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Experiential Learning Theoretical Categories and Role of Educators

Jan Miller

Ball State University

Experiential Learning:

Learning through experience was introduced by John Dewey in 1938 through his book Experience and Education.  The concept was developed in response to traditional education which relied upon textbooks, transfer of knowledge from teachers and passive learning from students.  David Kolb, who drew from the works of Dewey, Piaget, Jung and Rogers, further developed the theory.  Kolb defined learning as “the process whereby knowledge is created through the transformation of experience” (as cited in Kolb, 1984, p. 41).  It is a form of learning from life experience as opposed to lecture and classroom learning.    Experiential learning is now commonly incorporated into formal and non-formal education.

General Themes:

Dewey stated “all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.”  (Dewey, 1938, p. 13). Aspects of experiential learning are utilized in other learning methodologies such as transformational, embodied, spiritual, self-directed and narrative.  Tara Fenwick further defined experiential education in five categories:  1) Constructivist; 2) Situative; 3) Psychoanalytic; 4) Critical Cultural and 5) Complexity.  To determine teaching methodology, educators need to define the type of experiential learning that will occur.   This literature review will provide a definition of the theories, practice in learning and the role of the adult educator.

1) Constructivist Theory – Reflecting on Concrete Experience

The constructivist theory includes a concrete experience (such as role play), reflection on the experience (what did I observe, what did this mean to me?), conceptualization (what have I learned?) and active experimentation (adoption of the learning).  (Fenwick, 2001).  In this model, adult educators have four distinct roles:  1) Facilitator – encourage learner to recall, talk about and analyze their past experience; 2) Instigator/Catalyst – create an event or activity to engage the learner experientially; 3) Coach/Mentor – guidance on short term (coach) or long term (mentor) to reflect on learning; 4) Assessor – this is the analysis and evaluation of learning outcomes.  (Fenwick, 2001). Specific methods include in-class activities and field experience.  This theory is a very grounded approach and has been closely associated with David Kolb.  Of all the theories, it is the one that I believe has the strongest implications in the classroom.

2) Situative Theory – Participating in a Community of Practice

Situative learning takes place in a community of practice (i.e. medical practitioners).  The purpose is to become fully engaged in the community of practice, not to learn about the practice. (Fenwick, 2001).   Anthropologist, Jean Lave and Computer Scientist, Etienne Wenger further developed this theory with the development of Legitimate Peripheral Participation (LLP), which involves participation in activities where individuals learn the norms of the community.  (Lave and Wenger, 1991).  The role of adult educators is to develop real life experiences and assist in development of participation in their community of practice.  Practical experiences in this theory could include service learning, internships and job shadowing.  As I was researching this topic, most of the practice of this was being done in workplaces.  There were several articles about this in medical settings.

3) Psychoanalytic – Getting in Touch with unconscious fears or desires

Fenwick also titles this theory as Interference (Fenwick, 2001).  This theory explores the dynamics of learning through the unconscious, as well as the conscious mind of the learner.   The unknown of the unconscious mind can interfere with conscious perception, therefor making it difficult to learn.  The role of the adult educator is not to be a psychoanalyst, but to understand the fact that the conflict between what is known and not known are both important.  Fenwick refers to a statement by D. P. Britzman that the teacher needs to be aware of his or her own unconscious as well as the students. (Fenwick, 2001).  Activities that help students become more aware of their unconscious minds, such as paying attention to dreams, and activities that stimulate emotion are tools in this theory (Merriam, Caffarella and Baumgartner, 1991).  When I first started studying this, I was uncomfortable that it seemed to be a therapeutic tool, more than an educative one.  In further research, I can see its use in specific learning environments, such as those where the learner population has substantial barriers. 

4) Critical Cultural – Resisting Dominant Social Norms of Experience

This theory “seeks to transform existing social orders, by critically questioning and resisting dominant norms of experience.” (as cited in Merriam, 2007, p. 160).  This theory places less emphasis on individual learning, but focuses on power and works towards emancipation.  Activities would include setting up experiences that assist learners in evaluating their own life experience.  Other learning activities are social action and     Experiences utilized in critical cultural activities are linked to transformational learning.  Mezirow refers to critical reflection as one of the tools towards transformation. This methodology is one that I believe is essential as we work in a changing culture.

5) Complexity Theory – Exploring Ecological Relationships between Cognition and Environment

            The emphasis in this approach is to seek change within complex systems (Merriam, 2007).  The purpose is not to influence change within an organization, as in the Critical/Cultural Model.  Instead, it is designed to study complex systems and analyze the changes within these systems.  The role of the adult educator is to help the learners discuss and point out the changes.  This was the most difficult theory to research.  There are strong associations with computer technology, as well as systems development.

IMPLICATIONS

            Adult educators, whether in a formal or informal learning environmen have many options on how to teach.   It can be difficult to determine how best to teach in a certain environment.  This literature confirms that adult education is a vast field.  Even within the more narrowly focused experiential learning model, there are multiple teaching styles and methods that can be utilized to meet specific needs.   As potential adult educators are working towards their education goals, the type of work within these models can help define the education path.

REFLECTION

            This was my first literature review in my Masters program, and I will admit to being intimidated.   I started work on this two weeks ago with the thought of researching evaluation of experiential learning, but found it difficult to find enough literature that could help define the groups project.  Next, narrowing the topic of Experiential Education was difficult.  I spent countless hours reviewing journals and books, but had difficulty determining a clear research topic.  It was the enormity of the field and literature that led me to focus specifically on the five theories outlined.  The one recommendation I would have made to myself would have been to ask for assistance from Dr. Chang earlier.  As far as process, I began this work well in advance, but got lost in the literature.  I certainly have learned a bit about many topics surrounding experiential education.  What I found the most unique from this research was the clear categorization of adult educators roles in different types of learning theory.

Main Themes/Ideas in Literature	Application of the Main Ideas
1. Experiential Learning is utilized in multiple learning theories	The role of the adult educator is defined by the type of learning model being utilized
2. The learning theory or theories that are utilized will be determined by the purpose of the education.	The adult educator’s role will often be defined by the purpose of the education.  If social change is the goal, the model of Criticial/Cultural will best fit.  If the purpose is to increase knowledge of business students, the Contructivist model would be utilized.
3. The activities chosen as the experiential tool will directly tie to the learning methodology	Some of the experiential tools can be utilized for several approaches.  For example, internships and field experience are utilized in constructivism and situative learning.  Dream reflection will be closely aligned to psychoanalytic approach.
4. Although there are five different learning theories, they all depend upon adult educators to guide or facilitate the process.	1. The adult educator will need to have a clear and distinct understanding of process.  2. Adult educators come from different training backgrounds and those will help determine the type of employment the educator seeks.  Business and employment training is vastly different than working to implement social change.

Sources:

Dewey, J. (1938). Experience and education.

Fenwick, T. (2001). Experiential learning: A theoretical critique from five perspectives.  (Report No. ED454418.  Retrieved from ERIC Data Base.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

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