Experiential Learning
Overview
In its most simple form, experiential learning is constructing knowledge and meaning from real-life experience. In experiential learning, the learner guides the learning process through action such as hands-on activities.
In its most simple form, experiential learning is constructing knowledge and meaning from real-life experience. In experiential learning, the learner guides the learning process through action such as hands-on activities.
Key Concepts
Concrete Experience
Concrete Experience
- This is the first stage of the experiential learning process where the learner is involved in a new experience or situation.
- The learner actively participates in an event such as a lab or fieldwork.
- The second stage involves reflection on the new experience.
- This is an analytical step in which the learner consciously thinks about and ponders over the experience, allowing them to make sense of their situation and determine what went right or wrong.
- The third stage is where the learner tries to conceptualize what was observed and develop theories to explain their experience.
- The analysis often leads to new ideas or a modification of a pre-existing concepts as well and can involve making links to previous knowledge.
- The final stage involves the learner planning and applying what they have learned into another situation.
- The learner can use new knowledge to solve problems, make decisions and influence people and apply their ideas in real life.
Practical Suggestions for Educators
Hands-on activities
Hands-on activities
- Provide students with hands-on activities and projects that are relevant to the content being learned.
- For example, lab activities and fieldwork should be implemented into class content where relevant.
- Digital tools can be used to provide this experience as well, when hands-on activities are not an option (for example virtual labs/experiments).
- Provide students with opportunities for reflection. For example, encouraging students to keep a reflection journal where they can list the different learning activities they experience (such as labs, fieldwork etc) and record what they learned from each experience, and how it shaped their understanding of particular concepts or removed any misconceptions would be a great way to participate in reflective observation.
- Find ways to implement experiential education programs such as internships, field projects, and classroom experiential learning exercises to add a direct experience component to their traditional academic studies.
- Peer tutoring or peer feedback - one student instruct another on material in which the first student is proficient and the second student is not.
- Learning experiences that provide simulated experience, reflective questions and social learning encourage learners to keep training, take on challenges again, and learn new skills.
- Gamification is a strategy where educators apply gaming mechanics to non-gaming settings. This helps to make tough tasks more enjoyable as it takes advantage of the learners’ inclinations towards status, success, competition, and desire to be part of an inclusive social circle.
- In a learning environment, this could mean that learners receive points, badges or achievement scores for academic progress. These scores will then determine their position/ranking on a community learner board.
Resources
Akella, D. (2010). Learning together: Kolb’s experiential theory and its application, 16(1), 100–112.
Experiential Learning (Kolb). (2017, February 04). Retrieved from https://www.learning-theories.com/experiential-learning-kolb.html
Healey, M., & Jenkins, A. (2000). Kolb's experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185. 'I Do and I Understand' – Kolb's Experiential Learning Theory Explained. (n.d.). Retrieved from https://explorance.com/2015/02/i-do-and-i-understand-
kolbs-experiential-learning-theory-explained
Mcleod, S. (2017, February 05). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from https://www.simplypsychology.org/learning-
kolb.html
What is the Experiential Learning Cycle? (Growth Engineering). (n.d.). Retrieved from https://www.growthengineering.co.uk/what-is-experiential-learning/
Akella, D. (2010). Learning together: Kolb’s experiential theory and its application, 16(1), 100–112.
Experiential Learning (Kolb). (2017, February 04). Retrieved from https://www.learning-theories.com/experiential-learning-kolb.html
Healey, M., & Jenkins, A. (2000). Kolb's experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185. 'I Do and I Understand' – Kolb's Experiential Learning Theory Explained. (n.d.). Retrieved from https://explorance.com/2015/02/i-do-and-i-understand-
kolbs-experiential-learning-theory-explained
Mcleod, S. (2017, February 05). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from https://www.simplypsychology.org/learning-
kolb.html
What is the Experiential Learning Cycle? (Growth Engineering). (n.d.). Retrieved from https://www.growthengineering.co.uk/what-is-experiential-learning/