Experiential Learning: Reflection And Analysis

Experiential learning can also be defined as the learning process in which the students manages their own learning, rather than being told what to do and when to do it. This process develops the students as self-directed learners because the relationship between student and instructor is different in such a way that the instructor passes much of the responsibility on to the student. In addition learning environment may be different that is learning might not take place in a classroom and there may be no textbooks or academic texts to study. Finally, the curriculum itself may not be clearly identified—the student may have to identify the knowledge they require and then acquire it themselves, reflecting on their learning as they go along (Moon,

In addition, “the stages of reflection and application are what make experiential learning different and more powerful than the models commonly referred to as „learn-by-doing‟ or „hands-on-learning‟" (UC Davis, 2011, para 12 citing Proudman).

The following is a list of experiential learning principles as noted from the (Association for Experiential Education, 2011, para 4):

• Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.

• Experiences are structured to require the student to take initiative, make decisions and be accountable for results.

• Throughout the experiential learning process, the student is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative and constructing

• The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

The Experiential Learning Process:

A number of steps are involved in experiential learning that offer student a hands-on, collaborative and reflective learning experience which helps them to “fully learn new skills and knowledge” (Haynes, 2007). Although learning content is important, but experiential learning emphasis on the learning taken place through the process which is at the heart of experiential learning. During each step of the experience, students will engage with the content, the instructor, each other as well as self–reflect and apply what they have learned in another situation.

The following describes the steps that comprise experiential learning as noted by (Haynes, 2007, para. 6 and UC Davis, 2011) .

Experiencing/Exploring “Doing”

Experiential learning makes students perform or do a hands-on minds-on experience with little or no help from the instructor. Examples might include: Making products or models, role-playing, giving a presentation, problem-solving, playing a game. A key feature of experiential learning is the learning that a student has from the experience rather than the quantity or quality of the