The Pedagogy of Experiential Learning Philosophies

EARLY EXPERIENTIAL LEARNING PHILOSOPHIES

Philosophies specifically centered on experience as a form of learning have since developed over time, with the theories of Piaget, Lewin, Dewey and Kolb being widely referenced in current conceptions and applications of experiential learning and experiential education.

EXPERIENTIAL LEARNING IN HIGHER EDUCATION

While the theory of experiential learning is not a new concept, popularity and attention to experiential learning has grown significantly in the past few years. Please join Professor Ashley Stirling, in the video below, as she discusses experiential learning and its application to the higher education experience.

Professor Ashley Stirling, Vice Dean, Academic Affairs and Associate Professor, Teaching Stream, Faculty of Kinesiology and Physical Education

INTRODUCTION TO EXPERIENTIAL LEARNING

David A. Kolb (1981; 1984) conceptualized experiential learning theory as the process of learning by doing.

It was initially theorized as a process of adaptation and development, and has since become a highly regarded student learning theory.

Experiential learning theory serves as a theoretical basis for enhancing students’ learning and informs:

• How students learn through experience.
• Ways in which student’s learning may be enhanced.

SIMPLY EXPERIENCING SOMETHING IS NOT ENOUGH.

Despite substantial support for experience as a cornerstone of learning, learning is not an automatic result of experience.

Instead, deliberate engagement with an experience is required for effective experiential learning.

For a learner to gain genuine knowledge from an experience, the experience must include:

• Hands-on experience.
• Reflection.
• Integration of the experience with previous learning.
• Opportunity to test new ideas.

SIX CORE TENETS OF EXPERIENTIAL LEARNING THEORY

Experiential learning theory integrates existing experiential, perceptive, cognitive, and behavioural theories of learning and development.

According to Kolb (1984), experiential learning is characterized by six core tenets:

1. Learning is a process.
2. Learning is grounded in experience.
3. Learning involves mastery of all four learning modes.
4. Learning is a holistic process of adaptation.
5. Learning occurs when an individual interacts with his or her environment.
6. Knowledge is created through learning.

CYCLE OF LEARNING

Kolb outlines a cycle of learning through experience, comprised of four major modes of learning:

1. Concrete experience (feeling dimension).
2. Reflective observation (watching dimension).
3. Abstract conceptualization (thinking dimension).
4. Active experimentation (doing dimension).

In order for learning to be most effective, each of these learning modes must be adequately applied in the experience.

Importantly, despite what the name may imply, there is not a sequential cycle or order in which the modes of learning should be applied in the experience.

All four learning modes must be addressed for learning to be most effective.

LEARNING STYLE MODEL

Tied to the four major modes of learning, Kolb identifies four basic learning styles adopted when acquiring new or building on existing knowledge, including converger, diverger, assimilator, and accommodator.

Individual learning styles are typically influenced by contextual factors such as parents, peers, education and employment, and reflect an orientation toward two learning modes.

In 2005, the original four learning styles were expanded to nine styles adding four learning styles reflecting an individual’s orientation to a single mode of learning: northerner, easterner, southerner, westerner; and a holistic, most ideal learning style where all learning modes are equally preferred: balancing.

Some instructors find it helpful to understand the preferred learning style of the student(s) in order to inform the student’s comfort level with various aspects of the learning experience, but importantly the learning style of the student should not affect whether or not a specific stage of the learning cycle is addressed. Addressing all stages of the learning cycle is required for learning to be most effective.

LEARNING AND DEVELOPMENT

The ability to integrate all four learning modes over the lifespan is important for personal fulfillment and development.

According to experiential learning theory, as individuals develop through the learning process they progress through the developmental phases of acquisition, specialization, and integration.

THREE STAGES OF DEVELOPMENT: