When it comes to learning a skill, experiential learning can be beneficial. This shows in the successful selection of the dressings suitable to the wounds I gave her to assess. Which proves that simulation provides an intense learning experience allowing space for the student or facilitator to apply the theory to practice. (Prescott and Garside, 2009). We finished up the study session with the poster from the beginning and the student labelled it successfully.
- Kolb and Kolb (2005) describe experiential learning as a procedure of developing knowledge from an innovative pressure among the four learning models that is approachable to logical requests. This procedure is depicted as an idealized learning cycle where the learner encounters every one of the four modes – experiencing (concrete experience), reflecting (reflective observation), thinking (abstract conceptualization), and acting (active experimentation) - in a repeating process that is approachable to the learning circumstances and to what is constantly learned. The experiential learning theory suggests that the learning cycle shifts as indicated by people 's learning style and the learning setting in which they are
Conflict, differences, and disagreement are what drive the learning process. In the process of learning one is called upon to move back and forth between opposing modes of reflection and action and feeling and thinking. 4) Learning is a holistic process of adaptation. It is not just the result of cognition but involves the integrated functioning of the total person – thinking, feeling, perceiving and behaving. It encompasses other specialized models of adaptation from the scientific method to problems solving, decision making and creativity.
Interactive models reveal that Self Directed Learning (SDL) is not as linear as Tough (1971) predicted. One model that integrates a number of factors in SDL is Spear and Mocker’s (1984) organizing circumstance. This model is based on three interactive fields: opportunities the person identifies in the environment, past or new knowledge the learner brings to the activity, and action the learner has taken to gain
A further phase of learning is through feedback. A process of learning can change learner’s perception or judgment for something. Experiential learning is widely applied in schools, higher education systems for example in business education, medical universities etc. Kolb transposes four learning styles. An individual’s dominant learning style could be known by Kolb’s Learning Style Inventory (LSI).
“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.
The areas of where learning is going, equipping, revision, evaluation and tailoring are all well addressed. Room for improvement exists in two areas, the hook and organized engagement sections. All activities in the lesson are particularly good at describing where the direction of learning is occurring. Because the lesson is a unit introduction, the investigative nature of the first activity is excellent at letting the students merge their own interests and knowledge with the topics being presented. By using a set of leading questions, the direction of investigation is loosely defined but students are free to pursue the questions according to interests and personal ability.
Experiential Learning Theory (ELT) pertains to the learning process by which people undergo. This theory focuses on how people learn, grow and develop. In addition, it gives emphasize on the importance of experience in learning process. According to Kolb D. A. (1984) cited by Kolb A. Y. and Kolb D. A. (2008), that ELT is the method by which knowledge where gathered through various experience. And knowledge came from the product of grasping and experiences.
The first is ‘cognitive learning styles’ which include the pairings of ‘field-independent’ vs. ‘field-dependent’, ‘analytic’ vs. ‘global’, ‘reflective’ vs. ‘impulsive’, and also ‘Kolb’s Experiential Learning Model’. The second category is ‘sensory learning styles’. The learning styles of ‘perception’, such as ‘auditory’, ‘visual’, ‘tactile’, ‘kinaesthetic’, and ‘haptic’; and of ‘environment’ – the social and psychological aspect – belongs here. The third group is the ‘personality learning styles’. This is the division in which the subject types of the present study – ‘judging, i.e closure-oriented and ‘perceiving’, i.e. open – can be found within the ‘Myers-Briggs Temperament styles’ along with the pairings of ‘extroversion’ vs. ‘introversion’, ‘sensing’ vs. ‘perception’, ‘thinking’ vs. ‘feeling’.
Improvements in course definition, subject identification, information collection and presentation, choosing effective pedagogy for teaching & learning, involving students in research through course design, and developing effective examination & evaluation system are essential requirements in higher education curriculum design and implementation.