Experiential learning, broadly, is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or situations where the instructor leads and encourage learning. The classroom, laboratory, or studio can serve as a setting for experiential learning through embedded activities such as case and problem-based studies, guided inquiry, simulations, experiments, or art projects (Wurdinger & Carl-son, 2010). Experiential learning helps the student to learn the skills they need for real-world success, also this will motivate students and support them to be a self-directed and life-long learner. Based on Kolb’s cycle of experiential learning, students experience the flow of experience, reflection,
This shows that we must learn from the experiences that we are put through. This so-called experiential learning process, cannot, however, be achieved in one go but rather through a process of reflection, of trial and go improving in each step of the way until the moment we get the so desired results. But the big question is: Once we acquire information is that invaluable learning an everlasting knowledge? The answer is no. What we have learnt to be appropriate today it may not be suitable for tomorrow’s reality.
“Experiential learning is an integration and alteration of thinking and doing” (Mullins and Christy, 2010). Kolb believes focusing and reflecting on concrete experiences is essential. He constructed a four-stage cycle involving four flexible learning modes which were Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Following this he also identified four learning style groups based on the four learning modes which were Divergers, Assimilators, Convergers and Accommodators (Hong et al 2007). Kolb’s Experiential Learning Cycle is very cleverly designed, it is a one way system where one can enter at any stage but must follow in sequence.
Suratman (2013) found that informal learning activities are more or less are enhancing job satisfaction. Informal learning is one of learning that aid team building and empowered the team member (Marsick et al., 2000). According to Yang and Lu (2001), informal learning is the essential determinant of individual performance. According to Hoekstra and Korthagen (2011), teacher those involved in informal learning are enhancing experience during the learning
Methods: Students and lecturers at five colleges were given the opportunity to study and teach using a more interactive method of teaching. The core elements of active learning are student activity and engagement in the learning process. Active learning is completely the opposite to the traditional lecture where students passively receive information from the teacher (2). Active learning included any activity, encouraging students to participate in learning approaches to engaging them with course material and enhancing critical thinking as they make applications beyond the classroom. Specifically, pupils were required to engage in a variety of in-class and out-of class exploratory writing assignments and pairs and other small group discussions interspersed among short lectures
Experiential learning is learning through action, doing, experiences, discovery and exploration, which is used by educators to teach students in order to increase knowledge, develop skills, and clarify values (Gentry, 1990). For experiential learning to take place, there are eight principles that has to be present: direct and purposeful experiences, appropriately challenging the clients, natural consequences, client-based changes, present and future relevance, synthesis and reflection, personal responsibility and clients become actively engaged (Priest & Gass, 2005). These eight principles will be discussed and implemented on an outdoor adventure program designed for children between the ages of nine and twelve. They will be divided into two
CHAPTER 2 Literature Review The literature review involves the theoretical frameworks of experiential learning as presented in terms of learning style. The contents of this chapter is presented in on four stages; Concrete Experience: the learner will use experience in the past to connect with new learning, Reflective Observation: of the new experience of particular importance are any inconsistencies between experience and understanding, Abstract Conceptualization: Reflection gives rise to a new idea, or a modification of an existing abstract concept, and Active Experimentation: in term of applying the knowledge
This outcomes in all learners getting the same preparing. E-learning enables immediate access to extra online assets can be implanted specifically into the preparation. Learner can test his own skills and get timely feedback. 3. High Learning Retention: Mixed learning approaches result in a higher information consistency standard.