Experiential Learning Theory

The experiential learning theory best explains why adults learn because it is a holistic approach combing experience, perception, cognition and behavior, with the concept that learning changes behavior. Thus, it is not enough to just learn new information and develop new generalizations. There must be situations available and put into place for the learning to be tested. This will allow the learner to make a connection between the new knowledge and a particular action as well as provide an opportunity to reflect upon the new information and relate it to specific actions and tasks.

This is evident in Kolb’s four stages of learning: 1. concrete experience (CE) is where the learner actively experiences an activity; 2. reflective observation (RO) is when the learner consciously reflects back on that experience; 3. abstract conceptualization (AC) is where the learner attempts to understand and internalize information; and 4. active experimentation (AE) is where the learner is trying to plan how to test new information and plan for upcoming experiences. (Merriam, Caffarella & Baumgartner, 2007.) A learner may enter or begin at any stage, but will follow the stages in sequential order. Basically, learning involves doing, observing, thinking and planning.

In considering the basic concepts of experiential learning along with Kolb’s cyclical model of learning, there areas within higher where these concepts are prevalent and yield support for the theory. With one of the goals of higher education to prepare students to enter their chosen profession, there are certain areas of study where the student will move through all four stages of learning. For example, we offer several programs within the health profession area in our community college district. Every program consist of classroom instruction, simulated classrooms resembling a hospital or clinical setting and on-site clinical and or practicum. With this process, course material is introduced to the student in a traditional classroom environment; the student works toward learning and conceptualizing the information; information is tested with the simulated classrooms and then reinforced with the on-site clinical.

This approach to learning has been vital to the existence of the community college. However, DiConti (2004) further contends experiential learning is equally as important for the four year college and university. This trend toward experiential learning is fueled by the changes in students’ expectations in the classroom. According to DiConti (2004) college students are no longer satisfied with the traditional and uniformed classroom experience, consisting mainly of lectures. These students are seeking an enhanced learning experience that will equip them for the challenges of our current job market.

With more non-traditional learners enrolled in college, today’s college students have different needs and are often focused on making connections with what is taught in the classroom to the needs of future employers (DiConti, 2004.) They want to not only see the relevance of what they are learning, but experience putting that knowledge into practice before entering the workplace.

Given the changes in students’ educational desires and needs as well as the recent changes within our economy and job market, experiential learning is a necessary and appropriate instructional component of higher education at all levels.
References

DiConti, V. (2004.) Experiential education in a knowledge-based economy: Is it time to
reexamine the liberal arts? The Journal of General Education, 53(3-4), 167-183.

Merriam, S., Caffarella, R. Baumgartner, L. (2007) Learning in adulthood: A
comprehensive guide. San Francisco, CA: Jossey-Bass.