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.
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.
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/
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