the environmental influences on the learning process are not key theoretical components. As such, transformative and reflective theories are not best in explaining why adults learn.
In summary, for adult learners, experiential theory best explains why adults learn because all aspects of the adult learning process are considered.
Andy Muller
References:
Brookfield, S. (2005). The power of critical theory for adult learning and thinking. New York: McGraw-Hill.
Knowles, M. (1975). Self-directed learning. Chicago: Follet.
Knowles, M. (1998). The adult learner: the definitive classic in adult education and human resource development. Houston, TX: Gulf Publishing.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Response to Lori Jacobs- It seems that the Experiemental theory allows one to draw from the experience. This would help in establishing prior knowledge in those that believe that the reflective theory is the best theory. Why do you believe that the Experimental Learning theory is superior to the Reflective theory? Katie Peppers
The experiential learning theory best explains how adults learn, grow and develop (Kolb, Boyatzis, Mainemelis, 1999). “The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT [Experiential Learning Theory] from other learning theories” (Kolb et al. 1999). Rogers (1969) argues that the most lasting and pervasive learning is the self-initiated learning. He further argues that experiential learning addresses the needs and wants of a person and therefore is the most effective method of learning. According to Kolb et al (1999), knowledge results from the combination of grasping and transforming experience. Hence, the learner must repeatedly choose which set of learning abilities he or she will use in an explicit learning situation (Kolb, 1984). Furthermore, Luckner & Nadler (1995) name 12 reasons why experiential learning is effective especially in a group/organizational environment: 1.Equality: Participants are equal in their knowledge about the tasks and projects that will confront them. 2.Developing relationships quickly: Participants are interacting in close proximity whilst working on new and unfamiliar challenges. People may get to know each other better in a single day within this environment than over an entire year of normal working conditions. 3.Disequilibrium: The unfamiliarity of the challenges and problems places people in a state of disequilibrium or disorder. Prior experience may help the group to organize itself around the challenge. 4.Projective technique: The experience provides a unique opportunity to catch participants doing what they typically do, in spite of knowing otherwise. The learning arising from this is profound and revealing. 5.Decreased time cycle: The space between the project or challenge and the outcomes are compressed, so the consequences of organizational decisions can be easily examined and improved. 6.Meta learning: In the experiential 'learning laboratory", as the projections and simulations shed light on the teams process, the group is asked to step back and evaluate their performance. The review is about themselves, their leadership, and problem solving skills, teamwork, and communication and managing change. 7.Chaos and crisis in a safe environment: Teams are able to experience chaos, disorder, crisis and changing requirements for success in a safe environment where the consequences for failure are limited 8.Kinesthetic imprint: Experiential learning is an anchor for cognitive material. Participants have a kinesthetic imprint or whole body learning of cognitive principles because the learning is graphic as it involves physical, mental and behavioral dimensions. 9.Common language / common mythology: The experience provides a common language, experience and story, which can be related to the work environment. 10.Encourage risk taking: The experience allows participants to take new risks, try on new roles and make mistakes with no danger or cost. There are always individuals who shine in this environment - whose leadership ability hasn't been noticed at work. 11.Diversity of strengths: One person cannot possibly succeed alone and so the interdependence of the team is highlighted along with the importance of diversity within the team. 12.Fun: Fun is a powerful aspect of effective learning with participants becoming more open to the experience and creative whilst participating in it (Luckner & Nadler, 1995, pp. 175-179). I find the above steps quite important and useful in teaching design classes. Most design projects – school related or professional – are assigned to groups of designers and artists. It is therefore very important that students learn teamwork and be able to work in a group environment. In my classes, I have also noticed that students perform better when they are in groups than when working alone. They learn from each others’ experiences, and also their own talents are evolved better when working with one another and experiencing group environment. “There are two modes of knowledge: through argument and through experience. Argument brings conclusions and compels us to concede them, but it does not cause certainty nor remove doubts that the mind may rest in truth, unless this is provided by experience” (Roger Bacon, 1268). References: Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall. Kolb, D.A., Boyatzis, R.E. & Mainemelis, C. (1999). Experiential Learning Theory: Previous Research and New Directions. Retrieved on April 2, 2009 from http://learningfromexpereice.com.. Luckner, J.L. & Nadler, R.S. (1995). Processing Adventure Experiences: It's the Story That Counts. Therapeutic Recreation Journal (TRJ), 29(3), 175 - 183. Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Alisa you have written a very through explaination of experiential theory and learning. I can't really say anything critical, but I would like to know if you have been able to explain this theory independent of the reflective theory? Most of these theories seem to be interconnected.
David said "The Experiential learning theory best explains why adults learn because it captures a connection between learning and experience." I believe this is a very true statement. However, I also believe that the Reflective Learning Theory also captures a connection between learning and experience. I say this because when we reflect we are usually thinking about an experience that we had. Right? I believe that Refelctive Learning and Experiential Learning must go hand in hand. In order to reflect, you must have an experience to reflect upon. Do you agree? Or do you think that Reflective Learning does not require you to experience things first?
Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience and knowledge results from the combination of grasping and transforming experience" (Kolb 1984, p. 41). The experiential learning theory suggests that these learning styles represent specialized and limited ways of learning. Learning by experience is a great tool as you gain the appropriate skills needed to replicate the same task another time. An example of this learning process is a race car driver. The driver can study books all they want but until they get behind the wheel and start driving, they will not gain the full knowledge the need. This is also the case of any health career student.
Reference:
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
In your post is the quote...Learning is rooted in the situation in which the person participates. . . .The outcome of experiential learning as a participation is that the community refines its practices, develops new ones, or discards and changes practices that are harmful or dysfunctional. . . .As a result, we must work through psychic conflicts to learn. (p. 160)
In your personal experience what are the necessary conditions for such "community change" to take place?
Who initiates the change? Why is it initiated and how does experiential learning inform the group process as opposed to an individual's?
Pam, This is a very good and interesting post. you stated that The experiential theory best explains why adults learn in my particular field because EFL is somewhat a unique situation in which my students are learning English as a foreign language, and this differs from learning any discipline in their first language. How do you think this would work with diverse cultures learning English as a foreign language
This is a good post. I do believe that all adults have reservoir of experiences. So do you really think that experience is really a form of learning when it comes to adults?
Wendy your example really helped show how experience helps in learning. If others at the conferance experienced the same confusion as you did do you thing that each would have learned the same thing from the experience. Do all adults learn a different thing depending on the experience they have during the learning?
Lorenza, how does the experiential theory work with a student who is not willing to be involoved in active learning. I have a student now who is very shy and although I have tried to draw her out and get participation she is not at all interested. Does a teacher need to provide more than one learning situation to ensure all the students learn the material they need to know?
Hi David, I was glad to see in your posting that you provided a situation where the experiences mis-educate. I have been wondering about this with all three theories, I do not think they are perfect, every adult will have a somewhat different experience and may not learn from it. I think of some of the chemistry labs I have done in my classroom, if things work perfectly then the learning takes place and the student gains the appropriate learning from the experience. If things do not go well they learn something but not what I had planned as the experience was not the correct one. This is a simple example but it makes the point. I believe that the mis-education is a real possibility and would be a problem with this approach.
Dewey (1938), argued that in order for learning to happen through experience, the experince must exhibit two major principles of continuity and interaction. Experiences that provide learning are never just isolated events in time. There must be a connection between current experiences and past experiences. He suggest that you are not relearning old experiences, only connecting them to the present in order to make sense of the present experience.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Ericka Gonzalez Professor M. Wells March 2 Term Start
The transformative learning theory best explains how adults learn because:
1. It focuses on the learner as a decision maker (personal trans (change) formation (ways of knowing)) 2. It acknowledges context as an essential piece in building frames of reference 3. It encourages critical reflection
Your explanation of experiential theory is quite interesting as is your teaching experience in China. I think teaching English as a second language is less challenging as teaching English as a foreign language. ESL provides both the educator and the student an immediate need and an immediate environment facilitating a much faster learning process. Your experience as an EFL educator is most fascinating. What other models of learning other than experiential method could aid you in teaching EFL? Do you believe that experiential learning model is most effective of all other methods?
You mention the value of experience in learning. In our course text it makes mention as to how experience can also contribute barriers to learning. How do you see that affecting learners in a setting where instructors do not take the time to meet students where they are at rather than expect students to begin where they want them to begin? In other words, expecting a student to be at the peak of a mountain rather than gradually progress them to the peak by scaffolding on their prior experience to get them their without draining them or overexerting them?
You mentioned that, "There must be a connection between current experiences and past experiences... in order to make sense of the present experience." I appreciated your explanation in reminding us of the need to connect experience in order to make it meaningful to the student through sense-making. How do you suggest making current and past experience relevant to future experiences that have yet to take place when adult learners tend to focus on immediacy (their immediate needs in their current state)?
Response to Joey... I really enjoyed reading your post on experiential learning. I find it very similar to the other two theories; however, the learning still takes place when the student reflects on his/her experiences. Did you find it difficult to apply this theory to your regular classroom practices?
The experiential learning theory best explains why adults learn because it is based on the simple premise that we learn how to learn from life’s experiences. For example, Lindeman (1961, p. 6) held that “the resource of highest value in adult education is the learner’s experience.” While Kolb (1984) believes that “Learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner” (p. 27). As an educator, my interest in experiential learning theory was piqued by the role definitions for instructors outlined by Fenwick for constructivists (Fenwick ,2003). Those roles are: 1) As facilitators of reflection 2) As a catalyst 3) As a coach or mentor 4) As an assessor (Fenwick, 2003) As a community college professor, I routinely play each of these roles to engage and challenge my accounting students. Other frameworks were offered by Merriam, Caffarella and Baumgartner (2007) to explain the roles of instructors include situative, psychoanalytic, critical cultural and complexity theory (Merriam S. B., 2007). These roles differ because of differing theoretical orientations (p. 171).
References
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, FL: Krieger.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Lindeman, E. (1961). The meaning of adult education in the United States. New York: Harvest House.
Merriam S. B., C. R. (2007). Learning in Adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.
Hello Fellow Bloggers. I was not able to respond to post yesterday after I got home from church due to electrical outages in the area. I will post comments this evening when I get home from work. I hope everyone have a wonderful Monday!
Response to Scott: Thank you for your comments. What primary souce for the experimental learning theory would you recommend based upon your thought to my blog? And, I would like to get tips from you as to how one could best use the experiential learning theory at Walden's Residency. Thank you and I look forward to reading this.
Response to Rob Campbell. I believe that adults learn differently based upon prior knowledge, how information is processed in their brains, and how one can effectively navigate a particular system, among other things. And from the experiences as an adult learner, yes experiences gives us more to work with when assimulating new knowledge to what is currently present. According to research, the reason older adult do better in college than do many younger is due to the fact that they actually have a plethora of experiences that aids and that learning new knowledge is not really new it is basically put into perspective. I have to ramble through my journals to get the actual researcher. Again, here is knowledge put into perspective at work.
(I am not sure I am doing this right, but I am giving it a try).
The experiential learning theory best explains why adults learn because it takes into account what learners already know and builds from that point on. As Merriam, Caffarella, & Baumgartner (2007) illustrate, the experiential learning theory is interactive (p. 159). A teacher finds out what students know and teaches to that level. Otherwise, it could be like graduating from high school and then starting over again in Kindergarten, because a teacher just starts from any given starting point on a learning continuum and assumes what is and is not known.
Reference
Merriam, S. B., Caffarella, R. S., Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
I enjoyed reading your blog, Andy. I was taken into this critically thinking mode and the following emerged:
You stated, “As such, transformative and reflective theories are not best in explaining why adults learn.” Hypothetically speaking: suppose there wasn’t an experiential learning theory to consider, only transformative and reflective, which of the two would be best at explaining how adults learns?
I’m leaning towards reflective over transformative due to experiences involved; however, I’m leaning towards transformative because of experiences involved as well. But, the stance taken in actuality is that of in favor of all three because of the use of experiences involved; prior knowledge; and, one theory cannot thrive in an adult learning environment with the others present.
Can it be that experiential learning theory really doesn’t exist and that we are choosing based upon methodology and known researcher’s thoughts?
Response to Sara:
Experiential learning was divided into subsection according Merriam, et al. (2007), “. . .different dimensions. . .Fenwick (2003) proposes five perspectives, [constructivist, situative [sic], psychoanalytic, critical cultural, complexity]” (p.160). Of those listed, where would one expect to place Luckner and Nadler (1995) twelve reasons posted?
I read your example of the students, were you able to observe students who did not perform well in the group? If so, what signals were present? And, how did you incorporate this adult learner into the main stream of those who appeared to benefit from the sessions?
I’m asking because in adult settings there appears to be at least one who prefers to learn alone. I was one at one point because learning alone is what I had done, often. Once I was made aware of the benefits of group interactions; I began to do well on projects and assignments – it was a new experience that I had not openly accepted until I observed behaviors and actually participated, reluctantly.
Thanks, Maxie
Respond to David:
Thanks David. I will attempt to answer your questions. First, I must share that “community” and “community change” hold different meanings as it relates to the blog. “Community’ here is “. . .people may make sense of their experience through a collaboration with others in a community (sometimes referred to as a community of practice) or through introspective experiences such as mediation or dreaming (Fenwick, 2003).” according to Merriam, et al. (2007, p. 159-160).
‘Community change’ is not clear; however, I will share that ‘community’ change, based upon the experience shared in the blog, could not be initiated by the one experiencing the ‘community’ effect. To do so would probably mean that a different set of ‘experiential learning’ experiences would occur as opposed to that which was observed at that moment, thereby rendering a non experiential learning moment. In other words, ‘community’ initiates the catalyst for the experiential learning framework to exist for the adult learner as a result of “participating in a community of practice” (situative [sic] theory of learning) [an experiential learning theory dimension of Fenwick (2003). See Merriam, et al. p. 160].
To answer your question on individual experiential learning and group process: I view experiential learning as an individual process that occurs on an individual basis and is affected by prior knowledge and experiences of the individual to the ‘community of practice’ at that moment. After careful observation and the use of various research methodology [causal-comparative, correlational, content analysis], one could arrive to a notion that more than one was affected by the conference’s organizational structure, and state the probability of this experiential learning occurrence was experienced by the group.
I hope this answered, somewhat that which you were seeking. Thanks, Maxie
The experiential learning theory is appropriate for athletic training, which is my career field. Athletic training emphasizes a firm foundation of knowledge, but an ability to apply that knowledge. Experiential learning in my field is absolutely essential. Students who do not have the ability to learn from their experiences will not succeed because they don’t have the ability to progress. I found the reflective vs. non reflective learning discussion based on Jarvis’s model particularly fitting for athletic training education. The reflective learner uses the experiences he or she has gained in order to put them in a new or evolved direction of learning. The non-reflective learner simply uses what he or she already knows to repeat successful behaviors (Merriam, Caffarella, & Baumgartner, 2007). Both of these types of experiential learning can be valuable in athletic training education. The student who is able to learn from his or her mistakes and become a better professional or complete a better injury evaluation would be a reflective learner. The student who can remember successful techniques and creative ways of doing things would be considered a non-reflective learner. The non-reflective learner here uses what he or she has already experienced and what he or she has already come to know as fact and success.
Reference: Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood A Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass.
I read your blog post and I think the ELT cannot be applied to all areas of education. As an interior design educator, I noticed that my students work better by observing and later on reflecting on their own ideas in order to find their true design identity and style. Nevertheless, ELT does work in some of the projects that I assign them to do in which they require prior experiences to effectively learn from those experiences. I am curious to know what subject you are teaching, and what kind of technologies you use in your classroom that can result in students’ critical thinking.
Thanks for your input. I agree with you that not everyone likes to participate in groups; they prefer to work alone. To encourage everyone to take part in teamwork, students are asked to complete a peer evaluation form by end of each project evaluating their fellow group members. This encourages if not motivates those who are not pleased with teamwork. I usually hear complains that when in groups, these students are the ones doing all the work and the rest do not participate. Also, each group is encouraged to assign a group leader; the leader then divides the tasks between the members; group members meet to discuss their progress, design and problems. The peer evaluations and divisions of tasks has proven to be effective at least in my classes; group members are assured that their individual work is not dismissed and encourage and help their peers to finish project on time.
If I had to choose between reflective and transformational theories, I would lean toward transformational because of the emphasis put on the environment. I interpret reflective theory as being too internalized.
While I support experiential theory, I also believe that you are correct when you say that theories are often chosen "based upon methodology and known researcher's thoughts." Does this mean that I believe experiential theory is likely to be chosen based on reflective considerations? Yes. ...Sort of creates an endless loop where theories are used to evaluate other theories. AndyM
I find that an adult learner's life experiences must be taken into account in regards to how he/she learns. In order for learning to happen through experience, Dewey theorizes that learning based on experience occurs via continuity and interaction (Merriam, Caffarella, Baumgartner, 2007). Learners must connect what they've learned from current and past experiences and have the ability to view future implications resulting from the connection (p.162). Addtionally, experience is based on the interaction between an individual and his environment at the time (p.162). As a classically trained singer I was required to perform research on the character I was portraying in operatic productions so I could make the connection with what the character was experiencing and convey those experiences to an audience. This type of research has led me to adopt a similar style of research in my academic studies. I attempt to gain further insight into my studies by researching the origins of the subject matter of an assignment and incorporating that research in the assignment. I've found that such learning experiences allows me to better understand what I'm learning, in addition to improving my research skills.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
The Experiental learning theory suggests that individuals learn from experience in different ways including mentally, physically, and emotionally. According to Merriam (2007), individuals have concrete experiences; they reflect on them and then construct new knowledge as a result of their reflections on experiences. Dewey postulated that “all genuine education comes about through experience” (p.13). As adults live longer they gain an abundance of experiences in which shape future decisions made. Further Dewy (1938, p.27) explains that some experiences “mis-educate,” in that they actually “distort growth....narrow the field of further experience...[and place people] in a groove or rut” (p. 13). This was so very true in the video Malcolm X that I viewed for Module 3. Malcolm X was continuously told by Caucasian individuals through his childhood, young adulthood, and adulthood years that he was a “nigger” and in so many words worthless. Through these experiences of Caucasian individuals tearing him down he eventually built a resentment for all white individuals believing they were all associated with the devil. Experience appears to be the foundation for everything in life. From a personal stand point, if it was not from having the experience of having a brother with Down Syndrome I don’t believe I would be a Special Education teacher and such a strong advocate for those with special needs.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
184 comments:
The experiential theory best explains why adults learn in my particular field because EFL is somewhat a unique situation in which my students are learning English as a foreign language, and this differs from learning any discipline in their first language. This is a strange concept to many teachers and one not often thought about; however, it must be acknowledged that teaching one in a second language, that student is not immersed in English all day as is the case for most mainstream education. I often have to offer support at the word, phrase, and/or sentence level to make my students understand.
Using the experiential theory in EFL places experience at the center of the learning environment and creates a learning-centered perspective for students. First, let me explain the difference between EFL and ESL. They are often used synonymously, but in fact, EFL is teaching English as a foreign language, meaning that I live and teach in a country other than one whose native language is English. In my case, I live and teach in China, and my students are learning English as a foreign language; mainly, they do not have to depend on English as their second language because they are not living or working in an English speaking society (ESL), but they will need the skills for interpreting and translating in their work and in communicating with others around the world. “In the United States, it is not necessary to be able to communicate in another language in order to do business or travel...” (Krashen & Terrell, 1983, p. 65). So, in my classroom I must make sure they are getting the experience needed to function outside the classroom, or in the working environment . The best way to do this is through task-based learning, or experiential learning activities. In this way I can marry the classroom to their “real” life activities needed, so to speak. Since English is the medium of instruction, students need to be able to access prior knowledge and have the language skills to do that. My students must be able to make sense of and understand what they hear in order to perform a task.
Communication is the primary goal of any EFL program. At the university level, both for my undergraduates and the post-graduates, while communication is still the primary objective, the experiences offered must contain more developed skills, in language, in content, and in organization. They must be able to understand others’ points of view, to gather and order information, and to shape their own discourse in order to offer a response of some kind. In order to accomplish all of this, my students need to participate in experiences that will prepare them for this. Experiential learning allows them to participate and to build knowledge and skills at the same time. These basic communication skills include 1)oral (listening and speaking related to everyday life); 2) written (both reading and writing—informal like notes, letters, instructions, advertisements); 3) academic oral skills (reports, lectures, presentations, panel discussions); and 4) academic written language skills (reading and writing for a specific purpose). In order to accomplish all of this in an EFL setting, the best way is to offer “…students comprehensible input [through] experiences and allowing for opportunities to engage in [output] about their own experiences” (Krashen, & Terrell, 1983, p. 73). In EFL in particular, learning occurs through observation and interaction and making discoveries and experimenting. This is vital where language practice and communication are the primary goals. Students have to experience it.
Kolb and Fry (1975) developed a learning cycle based on experiential learning. The learning cycle consisted of four major components broken down into 1) concrete experience; 2) observation and reflection; 3) forming abstract concepts; and 4) testing in new situations. Their argument was that a learner could enter into the cycle at any one of these points. However, from personal experience (and I am no expert by any means), I know that this cycle will not work with diverse cultures learning English as a foreign language. My husband and I have discussed this particular issue with experiential learning many times at great length, and through experience, trial and error, and integrating our own “recipe” we have come up with a more linear version, that while it is still inline with the task-based learning experiences we often provide, it fulfills the need to address cultural experiences and other philosophies of education besides Eurocentric or Western philosophy. In its rough form, the linear experiential learning model would look like this:
1. Activating schema through modeling
2. Providing concrete experience
3. Observation and reflection
4. Sharing peer/group reflection
5. Forming abstract concepts
6. Transforming learning into new/real life situation.
Again, I stress this model, because it is for EFL, is somewhat linear in nature. While some of the more experienced students could “skip” possibly one of these steps and move into the next one, many could not due to language barriers. In order to introduce any new concept to EFL students, it is important to activate schema, and this includes any cultural orientation/conditions that may affect learning. Also, to hone language skills, not only is personal reflection necessary, but peer/group sharing of reflection is important to language development, both in discourse and vocabulary learning. The wording of number six “transforming learning into new/real life situation” eliminates the negative connotation of “testing” and allows for accommodation, or a systematic way of transforming information, applying and organizing information, and in the way they can store and retrieve that information in increasingly complex situations.
Merriam, Caffarella, and Baumgartner (2007) state that there are “…different dimensions to experiential learning…” (p. 160). I think that is what makes the experiential learning theory so important to EFL. Experiential learning best exemplifies EFL instruction because it explores the pattern of learning from activating schema to the experience to reflection to conceptualizing and transforming knowledge on to further experience.
Experiences can be based on cultural orientation to activate schema for new information, based on memories, a simulated project, a community based project, and the list goes on and on. Teaching English language learning through a variety of experiences lowers the affective filter through engaging activities, and provides competency based activities for furthering acquisition, improving language skills, and raising confidence levels and self-esteem.
References:
Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Hello All,
This is a reminder to list your FULL NAME when posting to this blog so that you will receive the appropriate credit for discussion participation.
Thank you. Dr. Spillett
Pam,
I found your analysis of the Experimental learning theory in practice as an EFL teacher to be both thought provoking and interesting.
Do you find the cultural barrier to be just as difficult for your students as the language barrier?
Rory Meehan
Rory, (Posted by Pam Cannon)
No, since I live in China, they don’t face the culture barrier, but I sure do. And I make mistakes from time to time, but they laugh it off, generally. However, what I do find uncomfortable is teaching American Culture without trying to come off as “superior” in any way. They have to be taught American culture because in their future jobs they will be working with English speaking people from all around the world and they need to be aware of our culture so they don’t make and social or business “goofs”. One thing they do find very difficult is Western Literature because they do not have the religious background to interpret the symbolism, mainly from Christianity. American and British literature is almost impossible for them suffer through. Can you imagine trying to understand Milton, Whitman, etc. without any knowledge of Christianity whatsoever? Even non-Christians living in the US have the basic knowledge; they are bombarded with symbolism. But these students have absolutely NO knowledge of Christianity and they often ask questions at English Corner etc.
Pam Cannon
Hello, Pam. I agree that even with prolonged exposure to a Judeo-Christian culture, some writers (Milton, etc.) can be tedious; however, it has also been my experience that if one probes deeply enough that universal principles worth examining can be found in virtually any piece of literature. Have you had a more positive experience, for example, with Shakespeare? I know I once attended a performance of MacBeth that was done "Adi Imin" style as if it were happening in 1970s Uganda. The words were the same; the clothing different, of course. And those three witches--when shall we three meet again?--were witch doctors in full costume. The effect was incredible.
Anyway, thank you for your defense of experiential learning. It occurs to me as I write this that participating in drama such as MacBeth could be a form of such learning.
Take care,
Suzanne
Suzanne,
You are so right. Drama is great for foreign students--in more ways than one. It's also great oral speaking exercise that is not so tedious as the drills they are accustomed to. Just getting them to "act" is difficult, especially in school because they are supposed to sit with their hands behind their back all so proper. I can just see that performance--how great. I will definitely use your idea at some point!!!
Pam Cannon
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Experiential Theory from John Hedrick
The experiential theory best explains why adults learn because of its simplicity and the fact that the "direct embodied experience engages one in the mental, physical, and emotions of the moment" (Merriam et al, 2007, p. 159). For example, Lindeman (1961, p. 6) argues that "the resource of highest value in adult education is the learner's experience."
I try to stress this in my communication classes by making the class exciting, relaxing, yet very interesting at the some time. I reward good behavior and hard work with appropriate and educational movies trying to convey an experience the students will never forget. I teach public speaking and try to be as open-minded, not dogmatic, as possible knowing every individual has different likes and dislikes.
One of the primary assumptions underlying Knowle's (1989, p. 58) work on andragogy is that "adults come into an educational activity with both a greater volume and a different quantity of experiences from youths." As adults live longer or proceed into college, they tend to accumulate both a greater volume and range of experiences. Kolb (1984) states, "learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the processes of the learners" (p. 22). Kolb notes that these experiences can be personal (like moments of happiness or excitement) which I try to bring into my classroom. I can remember back in undergraduate school this one professor who had a knack of always keeping us entertained in class by reading something interesting, showing a new movie or simply relating stories of his life to communication theorist. These experiences always stuck with me as I started teaching.
John Dewey (1938) argued that "all education comes about through experiences" (p. 13). This "does not mean that all experiences are genuinely or equally educative" (p. 13). In fact, some experiences "mis-educate," in that they actively "distort growth.... narrow the field of further experiences.... and place people in a groove or rut" (p. 13). I think being too negative or over critical of a student could have this effect. Dewey (1938) sums it up by arguing that "education is not a name or a slogan but the reason alone for a sound philosophy of experience" (p. 91).
References:
Dewey, J. (1938). Experience and education. New York: Collier Books.
Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lindeman, E. C. (1961). The meaning of adult education in the United States. New York: Harvest House.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood. A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass. 8:29:00 AM by John Hedrick Delete
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John,
I appreciate the information that you have provided in your post, especially that of the relation that a communications professor made during class that kept you in tune to the topic at hand.
You mentioned that you currently teach - I am wondering, then, both what age group you work with currently and whether or not you use any type of experiential learning in your classroom. If so, can you provide some examples of the type of application you believe experiential learning embodies? Thank you.
Robyn York
John, interesting post, could you elaborate more on Kolb's experiential theory. My original post was on reflective learning in which I quoted Knowles, Linderman, and Schon where it was determined "everybody is active sometimes and reflective sometimes.
The experiential theory best explains why adults learn because experiential learning provides the pedagogy to many successful types of learning environments (Montessori, 4-H), trades (apprenticeships, journeyman) and the development of skills which can only be accomplished through hands-on, real-life processes. The foundation of experiential theory is based on the idea that experience matters. Dewey argued in the 1930’s that learning could occur as long as continuity and interaction occurred (Merriam, Caffarella & Baumgartner, 2007). A short time later, Lewin (1951) would develop his own theory about experiential learning which based his model on concrete experiences in which during the experiences, observations were made which shape the individual and his thinking.
Building on Dewey’s and Lewin’s theories, Kolb developed the theory, specifically focusing on the three necessary accomplishments for learning to occur. Kolb (1984) believed that experience, reflection and application had to occur in order for learning to transpire. Experience involved the learner in actually doing or performing an activity. Reflection involved the learner contemplating and sharing reactions and observations and then processing and analyzing them. Application, also known as conceptualization, helps the learner deepen and broaden their experience through generalizations. Boud, Keogh & Walker (1985) determined that during experiential learning, the learner would need to return to the experiences after some time and revisit the original positive and negative feelings and reevaluate from the perspective of the current situation which would emphasize critical reflection, synthesis and evaluation.
For many tasks, we must do them to effectively master them. For example, learning to ride a bicycle may seem easy if you watch someone riding a bicycle. However, the task of riding a bicycle is not simple, as it requires balance, coordination and concentration. Without actually doing the task, one can hardly become a master at riding a bicycle. Reading a book about riding a bicycle will not actually teach an individual to ride a bicycle. Experiential learning has been established to be not only a successful tool for adult learners but it also recognizes that experiential learning (Luckner and Nadler, 1999):
• Is self-rewarding because of the intrinsic value and vitality as a learning tool;
• Encourages the idea that what people do is more important than what they know;
• Renders appropriate behaviors and attitudes because they are visible and can be addressed as they occur;
• Is built on a premise that it is not enough to merely explain it to people, but they must be shown what to do so that they may master it;
• Moves beyond knowledge and into skill; and
• Allows individuals to remember the information over a long period of time because the learning process is enjoyable, motivating and rewarding.
Experiential learning is the most positive and effective way for individuals to learn. Through hands-on experience the information is shown and then immediately practiced by the learner. This process helps with retention of information, enjoyment of learning and encouragement to become a master at the skill.
References
Boud, D., Keogh, R. & Walker, D. (1985). Promoting Reflection in Learning: A model. In
reflection turning experience into learning,. London: Kogan Page.
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and
development. New Jersey: Prentice Hall.
Lewin, Kurt. (1951). Field theory in social sciences. New York: Harper & Row.
Luckner, J., & Nadler, R. (1999). Why experiential learning is so important. Sabre Corporate Development,
Retrieved February 5, 2009, from http://www.sabrehq.com/cutting-edge/teambuilding-components.htm.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn because it is straightforward, helps us to look where we have been and then look forward to where we are going. It allows the learner to have hands on approach to learning and that definitely cannot be gained by just reading it in a book. I have often heard that one of the best places to learn is at the feet of an elderly person and I think that is so true. Having that kind of experience and sharing it with others is part of experiential learning. Sharing and discussion is key in this learning environment. Letting this type of learning guide you toward more concrete learning is immeasurable. Mueller & Norton (2005) state that Kolb’s experiential learning theory is based on experiences and having students actively engaged in what they are learning (p. 215). When students are actively engaged and are able to participate it helps to build on past experiences and solidify what is being taught.
When describing Kolb’s model for experiential learning the learner begins at one phase of learning, gains experience there and moves into another phase of learning. This process continues until the learner has grasped the material and developed a strong knowledge base about the subject at hand. “Kolb pictured these capabilities as interrelated phases with a cyclical process, starting with the concrete experience and then moving through reflective observation and abstract conceptualization to active experimentation” (Merriam, Caffarella, & Baumgartner, 2007, p. 164). He sees the learner as beginning with hands on practice, visiting a site or practicing a task then the learner works in groups to discuss and review the topics. The final step is to perform the task or procedure in a real setting.
As a school nursing supervisor I deal with teaching and learning opportunities every day. Many of our students have tube feedings, must be catheterized, and suctioned via a trach among other things. In my office we have a doll that we used to practice with (a simulation doll) complete with a trach and feeding tube. Even though the nurses are very skilled and have been to nursing school, it is nice to use this doll as a refresher before performing the procedure on a student in the classroom. After practice, we review with each other, discuss what we could have done more effectively, share our thoughts and then of course the procedure is performed the next day in the school setting with the student. This is a wonderful example of experiential learning at its best. Nurses must be very confident in what they are doing because there is no room for error, especially when working with a child. “ In order for people to interpret experiences positively and to learn effectively they need to have confidence in their abilities, good self – esteem , support from others, and trust in others” (Merriam, Caffarella, & Baumgartner, 2007, p. 165). This learning activity helps to build that confidence and cement what had already been learned in nursing school. I have often heard that it is not practice that makes perfect but perfect practice makes perfect and Kolb’s experiential learning theory can help to guide us to perfection every time.
References:
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Mueller, C. & Norton, B. (2005). Service Learning: Developing values and social responsibility. In Billings, D.M. & Halstead, J.A. (Eds.), Teaching in nursing: A guide for faculty (2nd ed.). (p.215). St. Louis, MO: Elsevier Saunders.
Lisa Minor
In experiential learning it appears that the learner acquires knowledge only according to the specific task at hand. How does experiential learning relate to other "experiences" for learning - is there evidence to support the learner can synthesize the learning to other actions?
Lisa, I want to comment on your post about how perfect practice makes perfection, i too work with nursign students and your posta makes perfect sense to me, but for purposes of criticism for this discussion, what if the practice isnot perfect? what if they are learning in a hands on environment and they are becoming competent at a skill in the wrong method? we set lab hours with scenarios for our students for practice on the simulation models. they are supposed to test off on certain skills, sometimes they have taught themselves some poor habits. Instructor inteferance is necessary in order to reinforce the best techniques. Merriam, Caffarella & Baumgartner (2007, p. 184)suggests that some criticism related to this theory is in the oppressive nature of instructor interferance but is necessary to limit bad behaviors from being reinforced. when instructors use tha approach of steppping in at the optimum times they can avoid the bad behavior and reinforce the positive behaviors. good post elizabeth gatz
The experiential theory best explains why adults learn in the field of funeral service education, especially where I teach at the Pittsburgh Institute of Mortuary Science (PIMS), because there is an emphasis on “hands on” teaching and learning. The two elements that a future funeral director needs to develop proficiencies in are the all-encompassing preparation of the decedent and a confident, yet compassionate, manner to handle all of the arrangement details with the family. As such, the faculty members at PIMS teach both of these critical skills using experiential techniques.
Each decedent entrusted to the care of a funeral service professional will present a variety of patho-physiological and chemical changes as well as anatomical artifact. These issues are discussed in a theoretical manner, but the practitioner simply cannot diagnose the differential planes of problems that could be faced until the problem is actively encountered in practice. Under the mentorship of a licensed professional mortuary students are trained in a laboratory practicum that gives them “hands on” experience.
Students get the opportunity to participate in the critical analysis and operative procedures of almost 500 cases at PIMS. This experience is invaluable because when each student graduates and begins practice, internal polling in the funeral industry showed that PIMS graduates are the best trained in technical protocols. Fenwick (2000) stated, “Experience embraces reflective as well as kinesthetic activity, conscious and unconscious dynamics, and all manner of interactions among subjects, texts, and contexts” (¶1). I contend that Fenwick’s idea supports the notion that experience is mission critical across the broad spectrum of education—even in teaching the art and science of mortuary preparations in funeral service education.
Additionally, every family that a funeral service professional is called to serve will be a unique situation. Due to the emotional charge of the situation, a professional director will be faced with an array of personal challenges. Although concepts about the “how to” of making funeral arrangements are covered at PIMS (and all mortuary colleges), it is difficult to present the emotional dynamic for every situation. Hence, students are literally facing the unknown in this aspect of their profession; this can result in a lack of confidence and a subsequent lack of performance. Therefore, experiential learning theory is useful in their training for this aspect of the profession.
Specifically, the most effective teaching tool is “situative learning.” This methodology allows the student, in an observatory capacity under the auspices of a mentor, to interact directly with “real-time” grieving families. Fenwick (cited in Merriam, Caffarella, & Baumgartner, 2007) reported that this type of approach can “enable confident action (by the learner) in situations where confident competence is lacking” (p. 170). The result is a student that has directly interacted with grieving people. This experience of “sitting in on real arrangements” better prepares a mortuary student for the emotional rigors of dealing with families. The student sees how people react in different end of life situations and develops the appropriate counseling skills to assist the bereaved. Once again, this example is demonstrative of the effectiveness of experiential learning theory in funeral service education.
Another area that exemplifies experiential learning theory is the manner in which PIMS faculty members employ experiential learning blending aspects of the critical cultural approach and complexity theory (Merriam et al., 2007). From the critical cultural view, Freire (cited in Merriam et al.) referred to “problem posing.” This is the critical analysis of complex issues in an attempt to gain new perspectives to address and solve the issues.
For example, various socio-cultural and competitive forces that threaten to reshape the industry are facing the funeral service professional today. Alternative means of disposition as well as non-licensed providers are devaluing the personal and economic integrity of the profession. PIMS faculty members try to help students to understand these changes so they may consider proactive solutions to ensure their futures in funeral service.
This strategy of identifying issues and then motivating the students to attempt to change or solve the problems is consistent with the complexity theory in the experiential approach. Research showed that solving work related problems is a key task for the adult learner (Fenwick, 2008). Moreover, solutions to problems in the complexity theory are designed to have an overall positive impact throughout a social or organizational system (Merriam et al., 2007). From the previous example, I demonstrated again that the experiential context is the an effective means for funeral service educators to engage students in the problem solving process with results that might have far reaching impact on society.
In conclusion, I have illustrated the with the specialized tasks in funeral service involving decedent care and family consideration, the experiential theory is the most effective means to teach and learn funeral service education. By emphasizing practical applications with situative learning, funeral service educators at PIMS enable students to build a cadre of useful experiences for their future practice. Additionally, PIMS students view issues in the industry and attempt to solve them through the lenses of critical cultural and complexity theory. To that end, I conclude the optimal training mechanism for funeral service education is experience.
Reference:
Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Retrieved February 5, 2009, from http://www.ualberta.ca/~tfenwick/publications/PDF/21Experiential%20Learning%20in%20Adult%20Education%20A%20Comparative%20Framework.htm
Fenwick, T. (2008). Workplace learning: Emerging trends and new perspectives. New Directions for Adult and Continuing Education, 119, 17-26, doi: 10.1002/ace.302.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Carol Jones
The Experiential Learning Theory best best explains why adults learn becaue as Dewey (1938) indicated "all genuine education comes about through experience" (p. 13, as cited in Merriam, Caffarella, & Baumgartner, 2007, p. 162). Fenwick (2003) postulates five perspectives to Experientail Learning; in short, Constructivist approach is reflective in nature relative to the experience; Situative approach, learning as a result of doing; Psychoanalytic perspective, battle between the conscious and the unconscious and how each directly impacts learning; Critical Cultural perspective, a challenge to the status quo; and Complexity Theory, what systems are involved in binding the learning experience together (as cited in Merriam, Caffarella, & Baumgartner, 2007). The following scenario will illustrate how each of Fenwick's concepts on Experiential Learning is applied. The child who desires (Psychoanalytic perspective) to learn how to play baseball dreams of one day being on a team. one might argue that the child can learn to play baseball by being taught through lectures, the use of pictures, and the like. However, baseball as it is; is an interactive sport which requires one to become actively involved (Situative approach). The child goes out to the ball park and engages other children, participates in the process of being placed on a team, holds the bat, swings at the ball, gets yelled at, picked on, and maybe makes a run (Complexity Theory).
The child, who upon completion of these events, decides s/he liked some and not other aspects of the day, begin to ponder how to maintain the good and erase the bad events (Constructiivst approach). Taylor, Marienau, & Fiddler (2000) cited Kolb (1984) who stated " For an event to become an experience requires both attending (spending time "being prsent with" an event that just happened or recalling an event that happened in the past) and affirming (accepting and valuing the event, even if one's initial response is to dismiss or disregard it)(p. 24). During the reflection the child realized the need to confront certain challenges in order to progress successfully, stay on the team, and become a better player. This realization may include challenging the status quo (Critical Cultural perspective) and proving to be a worthy member of the team. Through the above scenario the perspectives postulated by Fenwick are evident. This author holds that experience and learning go hand in hand be it through direct or vicarious processes.
References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2000). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners: Strategies for teachers and trainers. San Francisco: Jossey-Bass.
Hi Elizabeth,
Thank you so much for responding to my post and you are exactly right. If practice is not perfect then we are doing a dis-service to that learning. I completely agree that instructor interference is essential and that is why we have check off points before it is done in a real setting. It is also my belief that the intructor must be there the first couple of times that it is done in the real setting to assure that the procedure is truly being done correctly. Great points and thanks for sharing them.
Lisa
Lisa, well written post on experimental learning. I have been reading many posts about the different learning theories and they all connect at some level. In reading your post, you described Kolb’s experiential learning as: on the job training (simplified). How does an individual learning a new task by an instructor that is showing them short cuts and skipping over protocol help them move forward if there is no measure of learning and how is it that the bad habits and poor techniques learned are not perpetuated? Also, Is this learning style set up for the less educated individual because it is more behavioral verses cognitive or does this learning style pertain to every level of intelligence? Final question: Does experimental learning theory apply to Knowles assumption on prior experience and the need for adults to know why information is important and relevant or is more of a static (memorization) approach?
Posted by: Kimberly Witzig
Pam,
What would be the impact of previous experientials of students in a class? Could it be that unrestrained input from student experientials would cause a muting of the intended learning outcomes of the class as a whole?
Timothy Boone
The Experiential Learning Theory best explains why adults learn because it validates, integrates and utilizes what prominent researchers have long considered a central component to the adult-learning process, the experiences brought into the learning situation by the learner. When we look back to some of the foundational works of Lindeman and Dewey, we find that the central piece involved experience. As these pioneers continued to study how adults learn, they continued to assert the role of experience on learning. Lindeman (1926) referred to experience as “the adult learner’s living textbook” (p. 7). Dewey (1938) reported that “all genuine education comes about through experience” (p. 13, as cited in Merriam, Caffarella, & Baumgartner, 2007, p.162). Knowles (1980) contended that “the more active the learner’s role in the process, the more they are probably learning” (p. 50). Adult learners have to be able to connect prior experience to present learning tasks and then be able to interact with it so the new learning has connectivity to where the learner is at the present.
I see this frequently with my liberal studies students who are aspiring to become elementary teachers. One of the assignments they complete in my US History course is to develop a lesson plan based on some historical figure. Before we get into the specifics of the assignment, I ask them to think about some of the better teachers they have had in life. I ask them to reflect on what it was that made these teachers so good. After this, we spend time in small groups discussing their experiences with each other with the intention that they will glean some of these characteristics and then use them when they create their lesson plan. This has been a great activity that helps them process what they have experienced in the past, connect it to what we currently are doing in class and eventually allow them to create a lesson plan that has much greater potential for success than if I were to simply assign them the task of developing a lesson plan based solely on what I may be teaching them.
Kolb and Kolb (2005) expanded on the works of Dewey, Piaget, and Lewin and created a cyclical theory of experiential learning. Their constructivist approach to learning taps into the experience of the learner and provides a model that enables the adult student to effectively articulate learning that is based on their personal experiences. This approach held that learning from experience required four connected abilities: involvement in a concrete experience, reflective observation of that experience from a variety of perspectives, abstract conceptualization of the experience and finally active experimentation with the new learning gleaned form the experience. This entire process and cycle is one that can be repeated over and over as the learner interacts with their experiences. In our adult degree programs at Azusa Pacific University, we use Kolb’s model to allow students the opportunity to write about learning experiences from their past that can many times be used to earn elective credit toward their degree. We have two Prior Learning Assessment (PLA) faculty members who instruct our students in the Kolb process so that they are able to effectively articulate prior learning experiences that can be submitted for credit. This is an alternative form of assessment that validates the prior experience of our students and gives meaning to them in a tangible way toward their degree goals, even though they didn’t necessarily “learn it in a class.”
Jarvis’ learning model also recognizes the importance of experience in the learning process. Jarvis (1987) stated that “learning always begins with experiencing” (p.16). His model is another example of an adult learning theory that has the learner’s experience as a central component. I am intrigued by the connections he has made to modern brain research and hope to explore his work more thoroughly as I continue to explore his work. Of all the theories we have been exposed to so far in this course, the work of Jarvis is the one that has been the most interesting and helpful to my own practice. Adult students are very complex. They bring many things to the classroom with them and the more we can understand how best to utilize their strengths and couple that with teaching practice grounded in solid theory, the better we become at helping them achieve true learning.
Fenwick’s (2003) five perspectives; Constructivist approach; Situative approach; Psychoanalytic perspective; Critical Cultural; and Complexity Theory further supports why experiential learning best explains why adults learn. Each of these conceptual approaches to experiential learning can provide the learner with a practical avenue to learn from their experiences.
Reflecting on one’s experience is also critical to experiential learning theories. Adult learners must be able to analyze and process their experiences for them to have meaning and thus produce learning. The theorists presented here all include effective avenues for reflection. The final steps are for learners to be able to apply their learning to possible future experiences or situations. It becomes a somewhat cyclical process but the hub at the center is always the experience of the learner.
As I strive to improve my practice as an adult educator, I have found that the more I can draw my students into the new learning by tapping into their own experiences, what results is a far richer learning environment for everyone. If student experiences are devalued or marginalized, can true learning even take place? While researching the various learning theories presented in this module, nearly all of them place a high value on the learner’s experience. Mezirow’s Transformative theory is but one example of an alternative adult learning theory that holds experience at a high value to student learning.
When all is said and done, I doubt any of the experts would deny that student experience must remain a central component of adult learning theory and practice. Experiential Learning theory champions the idea of experience and thus comes out as the best way to explain why adults learn.
References
Jarvis, P. (1987). Adult learning in the social context. London: Croom Helm.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Association Press.
Lindeman, E. C. (1926). The meaning of adult education. New York: New Republic.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass
The experiential learning theory best explains why adults learn because it embraces the hands on approach to learning rather than simply reading or being told about the subject matter being studied. Experiential learning involves a direct encounter with the phenomena being studied rather than merely thinking about the encounter or only considering the possibility of doing something about it (Brookfield, 1983). Through experiential learning, learning takes place daily, through life experiences. Through reflection of these personal experiences, one can then dissect these experiences and begin to make logical sense of them, and apply it to related situations that may arise.
The principle of Kolb’s learning cycle is that we all follow the following four stages of learning as we acquire knowledge, experience, and skill. Concrete experience provides a basis for reflective observation. These observations can be distilled into abstract concepts, which are then actively tested with experimentation. Eventually the learning cycle starts over again (Swinton, 2006).
In the state agency that I work for, our training experiences tend to mimic the ideas proposed by Kolb’s learning cycle. In the training environment, hands on experience with the concepts being learned, is extremely valuable and important for the trainee to have. In certain training courses, designed for beginning social workers, the trainee will experience multiple concepts regarding ethics and state laws that govern the field of social work. After learning these concepts, the trainee will discuss the theories learned and then apply what they learned by walking through mock scenarios to relate the theory into a real life situation. After these mock scenarios, the trainee will receive critique, reevaluate the experience, and understand what was done right and wrong.
Kolb’s learning cycle in essence helps solidify experiences, and in the case of the social workers training course, concepts and ideas on ethics and laws governing the field of social work.
References:
Brookfield, S. (1983). Adult Learning, Adult Education and the Community . Taylor and Francis Group.
Swinton, L. (2006, October 2006). Kolb's learning style inventory and kolb's learning cycle explained . Retrieved February 4, 2009, from Management for the rest of us: http://www.mftrou.com/kolb-learning-style-inventory.html
Pam,
I enjoyed your post, and I am certain that living in China is amazing. Do you get to travel much?
Anyway, how do you manage all of the individual needs of your students. Also, my understanding of experiential learning is that the student is in some ways 'self-taught', so the teacher takes on the role of a facilitator. Do you agree with this? Also, I remember from an old interpersonal communication class that the Chinese are a high-context society. The concept of face is a big deal with them if I recall. Do you see this as an impediment to learning? I also recall that these type of societies normally learn by observing others as they demonstrate. Do you find that to be the case? I also was curious as to what type of experience your students were relying on to learn the language.
Melinda Howard
The experiential learning theory best explains why adults learn because it allows real life experiences to transfer into knowledge. Individuals categorize themselves by what they have experienced such as parent or teacher. It is also a way in which society views people. A doctor, lawyer, or scientist may offer more social status than a plumber or custodial worker. No matter what type of experiences one has had, something can be learned from it. Kolb describes learning as a “continuous process grounded in experience” (Merriam, Rosemary, and Baumgartner, 2007). One may learn from other experiences without the need to go through the same events. Lessons learned can be included in the education process to aid in an individual’s decision making process as well as personal choices.
One theorist, Carl Rogers highly regarded experience as an aspect of life that should not be ignored. He placed emphasis on the whole person which includes the world that he/she lives. In counseling, his person-centered approach includes components which encourage positive growth (Gerard, 2002):
1. Empathy-Understanding clients as they are
2. Congruence-Genuineness
3. Unconditional Positive Regard-Respect
Rogers thought on the outcome of learning is characterized by (Merriam & et, al., p. 283):
1. Personal involvement: The affective and cognitive aspects of a person should be involved in the learning event.
2. Self-initiated: A sense of discovery must come from within.
3. Pervasive: The learning “makes a difference in the behavior, the attitudes, perhaps even the personality of the learner.”
4. Evaluated by the learner: The learner can best determine whether the experience is meeting a need.
5. Essence is meaning: When experiential learning takes place, its meaning to the learner becomes incorporated into the total experience.
Experiential learning can offer different dimensions of education (formal, informal). No two experiences are completely alike. But one can learn from another without having to go through the same events. In adult learning, the ultimate outcome is for the individual to recognize options at hand and to make the best possible decisions. Rogers was adamant about the importance of experience in counseling and learning. Experience is education (Merriam, p. 283). As a counselor, I have worked with clients with various psychological needs. I do take Rogers’ three core components of positive growth seriously. I have seen first hand of the difference it has made in counselor/client relationships. It encourages a more open dialogue during counseling sessions. The client’s trust issues are usually resolved early on. And the counselor can begin working on the client’s personal issues without wasting time in counseling sessions. The ultimate goal for clients is to recognize that they have choices and to choose the right one for him/her based on their life experiences.
Merriam, S. B., Caffarella, R. S. & Bamgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.) San Francisco: Jossey-Bass.
Egan, G. (2002). The skilled helper: a problem-management and opportunity-development approach to helping (7th ed.) California: Brooks-Cole.
Timothy,
Previous experience can certainly inhinbit learning and that's where teaching expertise comes in. For example, I am trying to learn Chinese and I apply American English rules to the pronunciation which definitely inhibits my ability in pronunciation. So the same can be true of anything, particularly in my experience of teaching English as a foreign language.
Pam Cannon
Experiential Learning is particularly interesting in my field of physician assistant (PA) education. PA educators have often stated that students who attend our Master’s level programs are exposed to volumes of complex medical principles during the didactic year. While real efforts are made by faculty members to deliver the required educational pieces in ways that will be retained by students, it is the experience students obtain during the clinical year that solidifies the medical principles that students struggle to recall during the didactic year. If all genuine education comes through experience (Dewey, 1938), PA education is no exception to that rule.
The clinical experience students obtain in physician assistant programs rely on continuity, in that students take knowledge and pearls of wisdom from clinicians who have gone before them (clinical preceptors), and they use it to shape the quality of care they are able to learn to give to their own patients. It is this interaction between the PA student and their immediate environment that allows them to develop a mechanism for patient care that rivals that of their preceptor.
As much of experiential learning focuses on procedures used by practitioners from the constructivist and situative paradigms (Merriman & Caffarella, 1999), clinical rotations serve as cognitive apprenticeships for physician assistant students. The rotations help students acclimate to the culture that is the clinical site. Students participate in the same clinical activities as they would in professional life as a PA.
Like the five phase model outlined by Brant, Farmer, and Buckmaster (1993), PA students are often exposed to experiential modeling that consists of modeling (the student follows the clinical preceptor’s guidelines for practice) , approximating (clinical preceptor allows students to interact with patients under some supervision), coaching (the clinical preceptor helps student understand difficult concepts and oversees student-led procedure performances), scaffold removal (preceptor allows student to see patients more independently and only gives help when asked—student is more self-directed), and generalizing (student is able to use skills obtained from seeing one patient to another patient’s care). As outlined above, experiential learning is best for the clinical realm of physician assistant studies.
References:
Brant, B.L., Framer, J.A.Jr., & Buckmaster, A. (1993). Cognitive apprenticeship approach to
helping adults learning. In D. Flannerey (Ed.), Applying cognitive learning theory to adult
learning (pp.69-78). San Francisco: Jossey-Bass.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Merriam, S.B. & Caffarella, R.S. (1999). Learning in adulthood: a comprehensive guide (2nd
ed.). San Francisco: Jossey-Bass Publishers.
Melinda,
I enjoyed reading your post because it summarizes the experiential learning theory focusing on counseling as a mentoring role in adult education. I wrote my post on transformative learning theory and relate the components you listed which encourage positive growth and find them helpful strategies toward transformative learning. However, the power of counseling is effective in transforming adults’ experiences whereas the power of learning outcomes differs from those of the experiential. I think that adults learning outcomes depend on the educational practices that we apply and use, in essence, involving the entire person. Don’t you agree?
Rory Meehan
Not a comment. Posted blog but could not see it.
Experiential Learning
The experiential learning theory best explains why adults learn because not only do students acquire knowledge or information, but also how to apply knowledge skills and feelings in a relevant setting. Experiential learning is connecting the dots between what is being taught and experiences of the student. Kolb’s and Fry’s (1975) model:
1. Concrete experience
2. Observation and reflection
3. Forming abstract concepts
4. Testing in new situations
Reflection is an important step in the experiential model. When I sit in another teacher’s class as an observer, I reflect on my past experiences to better understand the relevance of the material. The material is also more interesting. When I teach I will give examples from my own experiences to underscore the material. I also will attempt to draw out of the high school students experiences which are relevant to the material after reflection. With these young adults reflection does not come easily. Reflection takes effort.
In the experiential learning model, Kolb and Fry (1975) argue that learning can begin at any point. An example of this is when a student observes and reflects, then forms abstract concepts, tests the learning in a new situation, and finally has a concrete experience. For most of my high school students, the learning I teach them will assist in completing the learning circle. For some it will not take long, for others it will take many years.
Reference
Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. London: John Wiley.
The experiential theory best explains why adults learn because it takes practical life experience into account. Edward Gibbon, an English historian, reportedly said, "I have but one lamp by which my feet are guided, and that is the lamp of experience. I know no way of judging the future but by the past."
Experiential Learning Theory has been supported by early theorists, including Dewey, Lindeman, Kolb, Boud and Walker, and Jarvis. However, unlike some theories which fade away this theory has sustained support by more current theorists, including Usher, Bryant and Johnston, Fenwick, and Knowles. The longevity of a theory lends to its credibility.
Personally, I believe the ways in which we learn, retain knowledge and otherwise interpret information is based on a skill set we develop during childhood. Our experiences with educators begin at an early age and stay with us throughout our lives. According to Fenwick (2003), "learning is rooted in the situation in which the person participates, not in the head of that person as intellectual concepts produced by reflection" (p. 160). Fenwick contends it is the experience, not necessarily the information being learned, which shapes an individual’s learning abilities (Merriam, Caffarella & Baumgartner, 2007, p. 160).
Kolb and Kolb (2005) reviewed the works of theorists Carl Rogers, John Dewey, Jean Piaget and Carl Jung and proposed six general propositions of experiential learning theory (Merriam, Caffarella & Baumgartner, 2007, p. 163). These six propositions help explain the reasons why experience is one of the most important aspects of learning. In my opinion, two of these ideologies stand out, in particular, for the argument experience is a main factor of learning: learning is a process, the outcomes are not of overall important and learning is relearning (Merriam, Caffarella & Baumgartner, 2007, p. 163).
The first proposition states, “learning is best conceived as a process, not in terms of outcomes” (Merriam, Caffarella & Baumgartner, 2007, p. 163). I agree with this ideology. As a learner, I may not remember every detail of a learning experience, but typically remember the outcomes of a major assignment, presentation, or other experience.
The second proposition states, “learning is relearning” (Merriam, Caffarella & Baumgartner, 2007, p. 163). Life is a continual process of learning. As we add experiences and live through varied situations, our perspectives are altered.
The educator’s role in experiential learning is also of importance (Fenwick, 2003). It is a teacher’s job to, “…serve as facilitators of reflection and encourage learners to discuss and reflect on concrete experiences in a trusting, open environment” (Merriam, Caffarella & Baumgartner, 2007, p. 169).
I think it is impossible to exclude the importance of one’s experiences in regards to the learning process. The very way we read, study, and interpret information is based on a previous experience. Therefore, it is my opinion that the experiential learning theory is the most important theory in adult learning.
References
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malbar, FL: Kriegar.
Kolb, A.Y., & Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management, Learning and Education, 4(2), 193-212.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Career and technical Education is particularly consistent with experiential learning. Most, if not all, vocational training classes have a type of fieldwork or clinical rotation associated with the training. Not only does a student get traditional training, but has an opportunity to see, feel, touch, smell, hear, and, if applicable, taste the training.
According to the advocates of experiential learning theory, this type of “immediate or concrete experience” leads to observations and reflections. Knowles’ andragogy posits that “an adult accumulates a growing reservoir of experience, which is a rich resource for learning.” This assumption is consistent with Kolb’s experiential learning theory.
In a teaching experience like career training, being able to perform the task(s) at hand leads to deeper learning with longer term retention. John Dewey wrote that “all genuine education comes about through experience.” He goes on to explain that not all experiences are good and some actually “mis-educate.” This is true as we go through life in our day to day routines. We all experience good and bad experiences. However, there are times that we clearly remember experiences and can build on that information in learning experiences later in our lives.
Kolb’s “cycle of learning” is directly applicable to career training: 1. Immediate or concrete experiences, 2. Observations and reflections, 3. Abstract concepts, and 4. Actively testing in new situations. This is precisely what I try to accomplish when presenting vocational training. For example, showing Restorative Nursing Aide students in the classroom how to use the various walkers, canes, and other paraphernalia that they will need in the workplace is a concrete experience. The next step is to bring them to a clinical site. At this site they will observe the patients actually being assisted to use these items. At that point they will practice with the patients themselves. Having this experience and observation they are then able to conceptualize the various uses for the ambulatory devices and how they might be used in different ways with different patients. Finally, they are able to put their observations, experiences, and conclusions to the test by working with the limited ambulatory patients and providing them with assists and devices. Helping them through physical therapy, and doing this over and over with several patients.
This is one example of how experiential learning can be, and is, used in career training. It would seem that of all the learning theories, experiential is the most efficient and consistent with adult learning in a vocational setting.
References:
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Kolb, D.A., Boyatzis, R. E., Mainemelis, C.,(1999) Experiential Learning Theory:
Previous Research and New Directions. Case Western Reserve University. Cleveland, OH
"The experiential learning theory best explains why adults learn because…."
As the course text suggest, “experience plays in learning in adulthood (Merriam, Caffarella, Baumgartner, 2007).” In essence adults come into an educational environment with both a greater volume and different quality of experience (Knowles as cited in Merriam et al, 2007, pp 161). Therefore, the goal should be to enhance and further develop adults so that a connection can be made between experience and learning. The Experiential Learning Theory offers many objectives for meeting this goal including individual experience, the educator’s role, and the community.
As the demographics of students pursing higher education changes (the aging population, those with careers working long hours, and those with family responsibility) new-strategies based on old-theories will prove to be essential as well as crucial in helping institutions of learning meet the needs and improve the success rate of these adult students. The Experiential Learning Theory strategically clarifies how adults learn, grow and develop emphasizing on the role that experience plays in the learning process.
First, in order for experience not to be detrimental to the learning process it must be effectively and properly perpetrated. Fenwick, (as cited in Merriam et al, 2007, pp 160) states that participation (individual experience) in a community of practice improves, further develops, or eliminates extreme experiences which may be harmful to learning. Service based (community) learning is one way in which individual experiences; the educator’s role and the community are coupled to positively affect the learning process. Engaging or participating in certain academic, social, civic, personal or professional activities that are meaningful and valuable (for the learner and community) is the core of service learning. Service learning can be distinguished from traditional out-of-classroom learning (internships, practica, clinical training, workplace learning) by these characteristics (1) clear leaning objectives that connect classroom leaning to community based learning, (2) service activities that address a community-identified nee (3) community partners who act as co-educators and contribute to student learning, (4) an activity that ensures benefits to both the student and the community with an exchange of knowledge that strengths both parties, (5) connections to the learning goals established through rigorous and intellectually challenging reflection activities, and (6) consequential assessment strategies capturing student leaning outcomes and informing partnership improvement (Holland and Robinson, 2008). In their research, Holland and Robinson (2008) link service learning with improved student retention; academic learning; persistence to degree completion; and increase in prosocial behaviors, self-esteem, motivation, critical thinking and communications skills, and interpersonal relationships including multicultural and global understanding which as put by Fenwick is the “root” to successful learning.
Secondly, the community can reciprocate positive outcomes on the learning process through the critical cultural perspective, the effect that power has on experience. Recognition, collective action, understanding, and conflict are all key to outlining how power works in society. For example, a group of nutrition educators realize how high-fat and high sugar snacks in school vending machines may put students at risk for certain health disparities like obesity (and it’s related conditions). They unite to lobby the state to make healthier snacks available in vending machines. They learn how to lobby their legislature and as a result a bill is passed requiring schools including post secondary (adult learning institutions) are required to make healthier snacks available in vending machines which can be linked to positive learning outcomes such as improved student retention, increase in prosocial behaviors, self-esteem, motivation, critical thinking etc. (as previously noted from the research of Holland and Robinson, 2008).
Lastly, educators play a vitally important role in arranging situations, strategies, or creative learning environments that are critical to the learning process. Again service learning can be an appropriate avenue. Students facing barriers or involved in situations that interfere with learning progression can benefit from these community-based activities. Service learning can be essential in solving many challenges; responding effectively to adult learner needs and preferences, and raising adult learner ambitions to further study or succeed. The Experiential Learning Theory efficiently connects learning and experience through enhancement of the individual learner’s values, knowledge, and skill; the educator’s creative, diverse, and detailed planning; along with engaging community opportunities.
References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Holland, B., Robinson, G. (2008). Community based learning with adult: Bridging efforts in multiple sectors. New Directions for Adult and Continuing Education, 18, 17-30.
The experiential theory best explains why adults learn because experience is an important aspect in the education of an adult learner. John Dewey stated “all genuine education comes about through experience” (Merriam, Caffarella, & Baumgartner, 2007, p. 162). One of Malcolm Knowles’ assumption from his Andragogy theory states that the role of experience is an important resource for an adult learner (Knowles, Holton, & Swanson, 1998). Peter Jarvis stated “…all learning begins with experience” (Merriam, Caffarella, & Baumgartner, 2007, p. 100).
David Kolb (1984) examined the experiential models of Lewin, Dewey, and Piaget; and presented his six characteristics of experiential learning:
(1) learning is best conceived as a process, not in terms of outcomes;
(2) learning is a continuous process grounded in experience;
(3) learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world;
(4) learning is an holistic process of adaptation to the world;
(5) learning involves transactions between the person and the environment;
(6) learning is the process of creating knowledge (p.26-36).
Kolb (Kolb & Kolb, 2005) also stated that learning requires four modes or combination of modes to gain or transform experiences:
(1) concrete experience – experiencing and feeling the experiences; (2) reflective observation – watching and reflecting on the activity; (3) abstract conceptualization – thinking about the activity; (4) active experimentation – acting and doing the activity (p. 6).
Kolb’s modes are relevant to my experiences as a musician. The following is an example of the Kolb’s modes and a musician working on improving ones performance:
(1) concrete experience – consulting a mentor or teacher on performance problems or suggestion for improvement; (2) reflective observation – analysis and or reflection of other musicians’ performance as well as ones’ own performance; (3) abstract conceptualization – understanding the concept of music, how to play the instrument, and approach to musical interpretation and phrasing; (4) active experimentation – practicing on the instrument to improve or learn new selections.
References
Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: the definitive classic in adult education and human resource development. (5th ed.). Houston, TX: Gulf Publishing Company.
Kolb, A. & Kolb, D. A. (2005). Learning style and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193-212.
Kolb, D. A. (1984). The process of experiential learning. Experiential learning: Experience as the source of learnnig and development. (pp. 20-38). New Jersey: Prentice –Hall.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Fransico: Jossey-Bass.
Blog 1: Transformational Learning Theory
Hector Alvarez Trujillo
EDUC-8101-3: How Adults Learn: Theory and Research
February 6th 2009
Transformational Learning Theory
As an educator, I believe that the transformational learning theory, when appropriately employed, can really promote effective and lifelong learning. The transformation theory provides educator, by means of its different conceptualizations and perspective (Merriam, Caffarella, & Baumgartner, 2007, p. 130) , separate and distinct methods to help adult students realize the main goal of teaching, that being meaningful or “transformative learning” ( Merriam, et al. p.133). One of transformation theory chief architects I Jack Mezirow, he tried to position together a set of tools, that educator could used at any given time. Cranton (2002) explains this efforts as follows, “Merzirow developed the theory of transformative learning through a careful integration of theories, models and ideas from a wide variety of sources.” (p. 65) Taylor (2007) explains that learning, for Transformation theory “…is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (p. 173).
As an educator if I had to choose one of from the seven lenses provided by Taylor (2005), individual conceptualizations (psychocritical, psychodevelopmental, and psychoanalytic) and sociocultural perspective (social-emancipatory, cultural spiritual, race-centric and planetary approaches), I would have to pick: The Psychocritical approach to the transformative learning theory, developed in 1978 by Mezirow theory. (Merriam, et al., 2007). The way Mezirow (2000) vies learning, “the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one experience in order to guide future actions.” (Mezirow, cited by Meriam, et al., p.132), is the heart of his whole theory. In other words learning occurs when a meaningful transformation takes place, as to say, the “transformation of one of our believes… or a transformation of our entire perspective.” (Mezirow, cited by Meriam, et al., p.133). For adults learners this could work really well since adults place high value in the role of their experiences in how the learn. (Knowles, Holton, & Swanson, 1998). Also important and useful for adult teaching and learning are Mezirow’s two forms of leaning: Instrumental and communicative learning. (Fleisher, 2006). Fleisher (2006) explains the implications of both forms of learning:
Instrumental learning involves learning how to perform a task or how to do something…. [I]t…. involves…. testing and trial-and-error learning in order to achieve an envisioned goal. It is a problem-solving process in which the learner gains competence in a particular operation. Communicative learning…. focuses on learning to understand another’s meaning coherently. The learner is attempting to understand the other’s communication, whether it be in the form of “speech, writing, drama, art, or dance”…. communicative learning depends more on dialogical skills and free discourse among those searching for common meaning. (p. 149).
To conclude, the value, for educator and students, of the of Mezirow’s transformational theory was best described by taylor (2008) when he stated, “Since the early 1980’s, the learning theory has spawned a number of alternative theoretical conceptions and a treasure chest of research about both the basic assumptions of transformative learning and the fostering of transformative learning in the classroom.” (p. 7).
References
Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing
Education, 93, 63-71. Retrieve from Ebsco Premier data base.
Fleisher, B. J. (2006). Mezirow’s theory of transformative learning and Lonergan’s method in
theology: Resources for adult theological education. The Journal of Adult Theological
Education, 3(2), 147-162. Retrieve from Ebsco Premier data base.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive
guide. (3rd ed.). San Francisco: Jossey-Bass.
Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing
Education, 119, 5-15. Retrieve from Ebsco Premier data base.
Taylor, E. W. (2008). An update of transformative learning theory: a critical review of the
empirical research (1999-2005). International Journal of Lifelong Education 26(2), 173-
91. Retrieve from Ebsco Premier data base.
The Experiential learning theory best explains why adults learn because it addresses the importance and interplay of both the internal psychology and the external environment of the adult learner. Beard describes experiential learning “as the sense-making process of active engagement between the inner world of the person and the other world of the environment.” (Beard, pg 19)
Examine how a digital native versus a digital immigrant approach the same experiential learning assignment. I teach a graduate class in educational technology the first assignments always give away a student’s immigration status. Their assignments are to take a picture of each other and post it online and to design and deliver a lesson while being videotaped. The internal psychology of digital immigrants are evident by the way they are very nervous in front of a camera, whether they are the one taking the picture/video or the subject and (unless they have children) are unfamiliar with how to execute basic operations with the equipment. On the other hand, digital natives do not exhibit the same “fear” of using technology or handling of the equipment. The natives joke while using the equipment, offer alternatives on how to get a good video, and do not offer apologies for not being familiar with a particular feature of the equipment.
In this example, experiential learning highlighted the effect of the lack of a particular experience (previous use of technology) on further learning. If not facilitated properly, no learning could occur. Or worse, the students could have bad experiences that could inhibit future learning opportunities for them.
Dewey’s view of the role of experience in education ca be seen as an excellent example of the fallacy of the undistributed middle. While all “genuine education” (Wiley, pg. 51) is the direct result of experience, not all experience results in “genuine education” (Wiley, pg. 51). Furthermore, if certain experiences have the effect of limiting vision and growth, then those experiences can be detrimental to education, narrowing “the field of further experience”, (Wiley, pg. 51) by landing people in “a rut” (Wiley, pg. 51).
As the instructor in an experiential learning environment, it is important to create a welcome learning environment, particularly in a potentially uncomfortable situation such as with the aforementioned assignment. We know from Sorensen, “In addition to establishing an emotional connection to course content, it is important to maintain a positive and supportive climate. The unconscious responses of an instructor and the student’s attitude [sic] will help determine how much learning occurs.” (Sorensen, pg. 303).
To accomplish this, I encourage students to have fun with the technology and make sure that no one is singled out during these exercises, and that everything is completed in small groups. All students produce a final product that provides them with a sense of achievement. I look for a student’s sense of achievement to validate that learning has occurred for them.
For a student to learn from an experience, one must be willing to analyze the experience. “Kolb (1984), building primarily on the work of Dewey, Piaget, and Lewin, conceptualized that learning from experience requires four different kinds of abilities: (1) an openness and willingness to involve oneself in new experiences (…); (2) observational and reflective skills so these new experiences can be viewed from a variety of perspectives (reflective observation); (3)analytical abilities so integrative ideas and concepts can be created from their observations (abstract conceptualization); and (4) decision-making and problem-solving skills so these new ideas and concepts can be used in actual practice (active experimentation).” (Merriam, pg 164)
Kolb sets the case for why the role of the instructor is so critical to a successful experiential learning experience, which is, that students need someone to guide them through the process and insure that learning does take place. Beard tells us experiential learning, “is not always consistent nor effective for a number of reasons, such as a lack of time, a lack of awareness of other modes of operating and thinking and the absence of other people to act as sounding boards to assess and evaluate our prior experiences (Beard, pg 21).
An example of when experiential learning does not occur properly is when a student is assigned an apprenticeship position with an employer as part of a capstone or senior-level course requirement. Often, the potential for learning is not matched and extracted from the work experience due to a lack of oversight or poor design of the experience. I have seen “apprenticeships” turn into “work for free - the student gets credit and the business gets free labor” situation. Unfortunately, as a result of the lack of oversight and/or structured learning goals, the student walks away with very little from the experience.
Ideally, educators should “serve as facilitators of reflection and encourage learners to discuss and reflect on concrete experiences in a trusting, open environment” (Merriam, pg 164). As Jarvis regards reflective practice as being one of the highest forms of learning (Merriam, pg 164), the student could have been asked to simply keep a journal of their daily activities during the apprenticeship. The instructor could discuss the details of the journal as they relate to the learning objectives with the student on a regular basis. This guided reflection and discussion would have resulted in a much richer experiential learning experience for the student.
References
Beard, C. , Wilson, J. P. (2006). Experiential learning: a best practice handbook for educators and trainers. London ; Philadelphia : Kogan Page, (2nd ed). Retrieved February 7, 2009 from http://pointcat.pointpark.edu/record=b1108053
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Sorensen, E. K., & Murchu, D. O. (Eds). (2006). Enhancing learning through technology. Hershey, PA: Information Science Publishing, 2006. p 298. http://site.ebrary.com/lib/waldenu/Doc?id=10118565&ppg=318
Wiley (2001). Adult Learning: Theories, Principals and Applications. University of Phoenix, USA.
Think back with me to a time in a elementary school. What do you remember most? Was it playing at recess, lunch in the cafeteria, tests, projects? My guess is that most of your memories are directly linked to experiences that you had. When I posed this same question to my adult students they immediately said that it was the hands on projects and field trips that they remember the most. Very few adults remember a lecture, chapter reading, or quiz. It is the experiences in life that fill our memory banks. John Dewey (1997) new this to be true, “We live from birth to death in a world of persons and things which in large measure is what it is because of what has been done and transmitted from previous human activities” (p. 38). The same is true for adult learners as it is for children in regards to experiential learning. It has been said that we retain 90% of the information when we actively participate in the learning process, whereas only 10% of information is retained in passive learning environments. Experiential learning theory is the key to effectively involving adult students as life long learners.
By definition experiential learning is “"the process whereby knowledge is created through the transformation of experience” (Kolb 1984, p. 41). This theory is student centered, in which students are encouraged to take ownership and create knowledge. Experiential learning theory advocates a learning cycle composed of “experiencing, reflecting, thinking, and acting” (Kolb & Kolb, 2005, p. 11).
One of the unique aspects of experiential learning is that it takes into account all of the four learning styles, diverging, assimilating, converging, and accommodating, identified by Kolb in his Learning Styles Inventory (Experiential Learning). As adult educators it is important that we value our students’ learning styles and design assignments that encourage their strengths. In one of the graduate courses that I teach the culminating project has been designed to incorporate the four learning styles within four projects/ activities. The students have a choice to pick the project that best aligns with their individual learning style. I have noticed that the quality of work has increased dramatically now that students have a choice and are able to pick a project that resonates with their learning style. The father of the experiential learning theory, Kolb (2005) posits, “experiential learning affords educators a way to design and implement teaching and learning strategies conducive to creating a learning environment beneficial for both faculty and students” (p. 5).
(There is a) need of forming a theory of experience in order that education may be intelligently conducted upon the basis of experience. —John Dewey (1997, p. 33)
References
Dewey, John. (1997). Experience & education. New York: Simon and Schuster.
Kolb, A.Y., & Kolb, D.A.. (2005). Learning styles and learning spaces: a review of multidisciplinary application of experiential learning theory in higher education. Retrieved February 6th, 2009 from http://www.learningfromexperience.com/images/uploads/sims-paper.pdf.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Learning Theories Knowledgebase. (2009). Experiential learning (Kolb) at Learning-Theories.com. Retrieved February 6th, 2009 from http://www.learning-theories.com/experiential-learning-kolb.html
Confucius said, “Tell me, I will forget; show me, I may remember; involve me, and I will understand” (Wang, 2004, p.1).
This is the theory on which Kolb's experiential learning theory was founded. I believe experiential learning is the best method for teaching nursing. Nursing involves both physical and mental learning. I scan talk about how to perform a venepuncture, I can have student read about it, I can show videos of others performing the task, and I can even have students handle the equipment required for the procedure. But until the student is able to apply the learning with an actual patient (or simulated patient) their learning is not complete.
This also holds true in mental health nursing where I currently practice. Here we perform fewer "traditional" nursing tasks such as giving injections, changing wound dressings, or assisting with activities of daily living. The experiential learning theory, however, still holds the most relevance for learners. During the orientation process, each new employee is paired with a preceptor. The employee will first observe a task, then assist with the task, then perform the task with supervision until the employee feels comfortable. The whole time the employee is working with real patients. What I find most interesting in mental health is that unlike a medical floor, 3 patients can get the same treatment for the same diagnosis and all have different outcomes. Thhis makes it imperitive to utilize experiential learning to expose the learner to as many situations and as many possible outcomes as possible so they may be prepared for whatever comes their way.
Expereintial education also helps the learner feel involved in the learning process and gives them the opportunity to assist in building the learning experience.
posting by Shaneisha D.
for Carol Jones
How does the Psychoanalytic perspective relate to the experiential learning theory? Dreaming does not allow you to actually experience something. I think you have to have hands on or be in a certain situation in order to experience something.
The experiential theory best explains why adults learn because when education involves drawing on experience everyone can be appreciated for their individual genius. As Dewey (1938) pointed out, not all experience creates growth and sometimes experience can mis-educate us, but all experiences effect who we are and make us unique as individuals. It is with this in mind that educators can help create learning environments that stimulate students to reflect on miseducation and replace it with positive growth experiences or the realization of our individual genius.
There have been many theorists who have molded and re-molded the theory of experiential learning. Dewey, Bruner, Kolb, Jarvis, and many others have offered up their versions of what best constitutes experiential learning and its effects in creating good educational practice (Merriam, Caffarella & Baumgartner, 2007). Dewey (1938), the godfather of experiential educational theory, wrote of the need for teaching for the present rather than future skills and that each learner brings unique experiences and skills to the learning environment that must be included in the educational process in order to create new learning experiences. Dewey spoke about what he believed to be the two major principles of any experience, continuity and integration. Dewey wrote that continuity of an experience must allow the student to make connections between various experiences and then integrate them into new learning experiences that bring about new learning and therefore growth. Kolb and Jarvis (Merriam, Caffarella & Baumgartner, 2007) take Dewey's work a step farther by creating circular models of the experiential learning process that emphasize the need for continued reflection and experimentation in order to create new learning from experiences.
One model for experience that I would like to mention is one that I recently read about in my research for this blog and my class presentation. Turner (2000), in trying to define what constitutes an experience, writes about Dale's Cone of Experience. Dale divides experience into three hierarchical stages - enactive, iconic, and symbolic- as a way of explaining different types of experiences and learning potential. I found this cone to be fascinating because as a history teacher I often take a lot of heat for using video, fieldtrips, and simulations in my classroom. Many of our board members demand students be taught "old school" with notes, textbooks and lecture without having any idea if this is the best methods or not. Although Dale's cone deals mostly with experience in regards to audio-visual experiences it can easily be applied to other aspects of instruction and I have found it most beneficial in defense of my own "unorthodox" instruction techniques.
In conclusion, I feel strongly that experiences must become part of the fabric of all instruction, both pedagogy and andragogy. The experiential learning theory is not just an adult learning theory but has equal application in pedagogy as well. Merriam, Caffarella & Baumgartner (2007) quoted Knowles who said that we define ourselves by our experiences. It is what makes each of us unique and an individual. Challenging our comfortable definition of self can be scary. Experiential education is a way to open new doors of learning from the comfortable easy chair of our past experiences.
References
Dewey, J. (1938). Experience and Education. New York: Collier-MacMillian LTD.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass
Turner, G. (2000). Teaching young adults: A handbook for teachers in further education. Florence, KY: Routledge.
Jennifer High,
“Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. These two dimensions define a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in commensurate ways at the level of the individual, the group, and the organization” (Kolb, A. Y. and Kolb, D. A., 2008, p.1). With this in mind how is an educator to tap into this “holistic learning space”? How is a teacher or instructor supposed to treat the “whole” person in a brief learning scenario or in an online line class room? For an educator to use this “multi-level learning space” in a productive/educational manner seems incredibly complex.
References
Kolb, A. Y. and Kolb, D. A. (2008). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. Handbook of Management Learning, Education and Development. London: Sage Publications.
Calvin,
Good morning, my name is Nicholas. Very informative and educational post, nice work. I enjoyed reading about the training environment of the State Agency that you are employed by. It’s interesting to know how your company uses the principles and practices of Kolb’s learning cycle in your training program.
To debate, I just have a few questions for you. Do you feel that Kolb’s learning cycle is the ideal method for training purposes at your workplace? Have you had great success implementing Kolb’s theories into the training program? Do you see any downside to only using the methods and procedures of Kolb’s learning cycle? Did you ever try any other techniques, methods, or practices for the training of your new hires?
Please take care and have a great weekend.
-Nicholas
Doris said...
The experiential theory best explains why adult learn. One of the leading theoriest is John Dewey. He believes that the connections between life experiences and learning are connected, as he stated in his classic volume, "Experience and Education"(1938). He gives two principles that must exist in his learning theory. These are the principles of continuity and interaction.
Another theoriest David Kolb published his learning styles model in his book, "Experiential Learning: Experience as the Source of Learning and Development" (1984). He believes that various factors influence a person's learning style. In this learning model he describes three stages of a person's development: acquisition, specialization, and integation.
Other theorist include Jean Piaget, Carl Jung, and Carl Rogers. These men and others complied six general propositions of experiential learning. Learning is best conceived as a process, not in terms of outcomes; learning is relearning; learners must move between opposing modes of reflection and action, feeling and thinking; learning is holistic in nature; learning involves interactions between the learner and the environment; and learning is constructivist in nature (Merriam, 2007, p. 163).
With this as a background, there are several things that educators must keep in mind when using this learning theory in the classroom. First, educators must address student emotions. Emotions are very important in learning. Bernard and Wilson (2002) give three symptoms that are displayed when fear is blocking learning. These are aggression, anger, and the need for perfectionism.
The educator must be creative in dealing with such situation. Some suggestions include having student journalize their feelings, write down the rules that presently exist and a revision of the role that might help them. More practical suggestions that the writer has tried include: having students attend math anxiety workshops, how to study workshops and form a study groups that will give support. In some cases students are asked to attend tutoring sessions with the professor.
At the community college level, in teaching developmental math, the writer finds students who have a fear of mathematics and they put up walls or blocks to learning. The consequence is that the educator must break through the walls first. By doing so the learner becomes comfortable in the learning environment and therefore can learn the needed concepts to be successful in mathematics.
The role of the educator is changed in this learning theory. The educator is a facilitator, catalyst, mentor, and an assessor of learners. As a facilitator, the educator guides the learning experience. The catalyst seeks to involve students in role playing, and problem solving activities that call for them to rely upon some of their previous learning experiences. The mentor's role is to coach the learner and perhaps in some cases become a life long guide.
The writer's experience with the mentoring is very meaningful. During college one of my professors became a mentor to me. She helped me to mature as a young woman and understand the meaning of living one's life with integrity. She was also instrumental in helping me to understand the need to give back to the community. I have done this by teaching many students over 31 years. Presently, I am mentoring students at the community college level.
Finally, the role of the assessor is to use portfolios, interviews and other creative ways to evaluate the learners knowledge growth.
The role of the educator in this type of learning is absolutely neccesary for the success of the student. Teaching experience in the math classroom does show validity in using some of these teaching methods. Many of these are currently incorporated into the present day classroom and students are given options as to which assessment tool works best for them.
References:
Beard,C., & Wilson, J. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan page.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Kolb, d. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kolb, D.(2008). kobl's learning sstyles. Retrieved from www.businessballs.com.
Merriam, S., Caffarella, R., & baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. John Wiley & Sons, Inc.
Hello Pam-
I found your blog to be very interesting. I too am a teacher in the EFL field. I work with people who are Deaf and who use American Sign Language as their first language. The only difference between us is that Deaf people are a part of a minority culture (Deaf Culture)within the hearing culture. As you stated your students do not have to depend on their English to communicate, but with my students this is something they deal with everyday. It is easy to see that many times the communication barrier can cause problems. Do you have any insights for me on how I can use experiential learning in my classroom? I am always up for suggestions.
On another note, I read Pam Cannon's response regarding using drama as a teaching tool. I wonder if you have ever used music? If so, what kind of feedback did you get? If not, is it something you would consider adding to your curriculum?
Hi Jennifer,
In my last Module we discussed Knowels and his Androgy theroy. In this Experiential Learning Theory I ask myself does the quality of the experience one has had prior, make a difference when applying this theory? You discussed riding a bike. If someone tries to learn and constantly have a negative outcome after every attempt what does this do to a learner, opposed to someone who tries to ride a bike and learns the first time. Each one of these experiences are different so how does the differnces of experiences affect this theory or does it at all?
Pam, I was fascinated by your experienced of teaching EFL. It is quite different than ESL because of where you are teaching the English and I had not thought about that before. I would agree with you that the Experiential Learning Theory would fit this population well and that you bring experiences to the students. Thanks for explaining this so well!
Pam,
Very thought provoking and you provided a good insight into Experimental learning theory. It is very rewarding for me to see that your husband take an interest in what you do. Keep the good work up Pam. We should continue to strive to make a different for social changes.
Hi Karen Hall,
You used a great example to describe the implications of the experiential learning theory in technology. Our experiences help to shape our learning and our response to learning. Most of the time it is based on our cultural beliefs, values and traditions. How does the experiential learning theory address the cultural aspects of how adults learn?
Amanda J.
I want to compliment you on a very good blog about experiential learning. I, too, believe that we need experiences to learn. I noticed you mentioned that you take a lot of heat for doing things outside of what your local board requires for teaching. I was wondering if you actually know how much of a positive impact you have on your students by making the changes that you do. Have you ever done research to see if there is a huge positive impact. I think it might be rather easy to do a study where for 6 weeks you teach strictly by lecture, etc only and then for 6 weeks include videos, field trips, hands-on projects, etc and compare the results. Maybe through a study, you could change the board's mind about how students should be taught.
Rhonda, your post was very interesting. Would like to compliment you on your blog.
Rhonda you said "this makes it imperitive to utilize experiential learning to expose the learner to as many situations and as many possible outcomes as possible so they may be prepared for whatever comes their way".
Would you not agree though, that there are some experiences where no matter how much experience we have, we will never really be preapred for whateva comes our way? For instance, I believe a person could experience the death of a love one yet when that experience comes again, they are still not yet prepared.
To Amanda J.,
I found your posting interesting and enlightening from the aspect of expereince mis-teaching an individual. I agree with your thought about creating learning environments which assist the student with positive growth. Thinking about this, I would say this can be applied to the students previous learning experiences being postive or negative.
Your last statement regarding Dale's three hierarchial stages of learning and experience potential. How do these three stages (Enactive, Iconic, and symbolic)work with the individual learner?
The experiential learning theory best explains why adults learn because this theory provides opportunity for adults to collaborate with one another and learn from one another by sharing of experiences with each other. As adults are able to discuss and demonstrate their experience in the context of the topic, other adults may be able to relate to the experience or imagine the description of the experience. (Merriam, Cafarellea, & Baumgartner, 2007) Fenwick (2007) proposed five perspectives about the nature of experience and I can relate my learning experience in the Masters of Education program with the implementation of the constructivist theory of learning where most courses were centered around discussions and reflections about concrete experiences in the schools. Although the constructivist theory was used in the classroom, the situative theory was utilized most during my fieldwork experience as a school administrator; this required participation in the community and therefore I learned to apply the theories of the discussions from the classroom.
References:
Merriam, S., Cafarella, R., & Baumgartner, L. (2007) Learning in adulthood: A comprehensive guide. San Francisco, CA:Jossey-Bass.
To RTapia and Jodi Appelt
Yes, we do get to travel, and it is great that my husband and I are both in the same field. It really helps living overseas. “Face” is extremely important to my students and I have to be careful how I criticize and give feedback. Unfortunately, to address individual needs all I can do is differentiate the curriculum because with 800+ students, it is impossible. Experiential learning works really well with the Chinese, once you get the concept down that they don’t have to sit and stare at you.
Jodi, I can imagine the communication barrier is similar to what Frank and I face every day when we are out in the public. I have actually taught some deaf children, so I understand the problem. I don’t use music much with older students, mainly because I can’t sing!! But my husband does often with great results. According to him, it helps some, but as for me, I won’t because, like I said, I can’t sing!! Even recording, the students like for you to sing along with them—otherwise I would. I think experiential learning in the deaf classroom would be great, you just have to use your eyes more than your voice when they are doing something—right now I can’t think of anything specific. That would require some research. Have you check Amazon for maybe task-based or problem-based books for the deaf? I’m assuming it would be much the same as teaching in EFL because if they can hear me and don’t understand, they might as well not be listening.
Pam Cannon
It is obvious that the experiential learning theory involves experiences. When discussing the adult learner, they often come with a wealth of experiences. However, identical experiences may be interpreted different by the adult learners. Therefore, the experiential learning theory best explains why adults learn because you cannot have transformation or reflection without experience.
Adult learners seek personal objectives; whether they are growth, development and/or satisfaction, they want to better themselves or their situation. Because of this they tend to obtain varying lessons from the lesson. Learning for adults is a means to an end or measurable outcomes, and their experiences are the yardsticks for measurement.
The changing U.S. economy has forced many adults back into the hallowed halls of academia; either for the first time or for another time. Brown (2002) discussed adult learning through portfolio development. This was accomplished through a process of reflection on past experiences seeking professional development through education. I found this article of interest because we require our majors in the School of Agriculture, Fisheries and Humans Sciences to assemble a Student Portfolio which will be addressed in totality during the Senior Seminar course. The portfolio was designed for the student to chart their personal journey while in pursuit of a Bachelor’s degree. This portfolio notes their experiences as an undergraduate student. I’ve seen portfolios with varying collegiate highlights such as academics, extracurricular activities, service projects, and internships. It is really exciting to see how students of the same cohort spent their time at the university.
Age often brings about experience, when no other factor will. The adult maturation process goes beyond childhood to adolescence to adulthood. Kluge (2007) conducted a self-awareness study about women for women only. She utilized outdoor activities to allow the study group of women to address their aging process through journaling and discussion. I use awareness through activities with a summer program I facilitate call Ag-Discovery. One similar activity is the Global Gateway Program at Heifer Project International. They host this program for 12 years of age and above, students and professionals. The GGP has self-imposed challenges which the group must solve and/or overcome. It is an overnight activity which has a debriefing the next afternoon. Students not only share their experience from the activity, but they also acknowledge how previous experiences guided their decisions during the activity. They also discuss how the program experiences affected them personally and the changes they seek to make because of participating in the program.
Personally, without much review of the other theories, the experiential learning theory is the best. From the adult learners’ point of view, how can you have transformation and reflection without experiences? What makes transformation and reflection necessary? Experiences.
References:
Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 52(3), 228-245.
Kluge, M. A. (2007). Re-creating through recreating: Using the personal growth through adventure model to transform women’s lives. Journal of Transformative Education, 5(2), 177-191.
Hi Sharon Hendrix,
I agree that all adults have experience, but according to Kolb (1975) “experiential learning is achieved through reflection.” So would you agree that merely having experience is not necessarily a form of learning? Therefore, without reflection, how can you have experiential learning?
Reference:
Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Pam
Very interesting points. The concept about EFL and ESL was well presented. I live in Puerto Rico and we used ESL at college level. I have few questions.
1. Can you explain in more detail how EFL learning occur by observation?
2. Your students are adult learners?
Also you focus the theory only to EFL, from your point of view is the theory useful in other areas?
Hector Alvarez
It is possible for you to provide one experience that you used the experimental learning theory as an instructor or as an student.
I understand better by examples.
Hi Jennifer:
Like very much your analysis of the experimental theory. I found that you explanations to make good sense, especially your description of Kolb’s model. I realize that sometimes I have gone through a similar process, and have learn from previous experiences after converting or transferring the what I went through into understanding. In your discussion you mention, “Building on Dewey’s and Lewin’s theories, Kolb developed the theory, specifically focusing on the three necessary accomplishments for learning to occur. Kolb (1984) believed that experience, reflection and application had to occur in order for learning to transpire.” But I think you may have left a fourth ability also mention by Kolb, “… decision-making and problem solving skills so these ideas and concepts can be use in actual practice (active experimentation)” (Merriam, Caffarella, & Baumgartner, 2007, p. 164), which is the sum of having gone through the three previous abilities. This last ability is the one that has help me capitalized, after I have re-examine, on some of shaky decisions. I also agree with Jarvis’s assumption that our “psychological history” has to be taking into account when we reconstruct any previous experience and with his integration of elements of both experimental and reflective theories in order to expand our learning experiences. (Merriam, Caffarella, & Baumgartner, 2007, p. 164) Do you agree?
Thank you for your insightful analysis, Héctor…
Hello José González
It seems that I posted my discussion in the wrong forum (learning the trade of technology), I discussed the transformational theory. Nevertheless, I’ve always said that one need to take from all places to develop an effective teaching strategy, and true to form I do find many valid strategies in the experimental theory. One example maybe, if we take Kolb’s ability model into account, the learning process some my students go through in our Forums. Throughout the discussion process, my students could experience all four abilities described in Kolb’s model. Hope to have satisfy your inquire…
Thanks, Héctor…
Lisa and Barry,
I can see how experiential learning would be the best theory for your applications. But like Kari, I'm wondering how it could be used for other subjects like mathematics.
Amanda
I appreciate your efforts to teach in a more holistic and experiential manner in the face of criticism from Board Members, etc. It is a generational challenge that I think will be in play for generations... How do we balance instructional delivery between what was seen to be effective for previous generations with that which integrates new strategies that involve technology and advances of the present day.
I would like to have heard a bit more description about the Cone of Experience and what aspects of it in particular you are able to use in your defense. Thanks for introducing this to me... I'll go check it out myself.
-Dorothy
Question for Steve Elder.
Steve,
I see where your noted in your post that there is a common thread among the theories. Would you expound on this please, or just give an example of how they intersect. Are there any one of the theories you would adopt as a "best theory" or a "preferred theory?"
Carol,
I found your application of Kenwick's five perspectives to the learning theory clear and compellingly presented. I like your method of taking a single learning experience and connecting it to all five points. What strikes me in an explanation such as yours is the overlap between theories such as experiential and transformational. Your description of the baseball experience could very similarly have been treated through a transformational lens... It is certainly valuable to have people thinking deeply about learning and putting forth theories, and yet sometimes in the process of dissecting learning and placing a name on the process it seems we create unnecessary distinctions when, in fact, it is the similarities that may be more important.
Comment/Question for Pam.
Pam,
you noted that you are living in China, that has got to be an eye-opening eperience. I took chinese and we studied the IChang religiously. What I wanted to ask in taking account the barriers faced by the students as well as yourself, what theory or theories, would you utilize in your teaching practice and why?
PAM, I also teach EFL in China and would like to correspond with you.
Adrienne
adrientri@google.com
Pam, I read with interest your experiences of working in China and teaching EFL; I admit I did not know the difference between ESL and EFL so I appreciate your explanantion. I agree with one of the responding posts about the use of theatre as a metaphor for culture or experience; is it possible for the students to identify cultural simularities between their culture and English culture? I am thinking of the "Pop" singers and artists, or the film makers that come from China; are there parallels that could be explored to demonstrate experiential learning? Teri Gwin
To DYGarcia,
Thank you for your comment. I too recognized similarities in the theories while reading, conducting research, and then again in reviewing the theoritical applications presented in the blogs.
One might recognize the similarities across theories, but suggesting that the distinctions are unnecessary are a stretch.
Educators (as people) are as unique as the theories to which they hold dear; however, just as there are similarities in humans it is the distinctions that make humans uniquely who they are and I would dare say, good at what they do.
Therefore, as an educator I am drawn to a particular theory for its foundational base, but I may pull from another theroy for its use in application. By utilizing the similarities in the theories I am able to combine two or more while utilizing the distinctions to bolster particular areas of learning.
Carol Jones
Jennifer, While I agree that experience matters; I wonder if it is always transformational. How does complacently factor in to the experience theory? Do we not see people with many years of experience do things by rote? I came across an article by Bobay (2004) who questioned how much experience mattered. In this article she cited a study that showed experienced RN's did not make less mistakes than novice RN's in the care of patients but actually seemed to use less reflection as their competence increased. Interested in your thoughts. Teri Gwin
Ref:
Bobay, K.L. (2004) Does experience really matter? Nursing Science Quarterly, 17(4),313-316.
Hi Catherine,
I enjoyed you reading your post. It seems as if all of these theories are intertwined in some way. The experiential theory intrigues me most, becasue I am a science teacher by trade and I believe that if students are actively engaged that a higher degree of learning takes place. Allowing the stduents choices as you have previously done allows them to individualize their learning experiences and as you have stated, the quality of their work increased.
This is also true of adults and real-life issues. When we go through certain situations as adults, if by chance we encounter the same experiences at a later time in life, we are better apt to make better choices. Do yu think that this theory best explains the ways in which children learn or adults?
Lisa Minor,
Your post on experiential learning theory was very well stated. I enjoyed reading your explanation of nurses practicing on dolls prior to performing a procedure on a live person. Is this common place when an individual is in nursing school? I can see where this type of practice would be extremely beneficial.
Kim Brown
Hello Pam,
Wow, reading your post really opened up my eyes to a learning environment that I had never really considered. I agree with you that your reliance on the experiential learning in your situation is almost critical to successful learning transferrence to your students. I began to ask myself after reading your post, what other learning methods from our text could apply/assist in your learning classroom. I suppose that each learning theory has some applicable "truths" within it, but is there another theory that is just as applicable to your situation? In the transformational learning theory, there is a great focus on critical reflection, just as their is in the reflective learning theory, but is this useful for you in your situation? Even in Freire's conscientization discussion, there seems to be little that is applicable in your situation. What other methods of learning have you found useful in your diverse classroom setting?
Once again, thank you for sharing. I really enjoyed thinking about your classroom situation and it stimulated my questioning of some of the other theories.
To Melinda Howard:
You mentioned that the ultimate goal for clients is to recognize that they have choices and to choose the right one for him/her based on their life experiences. If a client has a limited life experiences or limited education, do you provide/educate them with positive alternatives to make better decisions?
Experiential Learning
The Experiential Learning Theory best explains why adults learn because as adults we build upon our experiences to continue learning additional knowledge; we reflect on our experiences and evaluate how new knowledge affects our paths; and as adults our identities are often defined by our experiences.
Malcolm Knowles recognized the value of experience in adragogy and stated his second assumption of adult learning to be "An adult accumulates a growing reservoir of experience, which is a rich resource for learning" (Merriam, Caffarella & Baumgartner, 2007, p.84). Merriam et al. also cite John Dewey who stated that "all genuine education comes about through experience" (p. 162) and Lindeman who stated that "the resource of highest value in adult education is the learner's experience" (p. 161).
The Experiential Learning Theory recognizes the value of experience in adult learning. As adults, our past learning (our past experiences) affect how we learn, why we learn; and often what we learn. Past experience must be recognized. Instructors need to recognize the experience that adult learners bring to the classroom and should use it as a tool. Adults want to and should be recognized for their experiences. The instructor who has been teaching for many years could be a very valuable resource and mentor to a new instructor. In our society, we value experience. What question does everyone want to know when they have a problem or issue and are in need of a doctor, a surgeon, a mechanic, a builder, a teacher for their child.... How much experience do they have? Experience matters. We value it and we recognize the impact it has.
Reference:
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.), San Francisco; Jossey-Bass.
Doris,
I enjoyed reading your blog. What methods have you done to help remove the negative emotions attached to learning for some students.
Michele Denton
Hi, Dolly,
I appreciate your understanding of Experiential Learning Theory. Although I do believe that experience is extremely important in the adult learning environment, I do not think that it is the only thing that is important. For example, transformative learning theory includes other factors in addition to experience, such as employing critical reflection on that experience and including spiritual aspects of being in the learning process (Mezirow, 1996; Tolliver & Tisdell, 2006).
Mary
Reference
Mezirow, J. (1996). Toward a learning theory of adult literacy. Adult Basic Education, 6(3), 115-126.
Tolliver, D. E., & Tisdell, E. J. (2006). Engaging spirituality in the transformative higher education classroom. New Directions for Adult & Continuing Education, 109, 37-47.
Posting by Joel R. for Amanda J.
Amanda,
I enjoyed reading your post! I teach the life sciences (i.e. anatomy and physiology) to community college students who primarily want to become registered nurses. Every semester, I come in contact with 1-2 students who, no matter how hard they try, stand no chance of passing either of my courses. To me, this indicates that they really will not make it into an RN program. Through the eyes of experiential learning theory, how would you say that students can take such negative experiences and actually learn from them? As an instructor that is aware of their future goals, do you think that I have any sort of obligation to suggest alternate career choices at the risk of squelching their spirits? I bring this up because I experienced this exact situation last semester and actually suggested to a very sweet woman that she consider a career other than nursing. Even though she cried in my office (which I felt horrible for causing), she left in positive spirits thanking me for my honesty.
Joel R.
The experiential learning theory best explains why adults learn because the role of adult learners’ experiences is, according to Knowles (1998), integral to how they learn. He sees a “subtle reason for emphasizing the experience of the learners; … [namely] self-identity. …To children, experience is something that happens to them; to adults, experience is who they are” (p. 66) In the various worlds of work, family and other social and private endeavors, adults are already learning and growing through experience. Extending that growth to the classroom setting can be achieved when experience is made a part of the learning environment. In addition, adults are changing their views of themselves as they learn and they “must connect what they have learned from current experiences to those in the past as well as see possible future implication” (Merriam, Caffarella, & Baumgartner, 2007, p. 162) I have seen this theory evidenced in my classroom as recently as last week when a 50-year old student confided in me that he had grown from an adolescent to a mature adult in the past year of attending classes. He was amazed and exhilarated by how his sense of self had grown through education.
Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resources development. Houston, TX: Gulf Publishing Company.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
--Gina
Peg Erdman said...
Calvin H.,
I enjoyed reading your post, and particularly liked the application to social work. My concern about experiential learning is this. What if the experiences brought to the learning environment are at odds with the goal of the learning. In the case of social work, the goal is to develop knowledge and skills to help others. What if the student comes from a background where that type of behavior was never demonstrated or modeled and so the learner has no experience in creating a helping environment? Wouldn't their experience actually inhibit their ability to learn? I do believe that our experiences are valuable, but some may actually interfere, rather than enhance, our ability to learn. Peg Erdman
Hi, Pam
I happen to agree with your students on much of American and British literature. Even with my knowlege for Christianity, it's hard for ME to suffer through Milton. I have to admit to liking Walt Whitman, however. :)
M
Hi, John,
I have had much better experiences with faculty who are storytellers than with those who are not. The Virology professor I had was a veritable fount of stories and they all either made me laugh or think very hard about what I was doing.
One of the faculty where I work is a huge fan of storytelling and all of the students he's ever had love him. He uses his experiences to get his classes engaged and actively participate.
M
The experiential theory best explains why adults learn because at its core is interactive learning. According to Knowles, adults' life experiences are great learning resources (1973). The concept of experiential learning is a profoundly intelligent approach to adult learning because it places emphasis of the application of experiences when acquiring new knowledge.
During human development, experiences mold and modify our personalities and behavioral patterns. The assimilation of these patterns, as described by Piaget, occur in deliberate stages and it is completely dependant upon the experiences of the developing child.(1969). Piaget describes the finished product as
a well balanced human being with self control.
Kolb's model of experiential learning builds on Piaget's theory of psychological development. All of the building blocks of Kolb's model involve accountability and self direction. The learner must be willing to learn, be able to reflect and analyze new and old concepts, and practice application of these new concepts in present day situations. The entire process requires self motivation and direction. But if it is complete, the application of these new concepts will in itself, be a brand new experience.
As an adult educator, I am often challenged to watch as learners promise to apply these new experiences to their professional practice only to find that they are not doing so. The question then becomes how meaningful do these experiences have to be to affect change?
It is impossible to make a general assumption about this because every person responds uniquely to experiences depending on what they are being taught(de Jong,2006).However,expeience has proven to be the most effective motivator of change, whether the change is intentional or reflexive in nature (Merriam, Caffarella, and Baumgartner, 2007).
References:
de Jong, W.(2006). From 'doing' to
'knowing what you are doing': Kolb's leaning theory in teaching documentary practice. Journal of Media Practice, 7(2), p151-161.
Knowles,M.S. (1973) The adult Learner: A neglected species. (3rd ed). Houston:Gulf.
Merriam,S., Caffarella, R., and Baumgarten, L. (2007) Learning in adulthood, a comprehensive guide.
(3rd ed.)San Francisco: Jossey-Bass.
Piaget, J. (1969). The psychology of the child. New York: Basic Books.
Hi Jennifer,
I agree totally with your assessment of experiential learning. I couldn't imagine being able to do all of the things I did as a mcirobiologist without the many, many, many lab classes I took. In fact, in 1988 there were students enrolled in the GR program at SDSU in mcirobiology who had graduated from UCSD
with BS's in microbiology who couldn't qualify for the state medical technologist boards because UCSD didn't offer labs in their courses.
M
Hi Amanda,
Kudos to you for standing up to your board and teaching "new school". Students these days need more than lectures, notes, and reading from dull, boring old books; they seem to need visuals. In high school, I enjoyd the days we had films. When I teach (which I'll admit is rarely), I use Power Point. the Internet, and anything else I can to liven things up.
M
Lisa
OK, I realized that I am being nothing but supportive in my replies and we have been asked to be devil's advocates... You say, "I have often heard that one of the best places to learn is at the feet of an elderly person and I think that is so true." Do you feel this holds within it a contradiction to experiential learning? If an elder, as one who has him/herself experienced something, is passing on knowledge, is the listener not merely acting as a passive recipient of given knowledge rather than "experiencing" it on his/her own?
-Dorothy
Hi Joel,
Quite frankly, in such an important major as nursing, I think it's important for faculty members to tell students if they think they won't make it through the program, especially in courses such as yours which are central to that major. We've had a few students who simlpy weren't going to suceed in our BS program and their advisors had to let them know. It was hard, but it had to be done.
I know that I would have appreciated any of my instructors telling me I wasn't cut out for a career as a mcirobilogist. Fortunately, I managed to make it through - even anatomy and physiology (my AS was in biology).
M
Hi Kim,
I'm sure that practice on dolls is common in nursing schools. I know for a fact that it's common in the US Navy's hospital corps school. We had to inject fake arms and buttocks before we practiced on each other and, when I was in lab tech school, we drew blood from fake arms before we practiced on each other. That's how we gained the experience and confidence to perform thses things on patients.
M
Greetings Serena!
In your post: All of the building blocks of Kolb's model involve accountability and self direction. The learner must be willing to learn, be able to reflect and analyze new and old concepts, and practice application of these new concepts in present day situations. The entire process requires self motivation and direction.
It sounds as if experiential learning is meant for the ideal individual who is well-balanced, self-directed, motivated, accountable, and willing to apply new knowledge in order to learn. It seems that these are all the pre-requites in order to claim that learning has taken place. Is that really true? Must I experience something for myself in order to essentially learn? There are some things that I don't have to experience to "know." I can observe from near or far, read or listen to testimonials and proclaim that I have learned. I certainly do not have to experience or apply knowledge in order to achieve learning. Adults in particular have a wealth of knowledge and simple, careful, and critical reflection can account for valuable learning.
Barry,
Do you think that experiential theory should be used in any profession? Do you feel that people learn best when they are able to use hands on practice toward learning a particular skill. As an elementary teacher, we are encouraged to use hands on especially in science when teaching a skill.
"Tumbleweed"
You wrote that "To children, experience is something that happens to them; to adults, experience is who they are” (p. 66)
Can it not be said that all adults are not created equal. That a portion of the adult population has a maturity level of a child; that experience happens to them, experience is not who they are?
Rory
The experimental theory best explains why adults learn because it depicts how adults learn by experimentally challenging current theories. Instead of investigating a theory through literature, an adult will practice more of a hand on approach in learning. According to Lindeman (1926), learning experiences obtained through an experimental approach, is one of the best methods for adult learning. From our last discussion, I can connect Knowles andragogy (1980) to the experimental theory because he best explained that it is important that adult learners use prior experiences to connect and create more meaning towards present learning experiences. In applying experimental theory to practice, it is hard to separate the reflective theory from this subject. An adult must be able to reflect on past experiences to formulate new assumptions or theories. After reading Kolb’s model, I conclude and agree that the learner must gain experience within the first phase of learning and then they can move on to another phase. The learning process then continues until the adult learner has gathered a concrete understanding of the subject matter. Kolb further explains that the adult learning process starts with a concrete experience and then migrates through reflective observation (Merriam, Caffarella, & Baumgartner, 2007).
As a teacher, I find myself applying the experimental theory to my classroom. I teach in a high school setting whereas many of my students live at poverty level. With this in mind, many of them are not exposed to the areas outside of their communities. In retrospect, their thought process is diluted because of the lack of exposure. According to a recent survey, many of them have not traveled over 300 miles. Daily, I place my focus on using experimental methods of teaching to enhance their knowledge on various subject matters that affect us globally. For the most part, through the use of visual aids and current technology, I have been able to see gradual growth in the thought process of my students.
References
Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Association Press.
Linderman, E.C. (1926). The meaning of adult education. New York: New Republic.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey Bass
T. Hines
Hi Frank Cannon.
Point duly noted, but what is the reflection about? I did view articles where Experiential Learning was referred to with Transformative and Reflective. According to De Ciantis and Kirton (1996, p.13), Kolb's Learning Styles Inventory discussed four stages; 1st involving concrete experiences, 2nd reflective observation.
Thanks, Frank.
Shannon
Mary, I just had my senior clinical group for orientation of Friday, ahd some extra time so got some IV equipment for practice. Took two hours for 13 students to 'practice', their 'skills' on each other! grueling! DId I mention two hours!! anyway, they have had ample practice time in the lab over the last year an da hoal but there is something to be said for doing it on a real patient! technique seems to have been learned in the lab but my bunch sure had little confidence!! we did have some success but I think it will take some extra practice on real patients before they really have the confidence to go forth on their own! I am dreading the next few weeks while they are getting that practice.!!! elizabeth gatz
ps- please say a prayer for me next week, 13 students!
Pam,
I agree with you. Experiential learning focuses on the learning process for the individual. Adult learners can make discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences or reading it from a textbook.
Nice post.
Greetings John Hendrick
Your posting supporting the experiential learning theory was both interesting and enlightening. While I agree that most persons have experiences that can be quite useful in most learning environments and courses, not all experiences are beneficial for certain educational outcomes. You pointed this out later in your posting when you stated that not “all experiences are equally or genuinely educative”. Merriam, Caffarella, & Baumgartner (2007) related that some experiences can actually hinder or be barriers to the learning process. How does the teacher determine what the experiences are of his or her students? Are students grouped in classes with similar experiences and backgrounds? How does the teacher adjust his or her teaching style to suit the experience level of the group of students?
Elizabeth C-G
Reference
Merriam, S. B., Caffarella, R. S., & Baumgarter, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Greetings Lisa Minor
I appreciated your posting and how you shared the usefulness of experiential learning in the education and training of nurses. I agree that experiential learning can be quite effective in environments in which students have ranges of experiences that can be related to the training. I would think that the training techniques would need to be altered to accommodate the special needs of inexperienced persons. Are experiential learning principles useful when training new or inexperienced nurses? What techniques does the skilled instructor use in order to provide effective training for the new or inexperienced workers? How are the needs and wants of the inexperienced students satisfied?
Merriam, Caffarella, & Baumgartner (2007) related that the teacher’s role, purpose and use of a learning style can differ greatly depending upon the lens through which they view experiential learning.
Elizabeth C-G
Reference
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn because it centers around one of the most valuable learning tools of the adult learner, a lifetime of experiences. The experiences that accumulate throughout an adult life cover a myriad of subjects, emotions, and interactions with the world. An adult learning program that integrates experiential learning principles maximizes the effectiveness of the learning environment. Malcolm Knowles, an influential adult educator, has described these life experiences as resources that an adult utilizes to enhance a current learning experience (Elias & Merriam, 1995). John Dewey, one of the most important philosophers in education, noted in several of his writings the valuable role of experience in education. Most importantly, he focused on the significant shift towards personal growth through learning versus subject focused learning (Elias & Merriam, 1995).
As a corporate trainer, experiential learning has become a primary focus in most of the courses that our students must complete as part of their job training. A new customer service representative is required to successfully complete systems training which involves speaking to customers on the phone while entering order information into a computer program. In the early 1990’s, we did not have the computer technology that we have now and had to train many of the systems using screen captures. The training was twice as long and students constantly expressed a lack of confidence with the systems because of the inability to practice prior to going on the phone with customers. Now, we are able to produce a training database which mirrors a real system that students can practice issuing orders without impacting a real database. If we are not able to produce a training database, we have software which can capture a simulation which students can interact with through web based systems.
One critique of experiential learning is that this theory does not provide defined roles for the elements within the learning environment, such as the role of the instructor (Merriam, Cafarella, & Baumgartner, 2007). The experiential theory does define these elements as they relate to their role in facilitating the experiences of the learner towards the goal of the current learning program. In fact, the most significant characteristic of this theory is the emphasis on the learner versus the strict boundaries of content-focused learning.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Elias, J.L. & Merriam, S.B. (1995). Philosophical foundations of adult education (2nd ed). Malabar, FL: Krieger Publishing Company.
I too found your blog interesting and thought provoking. Your educational practice clearly validates your position on experiential learning theory.
Experiential theory shares the commonality of experience with transformative learning theory. However, the approach to experience in the learning process is different.
Experiential learning can be applied to all areas of education (elementary, secondary, and higher ed) because the idea is that experience and knowledge are simultaneous.
In your research of experiential learning theory is there any thing that is specific to the adult learner.
Greetings Jennifer High
Neill (2005) related that when using experiential learning techniques a teacher’s role is to organize and facilitate the learning process for his or her students. He added that the instructor is hopeful that the educational encounter will lead to a genuine learning experience and that experiential learning requires preparatory and reflective exercises. How does the instructor decide whether students will benefit from experiential learning or whether common classroom techniques are more appropriate? Are there certain topics that are better suited to experiential learning environments? Thanks for an interesting posting.
Van
Reference
Neill, J. (2005). What is experiential learning? Retrieved February 4, 2009, from http://wilderdom.com/ExperientialLearningWhatIs.html
am,
I agree. Learning a discipline in one’s mother tongue can provide for a deeper and richer experience. Teachers of speakers of other languages who are learning English as a foreign language (or a second language) will focus on facilitating development of communicative skills needed for the workplace, whereas in the United States where English is the main language for communication, teachers can focus on the more refined nuances of the language.
I would like to read more about the cultural orientations or conditions that could affect learning English as a foreign language in China.
On a different note, it is possible, I believe, that the students' learning experiences do not necessarily relate to the teaching objective of the day. when and if that were the case, would you agree that teachers have to create or design learning activities to provide students with experiences they will most surely encounter in work scenarios? Have you had this experience? Does this make learning more difficult?
Have a great week!
Nilda
Reflective learning is a valuable tool in nursing education. It is a component of critical thinking and contains its emotive part (Brookfield, 1987). Allowing for and encouraging learners to reflect upon experiences in their learning process applies their emotional intelligence to this learning (Cherniss, C., Extein, M., Goleman, D, & Weissberg, R., 2006). It is this learning which will be the most meaningful to that learner and the best retained.
All nurses have had moments in their development which were more meaningful to them due to the events’ impact upon their emotional intelligence. For example, throughout my nursing career I have cared for many patients, most I would never remember. Yet, in my own professional development I have had my experiences with a few patients burned into my memory due to the emotional aspects of their situations. Mildred, a chronic lung disease patient, I will never forget because she called all the nurses “doll-baby” like my own grandmother did. This emotional connection between a clinical experience and my own personal experiences is a powerful one.
In the post-hiring education of new-to-practice (NTP) critical care nurses, reflective learning is a part of their entire classroom and clinical orientation experience. We have reflective journaling as an expectation of the new-to-practice critical care nurse. Through their journal writings, they will further process their experiences in this orientation period, describing and reacting to clinical and classroom events. How they emotively react to these events determines their impact upon these nurses and what they take from the experiences.
Journaling offers NTP nurses the opportunity, through reflection, of availing themselves of those “aha!” moments of insight and of the ability to see their own progress along their professional development journey. This reflection on one’s own progress is of high value to the nurses’ professional self-image. For so many weeks they have learned and have had what they don’t know pointed out to them, yet now at this milestone of rereading what they had written surprises many on just how far they have advanced.
References
Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey-Bass, 14-36.
Cadman, C. & Brewer, J. (2001). Emotional intelligence: a vital prerequisite for recruitment in nursing. Journal of Nursing Management, 9, 321-324.
Cherniss, C., Extein, M., Goleman, D, & Weissberg, R. (2006). Emotional Intelligence: What Does the Research Really Indicate? Educational psychologist, 41(4), 239–245.
Hello Dianna Medellin,
You mentioned that a critique of experiential learning was the lack of a defined role for the instructor. How were you able to define your role as a corporate trainer? What were your challenges?
Rory,
In your post you made a profound statement, “the learning I teach them will assist in completing the learning circle. For some it will not take long, for others it will take many years.” In your statement you capture and conceptualize learning as direct and indirect related to experience.
Merriam, Caffarella, and Baumgartner (2007) discuss the map of experimental learning in the social practices of modernity. This model by Usher, Bryant, and Johnson (1997) “is structured around two intersecting coninua-autonomy-adaption (empowerment of individuals to act independently to being able to adapt to one’s actions in relation to the context) and expression-application (being able to apply what one knows in real-world contexts). The four quadrants are inclusive of the following:
• Lifestyle
• Vocational
• Confessional
• Critical
In relation to this model the reflection of the personal experiences you share in the classroom leave an imprint in the mind of the students. Usher, Bryant, and Johnson (1997) states that learning is a process that develops in between and within the quadrants. For instance, vocational practices are developed by the learner as they transform through vocational directive environments. I encourage you to continue to navigate the complex world of experimental learning environments in the 21st century classrooms.
References:
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
Usher, R., Bryant, I., & Johnson, R. (1997). Adult education and the postmodern challenge: Learning beyond the limits. New York: Routledge.
Doris Holland says,
Pam your post was very informative. Thank you for defining the terms EFL and ESL because this helped me to understand your post.
I didn't know you worked in China. Your experiences must be invaluable and how do they compare to teaching english in the states.
In any discipline, the learning theories must be adjusted to the current teaching/learning environment. I really feel some of the theories all have aspects that can be used in the classroom.
One question, how is the math taught in China? Do you know?
Your post was very good.
Doris Holland says,
Diana,
I know very little about the corportate world but it was interesting to know that experiential theory is used to train new customer represents.
In your post you mentioned that the role of the instructor was not defined for the corporate trainer. I was wondering if there are times when you have to be the catalyst in some training sessions?
Your post was good.
Michelle,
Doris Holland says,
To help students work through their negative experience with mathematics...
First, I seek to get the students to talk with me and share their feelings about the subject.
Second, humor has helped me to help students relax and open up in class. I encourage those who ask questions to continue to because they are helping others.
3rd, some students I talk with them on an individual basis.
At times it is not easy but after a few assignments with success on them, students begin to relax and feel they can do the work.
The experiential theory best explains why adutls learn in my particular field because teaching new officers - and veteran officers - in corrections how to properly apply and/or use force is not feasible in a classroom. I can lecture all day about how to properly operate a particular weapons, or apply a specific defensive technique, but until the student actually has the opportunity to practice and utilize these skills they will never know if they are doing it the correct way. It is essential they receive "real-world" experience before they are faced with a potentially deadly situation on the street.
In a learning situation with newly hired officers for example, we teach them first in the classroom and then we go to the range, gym, simulations site or other appropriate venue so they can put their new knowledge into practice. We teach them a variety of skills such as the use of chemical, use of several different firearms, defensive tactics, and batons. However, they must practice these skills to know that they can actually apply them when called upon to do so.
Each skill is taught and practiced separately and then we build on those basics by teaching two then three, etc. Once all skills are taught the student is taken to the simulations site and placed in training scenarios. These scenarios are taken from events that have actually happened in real life to ensure that reality is being practiced as much as possible. These scenarios are invaluable as they allow the officer to understand how they may react in any given situation. They also allow the officer to practice their skills over and over in a control environment. This can help to build not only knowledge, but also the officer's confidence level with their skills.
Lisa,
Do you believe that the controlled environment allows an officer to truly experience a real-life situation? Could it be that there are a lot of variables that they will not face in such an environment that might happen in a non-drill environment?
Lisa,
I agree that some things must be taught/ modeled in order to assure that students are learning. Do you include some reflective elements in your lessons? Do you agree that these students may benefit from learning to think reflectively because of the experiences that they will be faced with?
Kate Louton,
David Perkins (1995) asserts that reflective thinking is learned naturally or from good modeling at home. Is this to say one has to be involved in something first hand in order to actually have that experience to reflect on? With that in mind, would you say that the experimental theory came before the reflective theory?
Grant Jones--
I see some of the same issues that Pam discussed in teaching language arts in English on the border (with Mexico). My students do not live in an English-speaking society. In fact, even though we are on American soil, their parents and grandparents (citizens of the US) did not and do not speak English. Many of them have never seen an English-speaking doctor. They live, eat and breathe in a place where English is not "necessary." The result is similar to what Pam discussed because they have to experience things in an English context before they will understand it. It takes a little more intentional planning for experiential activities and activities that allow for group interaction so that they can build a common experience as they work through the material.
Mary B.,
Thanks so much for the comment! It is reassuring to know that I am doing the right thing and that I am not being too harsh!
Joel
The experiential learning theory best explains why adults learn because of the many theoretical perspectives which emphasize the many aspects of experiential learning.
The things we have to learn before we do them, we learn by doing them.
-Aristotle
Learning by experience can bring about many situations with new ideas. I know if I am to be at work at a certain time, let’s say 7:00 a.m., I will make all preparation to be on time in order to avoid being late. Let’s say for instance, if you drive down a road where there's lots of distraction, maybe a construction project which would cause you to be late for an appointment. The next day you would avoid that road you would try new alternative road. You had learned by your experience. You know better. You learn by experience of doing a different road to avoid conflicts situation. You develop a new learn ideas.
The constructivist perspective focuses on concrete experience and its meaning bring about new ideas (Bruner, (1990). The simulative approach focuses on doing which causes the adult to be motivated in community practices. The psychoanalytic perspective allows the learners to get involves in their fear (Merriam. Caffarella & Baumgartner, 2007), develops ways of overcoming their fears.
Others theorists such as Dewey (1938), Kolb(1984), Javis (1987), Boud & Walder (1991), Usher, Bryant & Johnton(1997) believe that learning from prior knowledge and schema with a connection of current situations will lead to future learning (Merriam,Caffarella & Baumgartner, 2007). Similar methods found in experiential learning include reflective practices (educator’s helps learners with the learning process of their social and physical experiences by judging their problems, situation, conflicts and predicting resolutions of complex problems). Situated cognition (physical, social, and cultural context which includes a process of learning, whereas, the adult learners realize their abilities focusing on adult learning as a different, single and talent perspective within the learning process.). Cognitive apprenticeships and anchored instruction (an authenticity experience in which adult’s learners becomes stress with their judgment of social and physical experiences). Educators help the adult learner by practicing formally cognitive apprenticeship and anchored instruction.
Occasionally, within the twentieth century attention was given to adult learning. In 1970 adult educators focused on the distinguishing characteristics of adult learning which cause a change from other areas of education. Theorists began focusing on adult learning as a different single theory of adult education. This distinguished many elementary schools, high schools, as a matter of fact: all types of learning. This difference leads to many types of theories, models, and approaches with the effort to understand the characteristics of adult learning. Different types of learning require different types of instruction (Gagne, 1992).
The experiential Learning Theory also known as (ELT) is a holistic model of the learning process as a whole model and a multiliner model of adult development. ELT and multiliner consist of what we know about how the adult learn, grow and develop. ELT is the characteristic of their adult experiences in the learning process. Experiential learning distinguishes ELT from other theories in which theorists sprung off other theorists in which new ideas of the same theory happens. Eric Erickson sprung off theorist Sigmund Freud because he felt theorist Sigmund Freud ideas were correct. He found eight new development stages similar to Theorist Freud’s four stages (the fifth one added later). ELT helps us to understand a more comprehensive level than before. ELT helps adult by providing guidance for applications as well as helping adults improve their learning by developing ways to succeed with success with their learning.
We have a natural propensity to learn the role of the teacher which is to facilitate (Rogers, 1994). Absolutely, when there’s a need to teach teachers, instructors are to be positive facilitators. Teachers must provide positive learning environments, be clear in presenting lesson, be organize and encouraging, praise the students either elementary, middle, high school students as well as adult learners. This allows experiential learning to have positive effects causing growth in all areas of learning.
Reference
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard Univ. Press
Gagne, R & Briggs, L. & Wagner, W. (1992). Principles of instructional design (4th Edition.) Fort Worth TX: HBJ College Publishers
Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. (3rd Edition.). San Francisco: Jossey-Bass.
Rogers, C. R. & Freiberg, H.J. (1994). Freedom to learn (3rd Edition). Columbus, OH: Merrill/Macmillan
Experiential learning theory best explains why adults learn because each and every theory we have studied emphasize learning and affirm the different aspects of learning through experience. For me, it is more what I have seen in practice. Most of what I have observed has been with adolescents, but it has been affirmed by what I have seen with adults as well. The clearest picture is with physical training--I coach basketball. It is easy to see that the players that get more play time know the plays better. Other players can draw a play out for me or explain it just fine, but when it comes to actually experiencing it and doing it for themselves, those who have the experience playing are way ahead of those who do not. I see that in adults as well. My colleagues in teaching (at a high school) all bring different backgrounds and personalities, but it is those who choose to practice the teaching strategies we are encouraged to use that have success with them and enjoy teaching more. Others sit in the back and shoot darts at ideas for engagement of students, but those who have availed themselves of the training and resources we have to use--who have actually experienced the difference some of these strategies can make--they go farther and are more involved in school affairs.
GJ
As your clearly defined explanation states, experience is key to building learning. Learning is taking what we know and moving to a new level of understanding with new knowledge. Thank you for your detailed post.
Wayne,
Music is a very concrete learning experience. I am not a musician, however, as I understand it; music has a learning curve that starts slow and goes up at a severe slope as the lessons continue. The reason for this, I believe, is that with experience learning becomes easier. Being able to see, feel, touch, listen, and experience music, or any other leaerning, makes it more comfortable for adults.
marquihines,
I believe that experience, and by extension experiential learning, is by far the most important for adult learning. In my own case, I went to college after high school, but had a difficult time. I went to work, traveled, lived life to a high degree for the next 20 years. When it became apparent that I should get a degree, my grades, interest, committment, and every other aspect of school improved dramatically because I had a wealth of experience that I could relate to my studies.
The training environment for the agency that I work for does not full subscribe to one particular method in which training is conducted. However, many of our training courses are contracted out to contractors, who study and implement training strategies such as Kolb’s learning cycle.
I believe that there will be many disadvantages to only implementing one learning format to training adults. I believe that it is important to open up the learning environment to many different strategies and techniques to allow all users to benefit in the learning process.
For me personally, I enjoy the facilitative approach, which states the importance of having a nurturing and authentic learning environment. In the training environment that I experience, the learners come eager to learn, because the course will generally be tied into their current work setting.
Experiential Learning
(Kolb, 1984) summarizes experiential learning that requires four kinds of abilities starting with being open and involving oneself in new experiences, secondly there needs to be reflective and observational skills used, thirdly analytical abilities are needed so ideas and concepts can be created and lastly, one needs problem solving skills and decision making abilities. (Kolb, 1984) explains once the learner reaches the fourth stage the learning starts all over again and the learner experiences are what he says are concrete experiences.
By Bob Schwallie
Reference
Kolb, D. A. (1984) Experiential learning: Experience as the source of learning and development. In Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass
Deborah Artis
The experiential theory looks at the learning process as the result from the learners experiences. Learning is an ongoing process in which our accumulation of knowledge is rooted in our experiences. As an instructor who teaches Writing composition and English in a community college one of the things I try to relate to my students writing and grammmar are not about lecturer, but about continous experience. Writing is an ongoing process in which adult learners tend to shy away from. I have found that these adult learners do not seem to understand that the more you right the better versed you become as a writer and speaker.
The experiential theory is very important an english course as the learner needs to be open and willing to be involved in the writing process, willing to reflect and be observant in using their skills, using their analytical skills to intergrate ideas and additional information into the writing process, and use problem-solving skills to assist in the development of logical experimentation of the writing process.
In using the experiential theory the adult learners come to the course with some negative experiences in writing from previous education courses which were not of a positive nature. Getting the learner address those negative experiences in writing and putting them into a positive perspective helps the learner to prepare themselves for new experiences in the course. I have found that journaling helps to alleviate this problem. Allowing the learner to reflect on past and current experiences in their lives as they journal opens the desire to write and gain a new perspective on writing.
To help reinforce the learning experience I have found peer reviews add in helping learners have positive experiences in obtaining a good knowledge basis. It builds confidence in their abilities as writers, support and trust from others, and I as the instructor provid a safe environment for the learner not only to perfect the writing process, but to present their works within the course.
Dewey (1938, p. 27) argued that the experience must exhibit the two major principles of the continuity and interaction: "The principle of the continuity of experience means that every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after." This meanss that our experiences are never isolated to a specific time or event, but that current experiences are connect to past experiences to aid in the learning process as well as providing for future learning. The principle of interaction as Dewey (1938, p. 41) explains that "an experience is always what it is because of a transaction taking place between an individual abd what, at the time, constitutes his environment." In understanding this concept in the educational practice is the value placed on the experience for the benefit of the learning process. In assisting adult learners in these processe the environment must be conducive for the experience to be poisitive, the right materials available to help in constructing the experience, and connecting past and future experiences for reflecting, thinking, and adaption of the process.
Sorry I forgot to post my reference.
References:
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass.
The Experiential Learning theory best explains why adults learn because the theory allows for the learner to utilize experience, perception, cognition and behavior. Using the ELT in nursing education has provided a theoretical foundation that supports nursing students throughout their courses. ELT has helped nursing students with decision-making skills and has also supported them in their new nursing roles as well as in various nursing specialties.
According to Sternberg & Zhang (2000), research supporting Kolb’s Experiential Learning Theory has increased with 81% of it including nursing studies, many of which resulted in positive feedback. ELT research in nursing studies has found that nursing is predominantly a concrete learning style and that the theory proves to be a useful model for all areas of nursing education. Furthermore, the medical model has also shown to have use for the ELT in regards to residency training, anesthesia education and other types of medical education.
In my own personal experience as a nurse practitioner and as faculty, I can state that the ELT adequately supports the nursing student with the necessary framework to learn both tactile and didactic nursing education. Our “baby” nurses go through rigorous technical skills in their first year of nursing school, but then need to emphasize on the didactic portion of nursing education to be able to make critical decisions regarding their patient’s needs. ELT supports both pieces of nursing education.
Learning Theories Knowledgebase (2009). Learning-Theories.com. Retrieved March 25, 2009 from http://www.learning-theories.com
Neil, J. (2005). What is experiential learning? Retrieved from http://wilderdom.com/experiential/ExperientialLearningWhatIs.html on March 24, 2009.
Sternberg, R. L. & Zhang, L. F. (2000). Perspectives on cognitive, learning and
thinking styles. NJ: Lawrence Erlbaum.
I have often said that the eye sees what the mind thinks and the spirit validates such sentiments. I have also said that true learning is present in one's ability to experience the learned. Essentially, learning is relearning through doing and refining by matters of the heart, soul, and known. As more eloquently stated by Fenwick (2003), "Learning is rooted in the situation in which the person participates, not in the head of that person as intellectual concepts produced by reflection." Throughout life our experiences lay the patchwork for a beautiful blanket of learning and transformation. Undoubtedly, learning through experience is a powerful compass in the pursuit of knowledge.
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, FL: Krieger
Response:
Experiential Learning Theory seems to be almost identical to the reflective theory by using prior experiences to build and practice experiences in order to make better decisions in the future. Instead of excluding each other they should be linked together.
The Experiential learning theory best explains why adults learn because of the multifaceted way in which it addresses each individual and their potential strengths and weaknesses they bring to the learning arena. When we look at how adults learn, we need to look from the viewpoint that individuals are unique and combination of lessons learned from different learning occurrences that have transpired in their lives. With each learning occurrence, they have been honed into developing preferences augmented by life situations that have made them complex beings. By addressing that each person is individual and has developed preferences, instructors of adult learners can understand these preferences and broaden curriculum design strategies that would benefit nearly everyone.
Knowledge is not static and confined to the classroom. One learns every moment as they experience life and the environment. Kolb asserted that the learner must be willing to be actively involved, reflect on the experience, and use analytical, decision making, and problem solving skills to be able to glean knowledge from any experience (Merriam, Caffarella, & Baumgartner, 2007).
Experiential learning is learning through doing. When a learner is exposed to a situation for instance a flat tire, they are forced to ask “how do I change the tire so I can continue on my original journey?” It may involve reading the owner’s manual or calling the auto club or calling a friend who has tire changing knowledge. Through exposure to the problem and having to solve, the individual learns how to solve should a similar situation happen again. Depending on the outcome, it could be a positive learning experience or a negative learning experience. But either way new knowledge will be acquired (Merriam, Caffarella, & Baumgartner, 2007).
These types of experiential learning opportunities are put into practice as nursing schools utilize simulation scenarios for the students to encounter. As the students are put into real life situations with simulators, learning is allowed to slow down and even stop action and reflect on the best actions available. With this chance to reflect without fear of client injury, students have shown to gain knowledge and understanding of complex material, become more autonomous, and developed more sound analytical skills (Lasater, 2007; Waldner & Olson, 2007; Brannan, White & Bezanson, 2008; Grady, Kehrer, Trusty, Entin, Entin, & Brunye, 2008).
Another example of experiential learning can be utilized through storytelling or narratives. Roberts (2005) listed 6 ways experience can be integrated into the learning environment. Using narratives was one of the 6 ways considered a modality to “hook” the learner into further engagement. When teaching nursing classes, content that is delivered with examples from real life accentuate and cause the learner to remember by illustration. Student evaluations have revealed that they enjoy real life narratives, in that they spike their interest and positively impact their memory.
Using experiential learning as a framework for teaching adult learners epitomizes the old Chinese proverb of “tell me and I will forget, show me and I may remember, involve me and I will understand.”
References
Brannan, J. D., White, A., & Bezanson, J. L. (2008). Simulator effects on cognitive skills and confidence levels. Journal of Nursing Education , 47(11), 495-500.
Grady, J. L., Kehrer, R. G., Trusty, C. E., Entin, E. B., Entin, E. E., & Brunye, T. T. (2008). Learning nursing procedures:The influence of simulatorfidelity and student sender on teaching effectiveness. Journal of Nursing Education , 47(9), 403-408.
Lasater, K. (2007). High fidelity simulation and development of clinical judgment. Journal of Nurisng Education , 46(6), 269-276.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
Roberts, J. (2005). Disney, dewey, and the death of experience in education. Education and Culture , 21(2), 12-30.
Waldner, M. H., & Olson, J. K. (2007). Taking the patient to the classroom:Applying theoretical frameworks to simulation in nursing education. International Journal of Nursing Education Scholarship,4(1),1-17 .
We consider medical language also a form of language. It does however seem that non english speakers have more difficulty learning the medical terms. In my estimation, it is because they need to translate many terms into their native tongue and then into the english and then they may understand the word. It may also be that there is no similar term in their native language.
Jennelle
So your premise is that every experience produces learning. What about a situation where you are just agreeing with something someone else says, such as in listening to a sermon about the coveting one's neighbor. Is that learning as well?
Experiential learning is based on the premise that a relationship exists between experience, reason and knowledge. Often this theory is reflective of both the ongoing meaning in our informal lives as well as the construction of new meaning from formal experiences of learning. (Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M., 2007). Given the complex nature of the variety of experiences of adults, constructing meaning from those experiences that is similar or adequate enough to perform at an equal level with our co learners is somehow accomplished.
Through experiential explanations of learning, it becomes clear that experiencing something links a person’s actions to their thoughts. According to Merriam, et al. (2007) the structure of the learning experience itself seems to promote emotional reactions. This is exhibited in issues brought forth by students. Some of the issues often exhibited include: 1) complaints about not enough direction or structure being provided, 2) complaints about too much structure and rigidity, 3) excitement and joy related to getting the learning task, or 4) being overwhelmed by the expectations.
According to the theorists of experiential learning, emotional reaction plays a large role in how we learn. One example that was given relates to taking tests. Feeling anxious about doing well on a test or fearing failure on a test, may mean that student is unable to meet the testing expectations (Merriam, et al. 2007). Within reason, the converse of that premise must also hold true.
Reflection also plays a large role in experiential learning. Experiential learning theory states that a learner must engage in an experience and then reflect on what happened, how it happened and why. Merriam et al. (2007) stated “Reflection-on-action involves thinking through a situation after it has happened. “ In order to do this effectively we decide what is important and ignore what we consider to be less important. (Beard, 2006) Conversely, Beard (2006) also states that if we do not pay attention to an opportunity new learning will not happen.
The experiential learner develops ideas from what is presented and internalizes concepts to form personal knowledge through integration of a new behavior to use when new situations arise. (Dirkx, 2008). Also it is true that experiences do not always lead to new insights or new learning however. If our practical experience does not match how we think things should be, we often revist our presumption or re-examine an experience in order to make over our way of thinking and acting (Beard 2006).
In conclusion, Merriam et al states: “Although exploring the role of experience in learning has a long history, we continue to discover more about the connections between learning and experience and how to assist adults in formal and non formal settings to capture the richness of learning from experience” (2007, p. 185).
References
Beard, C. (2006). Experiential Learning: A Handbook of Best Practice for Educators and Trainers.
Great Britian: London. Retrieved from: http://site.ebrary.com/lib/waldenu/Doc?id=10137816&ppg=27
Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult & Continuing Education, Retrieved April 2, 2009, from Education Research Complete database.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn because research has shown and continues to show that people have different learning styles. Experiential learning can occur through experiential education and learning by yourself. Experiential education is usually structured, whereas learning by yourself is “real-world experiences.” Experiences refers to a persons current existence, therefore people are constantly experiencing. It is what the person takes away from the experiences that determine whether they have learned from it or not. Aldous Huxley (1933) in his book Texts and Pretexts stated, “Experiences is not what happens to a man; it is what a man does with what happens to him.” Experiences are influenced by a person’s culture and through society (Merriam, Caffarella, & Baumgartner, 2007). Because of this as children emerge into adults they build upon experiences that have shaped their life and their individual learning style. Merriam, et al (2007) point out that, “learning from experience involves adults’ connecting what they have learned from current experiences to those in the past as well to possible future situations.” Building upon experiences means to move through to higher levels of learning, therefore experiential learning should involve students in observing, thinking, analyzing, synthesizing, evaluating and applying (Bloom’s Taxonomy) what they have learned. This type of learning through experience not only allows a learner to be comfortable and successful with what they are learning, but also to challenge their learning ability to an extent outside of their “comfort zone” in order to gain new knowledge. Many theorists such as Kolb, Rogers, Jung and Piaget have deemed experience as the source of learning (Chapman, 2008). David Kolb’s experiential learning theory (ELT) is composed of four elements; concrete, experience, observation and reflection (Smith, 2001). Kolb’s ELT basically breaks down a learning into two categories; perception and processing. Some theorists argue that Kolb’s ELT doesn’t apply to all situations (Smith, 2001). It is important to know that experience doesn’t mean that you have to be actively involved; it can mean that you are an observer of the experience. An experience can be one that we have participated in or one that we have observed. Either way we reflect on experiences and form concepts, principles and strategies. When we learn from experience we are able to apply the concepts, principles and strategies.
Experiential learning doesn’t only involve learning from real-world experiences; it involves learning from experiences that goes on in a person’s head (Merriam, et al, 2007). This aspect of experiential learning is important for instructors that do not have the capability or funds to branch outside the classroom doors and provide structured real hands on situations. The elementary school that I work in like many other public schools in our nation are experiencing budget cuts. Due to budget cuts field trips, which is a wonderful hands on experiential learning for children, have been eliminated. I have found means to foster experiential learning within my classroom walls by involving my students in listening exercises, log books, problem-based learning, demonstrations by myself and others in the community, role-playing, videos, discussions, self-discovery through brainwork, simulations of real life settings, projects, presentations, and questions. Because experiential learning can occur in such a broad spectrum of activities, everyone becomes experiential educators in a person’s life. Most importantly to remember is that while experiential learning might begin by being involved or observing an experience, it is the reflection of the experiences and the transformation of experiences that aid in the process of learning.
References:
Chapman, A. (2008). Kolb Learning Styles: David Kolb’s Learning Styles Model and Experiential Learning Theory. Retrieved March 24, 2009 from http://www.businessballs.com/kolblearningstyles.htm
Huxley, A. (1933). Texts and Pretexts. W. W. Norton & Co., NY
Merriam, S. B., Caffarella, R.S., Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons, Inc
Smith, M.K. (2001). “David A. Kolb on Experiential Learning,’ The Encyclopedia of Informal Education, http://www.infed.org/b-explrn.htm
Lori,
Do you think that experiential learning is limited to only adults?
Does this theory seem to be a subset of the "theory" of androgogy, or does it go farther in explaning the role and necessity of experiences in learning? Are there types of experiences that are better candidates for aiding in this learing?
Melanie Birmingham
The transformative theory best explains why adults learn because it focuses on change. What a better way to explain learning by understanding that when you learn new knowledge your point of view changes. People also begin to try and figure out the meaning to their lives. As quoted by Mezirow (1993) in Baumgartner, Caffarella, & Merriam, (2007): transformational learning, “The process is most often set in motion by a disorienting dilemma, that is, a particular life event or life experience such as the death of a loved one or an illness that a person experiences as a crisis” (p. 135). The movie the “Bucket List” is a great example of transformative learning theory. The movie is about two older men who have both been diagnosed with a terminal illness. Edward is a wealthy guy and Carter is a mechanic and they both have decided to do a list of things they want to do before they “kick the bucket”. After learning of their life changing situation they both make changes in each of their lives and learn new things about life from each other. Moral of the story, their reaction to life explains what transformational learning means. They learn of a crisis in their life and learn new ways to look at life to enjoy their last days instead of giving up. Baumgartner, Caffarella, & Merriam, (2007): states that “Transformative or transformational learning is about change- dramatic, fundamental change in the way we see ourselves and the world in which we live” (p. 130). Transformative learning takes life’s experience and makes the meaning and feelings that are associated with that experience and gives a new outlook about life on a personal level.
By learning new knowledge we are breaking down per conceived notions that have been formed by the emotionally reactions to pass experiences. When we are affected by traumatic experiences our personal conclusions to these reactions is what produces learned behavior. Once able to put certain behaviors with specific experiences we take the information and form an ideology. A shocking experience can cause your previously formed ideology to breakdown. Uncertainty causes a thirst for knowledge and meaning to life. We begin to break down the meaning for the unusual experience and develop a new approach to deal with the new feeling. Analytical thinking begins to produce new ways of thinking. As quoted by Mezirow (1991) in Imel (1998): “For learners to change their "meaning schemes (specific beliefs, attitudes, and emotional reactions)," they must engage in critical reflection on their experiences, which in turn leads to a perspective transformation (p. 1).
References
Baumgartner, L., Caffarella, R., & Merriam, S., (2007). Learning in adulthood: A
comprehensive guide. San Francisco, CA, USA: John Wiley & Sons, Inc.
Imel, S., (1998). Transformative learning in adulthood. Columbus, OH, USA: ERIC Clearinghouse on Adult Career and Vocational Education. Retrieved from:
http://www.ericdigests.org/1999-2/adulthood.htm
Mezirow, J., (1993). How adults learn: the meaning of adult education. University Park: Penn
State University p.185-190.
Alkia Fountain
The experiential learning theory best explains why adults learn because it is a holistic approach combing experience, perception, cognition and behavior, with the concept that learning changes behavior. Thus, it is not enough to just learn new information and develop new generalizations. There must be situations available and put into place for the learning to be tested. This will allow the learner to make a connection between the new knowledge and a particular action as well as provide an opportunity to reflect upon the new information and relate it to specific actions and tasks.
This is evident in Kolb’s four stages of learning: 1. concrete experience (CE) is where the learner actively experiences an activity; 2. reflective observation (RO) is when the learner consciously reflects back on that experience; 3. abstract conceptualization (AC) is where the learner attempts to understand and internalize information; and 4. active experimentation (AE) is where the learner is trying to plan how to test new information and plan for upcoming experiences. (Merriam, Caffarella & Baumgartner, 2007.) A learner may enter or begin at any stage, but will follow the stages in sequential order. Basically, learning involves doing, observing, thinking and planning.
In considering the basic concepts of experiential learning along with Kolb’s cyclical model of learning, there areas within higher where these concepts are prevalent and yield support for the theory. With one of the goals of higher education to prepare students to enter their chosen profession, there are certain areas of study where the student will move through all four stages of learning. For example, we offer several programs within the health profession area in our community college district. Every program consist of classroom instruction, simulated classrooms resembling a hospital or clinical setting and on-site clinical and or practicum. With this process, course material is introduced to the student in a traditional classroom environment; the student works toward learning and conceptualizing the information; information is tested with the simulated classrooms and then reinforced with the on-site clinical.
This approach to learning has been vital to the existence of the community college. However, DiConti (2004) further contends experiential learning is equally as important for the four year college and university. This trend toward experiential learning is fueled by the changes in students’ expectations in the classroom. According to DiConti (2004) college students are no longer satisfied with the traditional and uniformed classroom experience, consisting mainly of lectures. These students are seeking an enhanced learning experience that will equip them for the challenges of our current job market.
With more non-traditional learners enrolled in college, today’s college students have different needs and are often focused on making connections with what is taught in the classroom to the needs of future employers (DiConti, 2004.) They want to not only see the relevance of what they are learning, but experience putting that knowledge into practice before entering the workplace.
Given the changes in students’ educational desires and needs as well as the recent changes within our economy and job market, experiential learning is a necessary and appropriate instructional component of higher education at all levels.
References
DiConti, V. (2004.) Experiential education in a knowledge-based economy: Is it time to reexamine the liberal arts? The Journal of General Education, 53(3-4), 167-183.
Merriam, S., Caffarella, R. Baumgartner, L. (2007) Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.
Pam,
Great depiction of the experiential theory and well thought out. I like how you tied it together with your profession and how you were able to focus throughout your post the goals of the EFL learners. Experiential learning coincides with reflective learning because students have to be able to relate real life situations with past knowledge and skills. Being able to reflect, observe and acknowledge concepts help the student to maintain a positive outcome.
The experiential theory best explains why adults learn in healthcare because it draws on past experience. Although many of the theories in experiential learning theory seem to contradict each other, I see them as all coming together to define the complete learning experience. For me, the key to experiential learning is that "all genuine education comes about through experience"(Dewey, 1938), and that learners have many experiences that can be used for learning (Merriem, Caffarella & Baumgartner 2007).
Much of my teaching at the hospital depends on the past experiences of my staff and students. I like to build knowledge on what they have learned or experienced previously. A good example is central line catheter use and care. (A central line is a tube that enters the body through the arm, neck or chest and sits in a major blood vessel, ending near the heart). It is vital that this catheter be cared for properly or infection can easily set in and threaten the patient’s life. Students learn about peripheral IV’s before they learn about central lines. A peripheral IV is a small, short catheter that is usually in the hand/arm that delivers fluids and medications to a small blood vessel. I use the student’s past knowledge and experience with peripheral lines to teach about central lines. For instance, they should already know the anatomy of a blood vessel, the purpose/advantages/disadvantages of delivering fluids/medications via the blood vessels, etc. After a peripheral line, the central line is the next step in vascular access.
I find it interesting that the theorists differ so much on experiential theory –for example the contructivists reflect on concrete experiences while the situativists believe that learning is rooted in the situation and the goal is participation in a community of practice (Merriem, Caffarella & Baumgartner 2007). I can see both of these theories in action in my position. We often do reflection (debriefing) after a medical event to see what we can learn to improve our practice for the next time. This happens after every Code Blue (cardiac arrest), Code Green (aggressive/assaultive patient), and disaster, for example. We also do much of our learning and improvements as a healthcare team (community). It is almost impossible to make a change in one discipline without having it affect all other members of the healthcare team.
As I was researching types of experiential learning, it occurred to me that I participate in this type of learning every week with my boys at scouts. Any of you with scouting experience will recognize that the badges, belts and other awards are all based on accomplishments – many of which involve an activity. For the cub scouts we do fun activities like basketball, chess, etc. While these may seem like different activities, they really do build on each other. Once you have learned one sport or game, you can apply the same principles to the next sport or game. All involve rules, taking turns, scoring methods, good sportsmanship etc.
Rebecca Holt
Dewey, J. (1938) Experience and education in Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Fransisco: Jossey-Bass
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Fransisco: Jossey-Bass.
The transformative learning theory best explains why adults learn because it is based on change. One thing that is always constant in an adult’s life is change. Because of this, adults are continually transforming to adapt to change in their lives. There are two key theorists who support transformative learning theory. First, Jack Mezirow takes a psychocritical perspective to transformative learning. Second, Laurent Daloz takes a psychodevelopmental approach to transformative learning (Merriam, Caffarella, & Baumgartner, 2007). Each of these theorists’ approaches will be discussed next, starting with Mezirow.
Mezirow (2000) believes that transformative learning occurs when an individual’s beliefs are changed or when that individual has a completely new perspective on an issue due to some type of life-changing event. In the field of adult education, this is very often true. Adults who return to school often do so because of a major change in their lives (e.g. children move out of the home, loss of job, desire for a better job, etc.). That change has caused the adult to look at their life experiences in a new way—and learn from those experiences. Even outside of the realm of formal education, Mezirow’s theory is still true. For example, in my personal life, I recently went through a major life-changing event: I became a foster parent for five teenage boys. My own view of parenting changed drastically, and I now have a much greater appreciation for what my parents went through.
While still emphasizing change, Daloz takes a slightly different approach to transformative learning. Daloz (1999) believes adult education is more of a transformational journey, not merely the result of a life-changing event. Because of this view, Daloz sees adult educators more as mentors who guide adult learners in their transformational journey. I find this approach to be valid in Walden University’s Ed.D. program. We are all on a journey toward our doctoral degree, and our professors serve as our guides and mentors in this process. Instead of seeing us as a group to whom a great deal of lecturing must be done, the Walden professors see us as adults who are on a valuable journey, and they can lend their own experience and expertise to help guide us along the way.
Both Mezirow and Daloz believe in transformative learning. While one sees transformation as more of a result of a life-changing event, the other sees it as a journey. The destination for both is the same: Adult learners are changed in their thoughts, actions, and beliefs through the educational practice. It is because of this emphasis on change that the transformative learning theory best explains why adults learn.
References
Daloz, L. A. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
Pam,
I have spent that last few years developing and implementing a “Spanish Basics” curriculum for students whose first language is English. The curriculum is framed by a focus on students learning how to identify, pronounce, and spell basic Spanish words (e.g. numbers, days of the week, months of the year, colors, and short sentences (e.g. good morning, good after noon, etc.). The program has been very successful due in large part to the students' interest in learning about diverse cultures.
I found it very interesting that you and your husband actually developed a new experiential learning model based on Kolb and Fry’s (1975) learning cycle. In contrast to the Kolb/Fry model, you made a really great point whereas the learning cycle for English as a second language instruction/learning cannot begin at arbitrary points or anywhere in a learning cycle. It stands to reasons that learners must have a sound foundation for learning prior to moving on to more complex concepts. I can see where it might be difficult for ELS students to be required to[ let’s say] be tested on forming complete sentences when they have yet to be introduced to key elements of sentence structure (e.g. nouns, pronouns, verbs, etc.).
In your proposed learning model, I can also see where the opportunity to reflect (a key tenet of experiential learning) (Kolb, 1975), can be easily integrated. For example, after offering instruction on a new grammatical concept or difficult tenet, it would be easy to allow for a few moments of quiet time where students can assess their performance and later discuss as a group.
Question: Have you considered taking your model from its “rough” form and moving it toward a more formal framework?
References
Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Aimi Gundersen
Transformational Theory Blog
3/31/09
The transformational theory best explains why adults learn because it addresses the whole person, not a fragmented piece. It represents the physical, emotional, and spiritual learner. Transformational theory can shadow a person from an initial idea through the social, cultural and spiritual transformation—where a dead fact can become alive through true understanding and knowledge. There are myriad approaches to understanding transformational learning: some focus on more critical thinking, while others focus on the spiritual component of the theory. All are relevant and continue to aid in the personal transformation of learning.
Jack Mezirow focuses on the psychocritical approach to transformational learning (Merriam, Caffarella, Baumgartner, 2007, p.132). This approach focuses on the prior experiences of the student and how they are used to help facilitate learning and transforming of ideas. The prior knowledge needs to be analyzed by the student, dialogue needs to occur, and self-assumptions need to be examined.
To understand this concept, learning must be defined in the realm of Mezirow’s theory. “Learning [is seen as] as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action (Merriam, Caffarella, Baumgartner, 2007,p.132). Learning is not rote, it is not bookwork; it is experiential, it is connected, and it is spiritual. The true learning and understanding can only take place when connections are made and meaning is made clear through our own personal, critical lens. The lens is defined as anything or any situation that may “transform our taken-for-granted frames of reference (meaning schemes, habits of mind, mindsets) to make them more inclusive, discriminating. Open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justify to guide action” (Merriam, Caffarella, Baumgartner, 2007, p.133). Adults face situations that force them to analyze their life choices and the direction of their career. Whether this action be initiated by the learner, or initiated on the learner, it causes dramatic change in the person-- and this is the perfect storm for learning to take place in a transformational way.
There are many theories that discuss how adults learn the way that they do, but transformational learning explains why adults learn and the key area which may be the catalyst for the learning. Included with this is Mezirow’s idea of “frames of reference,” in which our critical lenses through which we view life are colored or skewed according to what we have or have not experienced within the course of life. Our frames, or prior experience, dictate the connections that we can make and the interpretations we will make to the “text.” “My take on this is that it is important to recognize and understand how learning is shaped outside awareness, but the essential dimension of any definition of transformative learning—especially for adult educators—must include explicit
recognition of the foundational process, within awareness, involving critical assessment
of epistemic assumptions,” ( Dirkz, Mezirow, Cranton, 2006). Instructors need to understand the importance of the student and what he/she can bring into the class. If that knowledge is not brought about and implemented in the class, it may be hard to help the students make the connections necessary to truly understand and modify the material into something meaningful for the student.
Transformational Learning is just that—it transforms; it changes the learner in ways they will not be able to forget. It is not about learning basic rote material, but rather learning about yourself; figuring out who you are and what you are making of the information surrounding you, and then letting that knowledge shape who you are and who you are becoming. It is the essence of adult education.
Dirkx, J., Mezirow, J., & Cranton, P. (2006). Musings and Reflections on the Meaning, Context, and Process ofTransformative Learning: A Dialogue Between John M. Dirkx and Jack Mezirow. Journal of Transformative Education. 4, 123-128.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A Comprehensive Guide. SanFransisco: Jossey-Bass.
The Experiential learning theory best explains why adults learn because it maintains significant influence in learning and education. Critics dispute the theory for its emphasis on individual experience. Experiential learning programs integrate efforts to manage experiences, further the likelihood that students make learning connections, and provide ongoing curricular practice – all of which make learning experiences more priceless in education. These efforts engage learners in problem-solving situations from which they can pull knowledge.
Experiential learning in teaching and medical education programs allow for internships, in which students pursuing professional preparation are made to believe that these opportunities are the important part of their education. These opportunities can be found as jobs or mentoring and more often than not supplementary to a student's curriculum of study. A student is placed in a challenging situation in which he or she can review/evaluate and resolve a problem by pulling from their knowledge to create a solution that has value. Practice is a step in the progression of learning.
Bell (1995) said that the theory of what experience does is more important than the actual experience. The process one goes through makes the learning significant—a personal connection. Perhaps even more valuable than the active learning is the reflective process built into a good experiential educational program. Further, there is a need for the learner to be assisted prior to, during, and after the experience so that efforts are not wasted; to try and ensure that success is eventual and meaningful.
REFERENCES
Bell, M. (1995). What constitutes experience? In R. J. Kraft and J. Kielsmeier (Eds.), Rethinking theoretical assumptions in experiential learning in schools and higher education. (pp. 9-16). Dubuque, IA: Kendall/Hunt.
The experiential learning theory best explains why adults learn because of the research that has been explored and presented by Merriam, Caffarella and Baumgartner (2007) in their book, Learning in Adulthood: A Comprehensive Guide. The information provided were clear and reasonable concepts that one could actually reflect upon as having been an adult learner, and as an adult educator. For example, when Merriam et al. quoted these statements from the work of Fenwick (2003) on experiential learning, personal mental reflections began to surface:
Learning is rooted in the situation in which the person participates. . . .The outcome of experiential learning as a participation is that the community refines its practices, develops new ones, or discards and changes practices that are harmful or dysfunctional. . . .As a result, we must work through psychic conflicts to learn. (p. 160)
Immediately, I began to relive, literally, a situation that occurred while attending a conference. This conference was the largest I had ever attended; I was not informed on the details of how it functioned from workshops; conferences, meetings, and luncheons; and my supervisor could not be located. The experiences encountered while there were those of ‘conference time’ as opposed to real time; ‘conference linguistics’ as opposed to standard; and choosing wisely workshops to attend as opposed to attending what ‘sounds’ interesting. I promised myself that the next time I must attend such a large conference, I would be prepared. Here is where experiential learning taught me, as an adult learner, that ‘conference time’ means getting to the location or assigned locations 10 minutes early for preference and limited seating availability; ‘conference linguistics’ is terminology associated with the conference type attending and knowing local, regional, and national leaders involved; and, that what ‘sounds’ interesting might be really boring and the possibility of falling asleep: very possible. Interestingly, there was this ‘psychic conflict that required working through’ when I read the program for the Walden University Residency in Atlanta, GA, of which I’m attending, due to its constructional similarities previously encountered at the conference aforementioned. Previous participation in a ‘community’ of this nature caused me to ‘reflect, develop a new practice and discard and change practices that were dysfunctional’: I have read the program in its entirety; I am prepared to know the letter assigned to me for mandatory workshops, and I will arrive 10 minutes early for workshops that are appropriate for my field, but are not mandatory. Moreover, I have reviewed the faculty biographies online that will be presenters and advisors; and I plan to look for those I’ve communicated with online for extra-curricular activities. However, new experiences will occur at the Residency that will cause me to perform again according to the experiential learning theory.
Supportively so, experiential learning ‘lens’ expressed by Merriam, Caffarella and Baumgartner (2007) provides adult educators a realistic view of what one must observe when facilitating adult learning materials, as well as what one must observe as an adult learner. The ‘lens’ that most support this defense of the experiential learning theory is stated:
Educators’ [learners] roles and purposes differ according to their theoretical orientation. . .the situative [sic] framework engage students in a community of practice through service activities and cognitive apprenticeships. . .the psychoanalytic framework want to help learners bring to light unconscious conflict that may impede learning. . .those utilizing the complexity theory help students understand change within complex systems and work toward solutions. (p. 173)
The conclusive defense for experiential learning is that adults learn best when they can draw upon the experiences that aid in solving problems and learning new concepts. As we continue to live and interact in a changing world, we will be expected to utilize past experiences in preparation for changes that will occur in the future.
Reference
Merriam, S, B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood:
A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
The Experiential learning theory best explains why adults learn because of acknowledgment of prior experiences. Adult learners feel a sense of worth and intelligence if prior experiences are acknowledged. A perfect example of this is when Aaron and Gloria attended a workshop and the instructor of Aaron’s workshop asked the participants about their previous experiences then provided the participants with different activities and opportunities to interact and learn from the other participants. Aaron writes, “The interaction with peers was the most beneficial part of the workshop. Dr. K.’s willingness to value our experiences made this a successful workshop (Merriam et al., 2007, p.159).”
On the other hand Gloria sat through lectures on the same subject as Aaron. Gloria briefly participates in a question and answer session at the end. Gloria’s evaluation reads, “I could have read this information in a book. The workshop was a waste of time” (Merriam et al., 2007, p.159). The difference of the two workshops was the way the instructor presented and provided active learning.
Adult learners need to perform active learning and participation to gain learning and experience. According to Dewey, “For learning to happen the experience must exhibit two major principles of continuity and interaction” (Merriam et al., 2007, p.162). Dewey suggests that every experience connects and/or adds to previous experiences. Therefore there is a form of continuity to this experience. Dewey’s second principle of interaction has to do with a transaction taking place between individuals. Continuity and interaction go hand in hand to form experiential learning.
The quote from Lindeman sums up experiential learning in this way, “The resource of highest value in adult education is the learner’s experience.” Experience then becomes “the adult learner’s living textbook…already there waiting to be appropriated” (Lindeman, 1961 as cited in Merriam et al., 2007, p. 161).
References:
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
The experiential theory best explains why adults learn according to Hildreth, (1951),"learning is the process of experience, and of the reflecting upon the meaning of what is experience. "No sensible person would define the whole of learning narrowly as merely “learning by doing".”Experiential learning refers primarily to the type of learning that involves direct experiencing, learning through first hand contact, or a semi concrete type of learning, as distinguished from learning as a result of listening to lectures or reading professional literature."
Thinking and interacting are crucial keys in experiential learning. Adults thrive having active participation in the planning, developing and execution of their learning activities; since it is shaped by problems and pressures arising from every day living that different situations provide. Everyone's experience is different; therefore, each individual will react differently. Kolb,(1984), describes learning as " a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner. “And they can be personal/ or objective." Happiness is described as a pleasurable or satisfying experience. For example: The experience of getting engaged, then married, is an experience some have the privilege of experiencing, If the marriage is prosperous or not the experience itself is a learned process for each individual.
Dewey, (1938) state, "experiences that provide learning are never just isolated events in time. Rather, learners must connect what they have learned from current experiences to those in the past as well as see possible implications." A friend of mine retired this week after 32 years of service, (with 10 years on this job). Before his departure, it was his job to teach another person about his job. He felt it was possible, but his years of experience could not be taught in a matter of a week. The job consists of practically three jobs at once; finding information on the computer, making certain the machines were locked for safety purposes and measuring the correct amount of material to make the product. The new employee did not have previous knowledge of this particular job, so his knowledge base must connect to the knowledge handed to him, until he learns how to operate the job accordingly and to his manner of work ethics.
Without the experiential theory, the reflective cannot take place. Fenwick, (2008) notes, “Educators serve as facilitators of reflection and encourage learners to discuss and reflect on concrete experiences in a trusting open environment." Hildreth (1951) states, “First, there is the direct, overt phase, in which acts are performed and interaction is experienced between the subjective and the objective environment. (2) The intellectual phase consisting of interaction with an environment of ideas, including: (a) reflection upon and analysis of what has been experienced in the overt phase, and (b) the study of and reflection upon the meaning of one's experiences, the major conceptions that have been developed by pioneer thinkers of all times." It goes to show, some things do not change with time.
References
Happiness. (2009). In Merriam-Webster Online Dictionary. Retrieved April 4, 2009, from http://www.merriam-webster.com/dictiionary/happiness
Hildreth, G., (1951). The Role of Experiential Learning in the Educating of Teachers. Journal of Teacher Education. vol.2;p.180.
Merriam,S.B.,Caffarella, R.S. & Baumgartner, L.M.(2007). Learning in Adulthood. A Comprehensive Guide. (3rd ed.). San Francisco, CA: Jossey Bass.
Lorenza,
Getting students involved will help them remember or even feel that what they are learning is worthwhile. But what if a student does not like to be actively involved, are they at a disadvantage? As a teacher should we force the individual to participate? Adults are individuals that are able to handle reading a book and learning on their own. We want control of how we learn. It is true that if I was at that workshop I want you to teach me something that I can’t do on my own. I want you to make me step outside my comfort zone so that I can put feeling with the experience and be able to learn from it. I believe that experiences shape and form are learning process but it is not the most important thing that helps our understanding. In order for adults to learn I believe that they must take those experiences and make sense out of them and that is what causes us to learn because we change the way we see things.
Experiential Learning Theory:
The Experiential learning theory best explains why adults learn because it captures a connection between learning and experience. John Dewey (1938) best describes education when he mentions that “all genuine education comes about through experience” (p. 13). He does make an important distinction that not all education is genuine. This is further explained when he mentions “some experiences “mis-educate,” in that actually “distort growth … narrow the field of further experiences … [and place people] in a groove or rut” (p. 13). Therefore it is important according to Dewey that the experience must include some form of “continuity” and “interaction” in order for the connection to exist between life experiences and learning.
Learning from experience according to many scholars is the direct result of engaging either physically or emotionally in that particular time. The learning experience allows us find ways to search out those connections in life and communicate those tribulations to others that our also experiencing these similar journeys. According to Fenwick (2003), “The outcome of experiential learning as participation is that the community refines its practices, develops new ones, or discards and changes practices that are harmful or dysfunctional” ( p. 27). Other scholars have also included their thoughts to the growing discoveries they have made that are being connected to experiential learning. Lindeman (1961, p.6) suggests that “the resource of highest value in adult education is the learner’s experience.” According to Knowles (1989), adults come into an educational activity with both greater volume and a different quality of experience from youths.” (p.58). Kolb (1984) refers to experiential learning as “learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner” (p. 27). Pate (2009) justifies that experiential learning as “An essential characteristic of the experiential education process is to empower the learner to turn a critical eye toward the
content, not to passively default to its “authority.” In essence, experiential education celebrates internal reflection and (re)evaluation” (p.463).
References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
Pate, J. (2009). The Journal of Experiential Education. Boulder. Vol. 31, Iss. 3; p. 462 & 463.
Faye Mellis
In your posting you stated that if we do not pay attention to an opportunity for learning,new learning will not happen.How may opportunities have we had in our life to learn but we have dismised them as not being important there for not learning from it, such as the sermon that is lissoned to but to payed attention.
Faye Mellis
In your posting you stated that if we do not pay attention to an opportunity for learning,new learning will not happen.How may opportunities have we had in our life to learn but we have dismised them as not being important there for not learning from it, such as the sermon that is lissoned to but not payed attention.
Lorenza
You explain that experiential learning theory when teaching you take into consideration the experiences of the adult learner. Do you feel that the experiences of the adult learner can have a positive or negative affect on their learning outcomes?
Response to Wendy Maxie:
Hi Wendy!
Your description of experiential learning theory is nice; however, I think it would have been good to cite some primary sources.
I like the example you gave about attending a large conference, and I can certainly see how you learned from it. It will be great for you to apply your learning to a Walden Residency. I am sure that will make it a much better experience for you.
Scott Fabel
Response to Deb Ketner
Hi Deb,
In many ways, the experiential Learning Theory sounds like the Transformative theory. would yuo agree or do yuosee it differently?
Thanks,
Rodney
The experiential learning theory best explains why adults learn because consideration is given to the learner's contribution to the learning process, the environmental impact on learning, how learning evolves over time, and the instructor's role in the learning process.
A key component to adult learning is what the student contributes to the learning environment. In discussing experiential learning, Merriam, Caffarella and Baumgartner (2007) state "that learners have a vast array of experiences that can be used for learning" (p. 159). Knowles (1998) similarly notes that "the richest resources for learning reside in the adult learners themselves" (p. 66). Second, experiential learning takes the learner's environment into consideration. In Merriam et al.'s (2007) review of Dewey's principles and Kolb and Kolb's learning propositions associated with experiential learning, the authors note that experiential learning is effective because interaction constantly occurs between the learner and their environment. Next, experiential learning theory incorporates time by recognizing that the learning process is evolutionary. Theorists describe the dynamic nature of experiential learning when they discuss the continuity of experiences and reflective practice (Merriam et al., 2007). And fourth, experiential theory defines the instructor's role as a facilitator, catalyst, mentor and assessor. Effective instructors lead and motivate students, they present challenges and encourage reflection, they bring passion and emotional support, and they are flexible and focused on the success of the learning experience.
In a recent production and operations management class, my students were bogged down on alternative value chain performance measurements. Theoretical definitions from me were not the answer. But when the medical professional discussed patient satisfaction, the warehouse manager described the ratio of on-time deliveries, the pharmaceutical rep explained the importance of increased revenue dollars, the IT professional talked of reduced help-desk inquiries, and the tour manager spoke of changes in customer counts, the students all comprehended the experiences of their cohorts. Each then tried to relate the measures to their own professional situations. In this experiential learning example, the students were both contributors to and receptors.
In considering alternate learning theories, transformative and reflective learning theories focus on student learning through internal change. The learner's reciprocal contributions to their fellow students, the role of the instructor and the environmental influences on the learning process are not key theoretical components. As such, transformative and reflective theories are not best in explaining why adults learn.
In summary, for adult learners, experiential theory best explains why adults learn because all aspects of the adult learning process are considered.
Andy Muller
References:
Brookfield, S. (2005). The power of critical theory for adult learning and thinking. New York: McGraw-Hill.
Knowles, M. (1975). Self-directed learning. Chicago: Follet.
Knowles, M. (1998). The adult learner: the definitive classic in adult education and human resource development. Houston, TX: Gulf Publishing.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Response to Lori Jacobs-
It seems that the Experiemental theory allows one to draw from the experience. This would help in establishing prior knowledge in those that believe that the reflective theory is the best theory. Why do you believe that the Experimental Learning theory is superior to the Reflective theory?
Katie Peppers
The experiential learning theory best explains how adults learn, grow and develop (Kolb, Boyatzis, Mainemelis, 1999). “The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT [Experiential Learning Theory] from other learning theories” (Kolb et al. 1999). Rogers (1969) argues that the most lasting and pervasive learning is the self-initiated learning. He further argues that experiential learning addresses the needs and wants of a person and therefore is the most effective method of learning. According to Kolb et al (1999), knowledge results from the combination of grasping and transforming experience. Hence, the learner must repeatedly choose which set of learning abilities he or she will use in an explicit learning situation (Kolb, 1984).
Furthermore, Luckner & Nadler (1995) name 12 reasons why experiential learning is effective especially in a group/organizational environment:
1.Equality: Participants are equal in their knowledge about the tasks and projects that will confront them.
2.Developing relationships quickly: Participants are interacting in close proximity whilst working on new and unfamiliar challenges. People may get to know each other better in a single day within this environment than over an entire year of normal working conditions.
3.Disequilibrium: The unfamiliarity of the challenges and problems places people in a state of disequilibrium or disorder. Prior experience may help the group to organize itself around the challenge.
4.Projective technique: The experience provides a unique opportunity to catch participants doing what they typically do, in spite of knowing otherwise. The learning arising from this is profound and revealing.
5.Decreased time cycle: The space between the project or challenge and the outcomes are compressed, so the consequences of organizational decisions can be easily examined and improved.
6.Meta learning: In the experiential 'learning laboratory", as the projections and simulations shed light on the teams process, the group is asked to step back and evaluate their performance. The review is about themselves, their leadership, and problem solving skills, teamwork, and communication and managing change.
7.Chaos and crisis in a safe environment: Teams are able to experience chaos, disorder, crisis and changing requirements for success in a safe environment where the consequences for failure are limited
8.Kinesthetic imprint: Experiential learning is an anchor for cognitive material. Participants have a kinesthetic imprint or whole body learning of cognitive principles because the learning is graphic as it involves physical, mental and behavioral dimensions.
9.Common language / common mythology: The experience provides a common language, experience and story, which can be related to the work environment.
10.Encourage risk taking: The experience allows participants to take new risks, try on new roles and make mistakes with no danger or cost. There are always individuals who shine in this environment - whose leadership ability hasn't been noticed at work.
11.Diversity of strengths: One person cannot possibly succeed alone and so the interdependence of the team is highlighted along with the importance of diversity within the team.
12.Fun: Fun is a powerful aspect of effective learning with participants becoming more open to the experience and creative whilst participating in it (Luckner & Nadler, 1995, pp. 175-179).
I find the above steps quite important and useful in teaching design classes. Most design projects – school related or professional – are assigned to groups of designers and artists. It is therefore very important that students learn teamwork and be able to work in a group environment. In my classes, I have also noticed that students perform better when they are in groups than when working alone. They learn from each others’ experiences, and also their own talents are evolved better when working with one another and experiencing group environment. “There are two modes of knowledge: through argument and through experience. Argument brings conclusions and compels us to concede them, but it does not cause certainty nor remove doubts that the mind may rest in truth, unless this is provided by experience” (Roger Bacon, 1268).
References:
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New
Jersey: Prentice-Hall.
Kolb, D.A., Boyatzis, R.E. & Mainemelis, C. (1999). Experiential Learning Theory: Previous Research and
New Directions. Retrieved on April 2, 2009 from http://learningfromexpereice.com..
Luckner, J.L. & Nadler, R.S. (1995). Processing Adventure Experiences: It's the Story That Counts.
Therapeutic Recreation Journal (TRJ), 29(3), 175 - 183.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Candi's Response to Alisa Jones:
Alisa you have written a very through explaination of experiential theory and learning. I can't really say anything critical, but I would like to know if you have been able to explain this theory independent of the reflective theory? Most of these theories seem to be interconnected.
Response to David:
David said "The Experiential learning theory best explains why adults learn because it captures a connection between learning and experience." I believe this is a very true statement. However, I also believe that the Reflective Learning Theory also captures a connection between learning and experience. I say this because when we reflect we are usually thinking about an experience that we had. Right? I believe that Refelctive Learning and Experiential Learning must go hand in hand. In order to reflect, you must have an experience to reflect upon. Do you agree? Or do you think that Reflective Learning does not require you to experience things first?
Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience and knowledge results from the combination of grasping and transforming experience" (Kolb 1984, p. 41). The experiential learning theory suggests that these learning styles represent specialized and limited ways of learning. Learning by experience is a great tool as you gain the appropriate skills needed to replicate the same task another time. An example of this learning process is a race car driver. The driver can study books all they want but until they get behind the wheel and start driving, they will not gain the full knowledge the need. This is also the case of any health career student.
Reference:
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Response to Wendy:
In your post is the quote...Learning is rooted in the situation in which the person participates. . . .The outcome of experiential learning as a participation is that the community refines its practices, develops new ones, or discards and changes practices that are harmful or dysfunctional. . . .As a result, we must work through psychic conflicts to learn. (p. 160)
In your personal experience what are the necessary conditions for such "community change" to take place?
Who initiates the change? Why is it initiated and how does experiential learning inform the group process as opposed to an individual's?
Pam,
This is a very good and interesting post. you stated that The experiential theory best explains why adults learn in my particular field because EFL is somewhat a unique situation in which my students are learning English as a foreign language, and this differs from learning any discipline in their first language. How do you think this would work with diverse cultures learning English as a foreign language
Dolly,
This is a good post. I do believe that all adults have reservoir of experiences. So do you really think that experience is really a form of learning when it comes to adults?
In response to Wendy Maxie,
Wendy your example really helped show how experience helps in learning. If others at the conferance experienced the same confusion as you did do you thing that each would have learned the same thing from the experience. Do all adults learn a different thing depending on the experience they have during the learning?
Rob Campbell
Response to Lorenza,
Lorenza, how does the experiential theory work with a student who is not willing to be involoved in active learning. I have a student now who is very shy and although I have tried to draw her out and get participation she is not at all interested. Does a teacher need to provide more than one learning situation to ensure all the students learn the material they need to know?
Rob Campbell
In response to David Harrower,
Hi David, I was glad to see in your posting that you provided a situation where the experiences mis-educate. I have been wondering about this with all three theories, I do not think they are perfect, every adult will have a somewhat different experience and may not learn from it. I think of some of the chemistry labs I have done in my classroom, if things work perfectly then the learning takes place and the student gains the appropriate learning from the experience. If things do not go well they learn something but not what I had planned as the experience was not the correct one. This is a simple example but it makes the point. I believe that the mis-education is a real possibility and would be a problem with this approach.
Thanks for the posting
Rob Campbell
Hi Janelle,
Dewey (1938), argued that in order for learning to happen through experience, the experince must exhibit two major principles of continuity and interaction. Experiences that provide learning are never just isolated events in time. There must be a connection between current experiences and past experiences. He suggest that you are not relearning old experiences, only connecting them to the present in order to make sense of the present experience.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Ericka Gonzalez
Professor M. Wells
March 2 Term Start
The transformative learning theory best explains how adults learn because:
1. It focuses on the learner as a decision maker (personal trans (change) formation (ways of knowing))
2. It acknowledges context as an essential piece in building frames of reference
3. It encourages critical reflection
Response to Pam
Hi Pam,
Your explanation of experiential theory is quite interesting as is your teaching experience in China. I think teaching English as a second language is less challenging as teaching English as a foreign language. ESL provides both the educator and the student an immediate need and an immediate environment facilitating a much faster learning process. Your experience as an EFL educator is most fascinating. What other models of learning other than experiential method could aid you in teaching EFL? Do you believe that experiential learning model is most effective of all other methods?
Thanks,
-Sara
From Ericka Gonzalez
Response to Dolly Harris:
You mention the value of experience in learning. In our course text it makes mention as to how experience can also contribute barriers to learning. How do you see that affecting learners in a setting where instructors do not take the time to meet students where they are at rather than expect students to begin where they want them to begin? In other words, expecting a student to be at the peak of a mountain rather than gradually progress them to the peak by scaffolding on their prior experience to get them their without draining them or overexerting them?
Response to Troy:
Hi Troy,
How would you explain the benefits of experiential theory in relation to a health care student? Could you provide an example?
Thanks,
-Sara
Ericka Gonzalez
Response to Bertha Byrd
You mentioned that, "There must be a connection between current experiences and past experiences... in order to make sense of the present experience." I appreciated your explanation in reminding us of the need to connect experience in order to make it meaningful to the student through sense-making. How do you suggest making current and past experience relevant to future experiences that have yet to take place when adult learners tend to focus on immediacy (their immediate needs in their current state)?
Response to Joey...
I really enjoyed reading your post on experiential learning. I find it very similar to the other two theories; however, the learning still takes place when the student reflects on his/her experiences. Did you find it difficult to apply this theory to your regular classroom practices?
The experiential learning theory best explains why adults learn because it is based on the simple premise that we learn how to learn from life’s experiences. For example, Lindeman (1961, p. 6) held that “the resource of highest value in adult education is the learner’s experience.” While Kolb (1984) believes that “Learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner” (p. 27).
As an educator, my interest in experiential learning theory was piqued by the role definitions for instructors outlined by Fenwick for constructivists (Fenwick ,2003). Those roles are:
1) As facilitators of reflection
2) As a catalyst
3) As a coach or mentor
4) As an assessor (Fenwick, 2003)
As a community college professor, I routinely play each of these roles to engage and challenge my accounting students.
Other frameworks were offered by Merriam, Caffarella and Baumgartner (2007) to explain the roles of instructors include situative, psychoanalytic, critical cultural and complexity theory (Merriam S. B., 2007). These roles differ because of differing theoretical orientations (p. 171).
References
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, FL: Krieger.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Lindeman, E. (1961). The meaning of adult education in the United States. New York: Harvest House.
Merriam S. B., C. R. (2007). Learning in Adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.
Hello Fellow Bloggers. I was not able to respond to post yesterday after I got home from church due to electrical outages in the area. I will post comments this evening when I get home from work. I hope everyone have a wonderful Monday!
Response to Scott: Thank you for your comments. What primary souce for the experimental learning theory would you recommend based upon your thought to my blog? And, I would like to get tips from you as to how one could best use the experiential learning theory at Walden's Residency. Thank you and I look forward to reading this.
Response to Rob Campbell. I believe that adults learn differently based upon prior knowledge, how information is processed in their brains, and how one can effectively navigate a particular system, among other things. And from the experiences as an adult learner, yes experiences gives us more to work with when assimulating new knowledge to what is currently present. According to research, the reason older adult do better in college than do many younger is due to the fact that they actually have a plethora of experiences that aids and that learning new knowledge is not really new it is basically put into perspective. I have to ramble through my journals to get the actual researcher. Again, here is knowledge put into perspective at work.
(I am not sure I am doing this right, but I am giving it a try).
The experiential learning theory best explains why adults learn because it takes into account what learners already know and builds from that point on. As Merriam, Caffarella, & Baumgartner (2007) illustrate, the experiential learning theory is interactive (p. 159). A teacher finds out what students know and teaches to that level. Otherwise, it could be like graduating from high school and then starting over again in Kindergarten, because a teacher just starts from any given starting point on a learning continuum and assumes what is and is not known.
Reference
Merriam, S. B., Caffarella, R. S., Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Response to Andy Muller:
I enjoyed reading your blog, Andy. I was taken into this critically thinking mode and the following emerged:
You stated, “As such, transformative and reflective theories are not best in explaining why adults learn.” Hypothetically speaking: suppose there wasn’t an experiential learning theory to consider, only transformative and reflective, which of the two would be best at explaining how adults learns?
I’m leaning towards reflective over transformative due to experiences involved; however, I’m leaning towards transformative because of experiences involved as well. But, the stance taken in actuality is that of in favor of all three because of the use of experiences involved; prior knowledge; and, one theory cannot thrive in an adult learning environment with the others present.
Can it be that experiential learning theory really doesn’t exist and that we are choosing based upon methodology and known researcher’s thoughts?
Response to Sara:
Experiential learning was divided into subsection according Merriam, et al. (2007), “. . .different dimensions. . .Fenwick (2003) proposes five perspectives, [constructivist, situative [sic], psychoanalytic, critical cultural, complexity]” (p.160). Of those listed, where would one expect to place Luckner and Nadler (1995) twelve reasons posted?
I read your example of the students, were you able to observe students who did not perform well in the group? If so, what signals were present? And, how did you incorporate this adult learner into the main stream of those who appeared to benefit from the sessions?
I’m asking because in adult settings there appears to be at least one who prefers to learn alone. I was one at one point because learning alone is what I had done, often. Once I was made aware of the benefits of group interactions; I began to do well on projects and assignments – it was a new experience that I had not openly accepted until I observed behaviors and actually participated, reluctantly.
Thanks, Maxie
Respond to David:
Thanks David. I will attempt to answer your questions. First, I must share that “community” and “community change” hold different meanings as it relates to the blog. “Community’ here is “. . .people may make sense of their experience through a collaboration with others in a community (sometimes referred to as a community of practice) or through introspective experiences such as mediation or dreaming (Fenwick, 2003).” according to Merriam, et al. (2007, p. 159-160).
‘Community change’ is not clear; however, I will share that ‘community’ change, based upon the experience shared in the blog, could not be initiated by the one experiencing the ‘community’ effect. To do so would probably mean that a different set of ‘experiential learning’ experiences would occur as opposed to that which was observed at that moment, thereby rendering a non experiential learning moment. In other words, ‘community’ initiates the catalyst for the experiential learning framework to exist for the adult learner as a result of “participating in a community of practice” (situative [sic] theory of learning) [an experiential learning theory dimension of Fenwick (2003). See Merriam, et al. p. 160].
To answer your question on individual experiential learning and group process: I view experiential learning as an individual process that occurs on an individual basis and is affected by prior knowledge and experiences of the individual to the ‘community of practice’ at that moment. After careful observation and the use of various research methodology [causal-comparative, correlational, content analysis], one could arrive to a notion that more than one was affected by the conference’s organizational structure, and state the probability of this experiential learning occurrence was experienced by the group.
I hope this answered, somewhat that which you were seeking. Thanks, Maxie
Stana Landon
The experiential learning theory is appropriate for athletic training, which is my career field. Athletic training emphasizes a firm foundation of knowledge, but an ability to apply that knowledge. Experiential learning in my field is absolutely essential. Students who do not have the ability to learn from their experiences will not succeed because they don’t have the ability to progress.
I found the reflective vs. non reflective learning discussion based on Jarvis’s model particularly fitting for athletic training education. The reflective learner uses the experiences he or she has gained in order to put them in a new or evolved direction of learning. The non-reflective learner simply uses what he or she already knows to repeat successful behaviors (Merriam, Caffarella, & Baumgartner, 2007). Both of these types of experiential learning can be valuable in athletic training education. The student who is able to learn from his or her mistakes and become a better professional or complete a better injury evaluation would be a reflective learner. The student who can remember successful techniques and creative ways of doing things would be considered a non-reflective learner. The non-reflective learner here uses what he or she has already experienced and what he or she has already come to know as fact and success.
Reference:
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood A Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass.
Hi Marquihines
I read your blog post and I think the ELT cannot be applied to all areas of education. As an interior design educator, I noticed that my students work better by observing and later on reflecting on their own ideas in order to find their true design identity and style. Nevertheless, ELT does work in some of the projects that I assign them to do in which they require prior experiences to effectively learn from those experiences. I am curious to know what subject you are teaching, and what kind of technologies you use in your classroom that can result in students’ critical thinking.
Thank you.
Response to Wendy:
Hi Wendy,
Thanks for your input. I agree with you that not everyone likes to participate in groups; they prefer to work alone. To encourage everyone to take part in teamwork, students are asked to complete a peer evaluation form by end of each project evaluating their fellow group members. This encourages if not motivates those who are not pleased with teamwork. I usually hear complains that when in groups, these students are the ones doing all the work and the rest do not participate. Also, each group is encouraged to assign a group leader; the leader then divides the tasks between the members; group members meet to discuss their progress, design and problems. The peer evaluations and divisions of tasks has proven to be effective at least in my classes; group members are assured that their individual work is not dismissed and encourage and help their peers to finish project on time.
Thanks,
-Sara
Response to Wendy Maxie:
If I had to choose between reflective and transformational theories, I would lean toward transformational because of the emphasis put on the environment. I interpret reflective theory as being too internalized.
While I support experiential theory, I also believe that you are correct when you say that theories are often chosen "based upon methodology and known researcher's thoughts." Does this mean that I believe experiential theory is likely to be chosen based on reflective considerations? Yes. ...Sort of creates an endless loop where theories are used to evaluate other theories. AndyM
I find that an adult learner's life experiences must be taken into account in regards to how he/she learns. In order for learning to happen through experience, Dewey theorizes that learning based on experience occurs via continuity and interaction (Merriam, Caffarella, Baumgartner, 2007). Learners must connect what they've learned from current and past experiences and have the ability to view future implications resulting from the connection (p.162). Addtionally, experience is based on the interaction between an individual and his environment at the time (p.162).
As a classically trained singer I was required to perform research on the character I was portraying in operatic productions so I could make the connection with what the character was experiencing and convey those experiences to an audience. This type of research has led me to adopt a similar style of research in my academic studies. I attempt to gain further insight into my studies by researching the origins of the subject matter of an assignment and incorporating that research in the assignment. I've found that such learning experiences allows me to better understand what I'm learning, in addition to improving my research skills.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
The Experiental learning theory suggests that individuals learn from experience in different ways including mentally, physically, and emotionally. According to Merriam (2007), individuals have concrete experiences; they reflect on them and then construct new knowledge as a result of their reflections on experiences. Dewey postulated that “all genuine education comes about through experience” (p.13). As adults live longer they gain an abundance of experiences in which shape future decisions made. Further Dewy (1938, p.27) explains that some experiences “mis-educate,” in that they actually “distort growth....narrow the field of further experience...[and place people] in a groove or rut” (p. 13). This was so very true in the video Malcolm X that I viewed for Module 3. Malcolm X was continuously told by Caucasian individuals through his childhood, young adulthood, and adulthood years that he was a “nigger” and in so many words worthless. Through these experiences of Caucasian individuals tearing him down he eventually built a resentment for all white individuals believing they were all associated with the devil. Experience appears to be the foundation for everything in life. From a personal stand point, if it was not from having the experience of having a brother with Down Syndrome I don’t believe I would be a Special Education teacher and such a strong advocate for those with special needs.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood:A Comprehensive Guide. San Francisco: Jossey-Bass.
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