Experiential Learning - Just Do It!

Aristotle said, “For the things we have to learn before we can do them, we learn by doing them.” Experiential Learning is a way of learning new material using the basis of what we already know.  It is a cycle that builds on itself. As we learn we gain more experience and knowledge on which to construct new ideas, make observations, reflect and establish an extended base of understanding.  Some call it “Learning by Doing”. 

According to Ed Batista, Executive Coach and Change Manager, “This methodology is used extensively in leadership and interpersonal skills development in places such as Stanford’s Graduate School of Business…and is now part of the school’s mandatory curriculum.” Though there are variations of methods, experiential learning consist of a concrete experience, observation and reflection, formation of abstract concepts and finally, testing the information in new situations. 

Figure 1 - Adapted from: Industry and Technology Times, Online Learning: Bringing the Classroom to the Student http://www.koreaittimes.com/story/12274/online-learning-bringing-classroom-student

Of course the concrete experience is undertaking the activity or being directly involved in the learning project.  An example would be a field trip to a museum as opposed to reading about a museum. It is having the experience.  Next, is the observation and reflective process.  Sometimes discoveries can be made by watching others but also thinking about what happened or the outcome can bring about ideas about the outcome. Based on the reflections and observations of the experience, conclusions are drawn as they are determined in what is actually learned from the encounter and the new knowledge can be activated. 

Like most theories, Experiential Learning Theory (ELT) is not without its critics.  There is disagreement about exactly where in this process the cycle begins, be it the concrete phase or the observation/reflection phase (Orey, 2001). In a collaborative setting, different learning styles might disrupt the development of the project to the desired outcome of the initiator causing the instructor or mentor to “chase” the learners around the cycle (Atherton, 2011). Likewise, it is critical in this setting to guide the reflection and observation phase into the preferred direction, lest the conclusions from the activity do not effectively lend itself to implementation during the Active Experimentation phase.

Atherton J S (2011) Learning and teaching; experiential learning (online: UK) retrieved October 7, 2011 from http://www.learningandteaching.info/learning/experience.htm

Batista, E. (2007) Experiential learning cycles, retrieved October 5, 2011 from http://www.edbatista.com/2007/10/experiential.html

Online Learning: Bringing the classroom to the student. Retrieved from  http://www.koreaittimes.com/story/12274/online-learning-bringing-classroom-student

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 10/7/2011, from http://projects.coe.uga.edu/epltt/

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/    

Quote by Aristotle: "For the things we have to learn before we can do t...". (n.d.). Share Book Recommendations With Your Friends, Join Book Clubs, Answer Trivia. Retrieved from http://www.goodreads.com/quotes/

Heading in the Right Direction

As the student population of many colleges tip from undergraduate to post-graduate and professional-level instruction, serving the adult learner has taken on new importance.  Considering variables such as geographics, time conveniences and individual goals, digital content reigns in the adult education domain (Meyers, 2011).

As a theory, self-directed learning is more likely the path of choice for most adult students and various technological tools provide a plethora of avenues for a person to construct their own knowledge.   In this process a person can set goals, pursue resources and often determine their strategic trail toward their desired learning result.  Of course, this is assuming the learning is informal.

A more formal setting tends toward the instructor instigating course development to guide the students in a manner that often encompasses diverse learning styles and teaching methods.  The assumption is that there is some type of class format, whether asynchronous or synchronous. The teacher will engage the student in a way that will eventually shift him or her to a more active and independent learning circumstance while the teacher transforms into a facilitator. In this way, teachers evolve into partners in the process, contributing, as opposed to dictating.  (Väljataga & Laanpere,2010).

Not all students are successful at directing their own learning.  This type of learner might be struggling with issues of time management, organization and motivation. He or she will most likely become inefficient in reaching their goals and might even drop out. For a student such as this, face-to-face or a blended face-to-face/online format would provide a better chance of goal realization. Sometimes technological learning is dominant to the student’s frustration and many extended campuses have special programs specific to these needs. Support will become central to achievement or completion whether that be from other learning peers, instructors or even a student sponsorship or mentor program.

Meyers, C. B. (2011, May 14). How the Internet is Revolutionizing Education. The Next Web /       

    International technology news, business & culture... Retrieved September 24, 2011, from                

   http:/thenextweb.com  

Väljataga, T. & Laanpere M, (2010). Learner control and personal learning environment: a challenge for

instructional design. Interactive Learning Environments, 18(3), 277-291. Retrieved September 25, 2011, from the EBSCOHost database.