Experiential Learning Theory and its Applications
Experiential Learning Theory
John Dewey 1859-1952
David Kolb 1940-
Experiential Learning Theory
Focus of theory is experience, which serves as
the main driving force in learning, as knowledge
is constructed through the transformative
reflection on one's experience.
Two distinct modes of gaining
experience that are related to
each other on a continuum:
•
Concrete experience (apprehension)
•
Abstract conceptualization
(comprehension)
Two distinct modes of transforming
the experience so that learning is
achieved:
•
Reflective observation (intension)
•
Active experimentation (extension)
These four modes constitute a
learning cycle that learners go
through during the experiential
learning process:
Learners begin with a concrete experience, which
then leads them to observe and reflect on their
experience.
The learners then piece their thoughts together to
create abstract concepts about what occurred,
which will serve as guides for future actions.
With these guides in place, the learners actively test
what they have constructed leading to new.
experiences and the renewing of the learning cycle
Perception alone is not sufficient for learning;
something must be done with it.
Transformation alone cannot represent learning, for
there must be something to be transformed.
Summary of the Four Mode Learning Cycle
Applications of Experiential Learning
Theory
Cooperative Education (co-op)
is a structured educational strategy
integrating classroom studies with work-based learning related to a
student's academic or career goals.
An internship
is typically a temporary position, which may be paid or
unpaid, with an emphasis on on-the-job training, making it similar to
an apprenticeship.
Service learning
is a teaching and learning strategy that integrates
meaningful community service with instruction and reflection to
enrich the learning experience, teach civic responsibility, and
strengthen communities with the emphasis on meeting community
needs.
Integrating Experiential Learning in the
Classroom
Set up the experience by introducing learners to the topic and covering basic
material that the learner must know beforehand.
Engage the learner in a realistic experience that provides intrigue as well as
depth of involvement (mock trial).
Allow for discussion of the experience including the happenings that occurred
and how the individuals involved felt (discussion afterwards).
The learner will then begin to formulate concepts and hypotheses concerning
the experience through discussion as well as individual reflection (discussion
afterwards, but also could be done with journaling).
Allow the learners to experiment with their newly formed concepts and
experiences (interpreting current conflict and conflict resolution scenario).
Further reflection on experimentation (discussion, but could also be done
through journaling).
Criticisms
The concrete experience part of the learning
cycle is not appropriately explained in the
theory and remains largely unexplored.
The idea of immediate and concrete
experience is problematic and unrealistic.
The concepts outlined ELT are too ill-defined
and open to various interpretations.
Reference
Oxendine, C., Robinson, J., & Willson, G. (2004).
Experiential learning. In M. Orey (Ed.),
Emerging
perspectives on learning, teaching, and technology
.
Retrieved from
http://epltt.coe.uga.edu/index.php?title=Experiential_
Learning
Experiential Learning Theory, developed by David Kolb and influenced by John Dewey, emphasizes the role of experience in learning. It consists of four modes - Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation - forming a continuous learning cycle. This theory underscores that learning is not just about perceiving information but transforming and applying it in real-world contexts. Applications include Cooperative Education, Internships, and Service Learning, blending practical experience with academic knowledge to enhance students' learning outcomes.
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Presentation Transcript
Experiential Learning Theory David Kolb 1940- John Dewey 1859-1952
Experiential Learning Theory Focus of theory is experience, which serves as the main driving force in learning, as knowledge is constructed through the transformative reflection on one's experience.
Two distinct modes of gaining experience that are related to each other on a continuum: Concrete experience (apprehension) Abstract conceptualization (comprehension)
Two distinct modes of transforming the experience so that learning is achieved: Reflective observation (intension) Active experimentation (extension)
These four modes constitute a learning cycle that learners go through during the experiential learning process: http://epltt.coe.uga.edu/images/2/23/EltModel.gif
Summary of the Four Mode Learning Cycle Learners begin with a concrete experience, which then leads them to observe and reflect on their experience. The learners then piece their thoughts together to create abstract concepts about what occurred, which will serve as guides for future actions. With these guides in place, the learners actively test what they have constructed leading to new. experiences and the renewing of the learning cycle Perception alone is not sufficient for learning; something must be done with it. Transformation alone cannot represent learning, for there must be something to be transformed.
Applications of Experiential Learning Theory Cooperative Education (co-op) is a structured educational strategy integrating classroom studies with work-based learning related to a student's academic or career goals. An internship is typically a temporary position, which may be paid or unpaid, with an emphasis on on-the-job training, making it similar to an apprenticeship. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities with the emphasis on meeting community needs.
Integrating Experiential Learning in the Classroom Set up the experience by introducing learners to the topic and covering basic material that the learner must know beforehand. Engage the learner in a realistic experience that provides intrigue as well as depth of involvement (mock trial). Allow for discussion of the experience including the happenings that occurred and how the individuals involved felt (discussion afterwards). The learner will then begin to formulate concepts and hypotheses concerning the experience through discussion as well as individual reflection (discussion afterwards, but also could be done with journaling). Allow the learners to experiment with their newly formed concepts and experiences (interpreting current conflict and conflict resolution scenario). Further reflection on experimentation (discussion, but could also be done through journaling).
Criticisms The concrete experience part of the learning cycle is not appropriately explained in the theory and remains largely unexplored. The idea of immediate and concrete experience is problematic and unrealistic. The concepts outlined ELT are too ill-defined and open to various interpretations.
Reference Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Experiential_ Learning
