Experiential Learning Case Study

891 Words4 Pages

Part 1
“In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking.”
The first theories of experiential learning arose in the mid-nineteenth century as attempts to move away from traditional formal education, where teachers simply presented students with abstract concepts, and toward an immersive method of instruction. Students would “learn by doing,” applying knowledge to experience in order to develop skills or new ways of thinking Experiential learning is also built upon a foundation of interdisciplinary and constructivist learning. …show more content…

Field-based learning is the oldest and most established form of experiential learning, having been integrated into higher education in the 1930s. Field-based learning includes internships, practicums, cooperative education, and service learning (Lewis & Williams, 1994, p.7).
Classroom-based experiential learning can take a multitude of forms, including role-playing,games, case studies, simulations, presentations, and various types of group work. Experiential learning in the classroom has been growing in breadth and depth since “Chickering and Gamson recommended ‘active learning’ as one of the seven ‘principles of good practice’ for excellence in undergraduate education” in 1987 (Lewis & Williams, 1994, …show more content…

These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with

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