Literature Review - Experiential Learning

Posted on Jennifer Warner - Andradogy in HR and Jessica Schul-Solow - African Indigenous Knowledge 2/15

Kristin Owens

Ball State University 

A Review of Experiential Learning

Experiential learning is the process during which individuals learn through experiences, both past and current. Kolb (as cited in Yardley, Teunissen, & Dornan, 2012) defined it as ‘a process whereby knowledge is created through the transformation of experience’. It is often referred to as “hands-on” learning or involved learning (Austin & Rust, 2015). There are two main types of experiential learning. The first is nonreflective learning, where one remembers an experience and repeats it or does as they are told. The other is reflective learning, where a person reflects on their experiences (Merriam, Caffarella, & Baumgartner, 2007). Experiential learning is becoming more popular in higher education because of evolving university missions and students looking for enhanced learning opportunities (Hawtrey, 2007). This paper will explore the general themes of experiential learning and how to connect those themes to practical application.

General Themes

In reviewing the literature, it is apparent that there is value in learning through experiences. Experiential learning is an emerging trend with a wide range of definitions and practical learning activities (Austin & Rust, 2015). Among the different thoughts, several themes that were highlighted. This section of the paper will focus on these themes.

Learning that is involved

Austin and Rust (2015) described experiential learning simply as “hands-on” learning. This allows the learner to be engaged during the learning process. When a learner is involved in active participation, they will get a better understanding of the content. In terms of adult education, experiential learning allows the learner to apply the content to their professional life (Calpito, 2012).  

In the experiential learning theory, the student is no longer a passive listener but an active participant. Hawtrey (2007) claims that experiential learning is on the rise because students are no longer satisfied with a one-size-fits-all classroom. Learners want to be engaged and to be able to utilize their knowledge outside of the classroom. Kolb (as cited in Calpito, 2012) explains that the first stage in experiential learning is concrete experience, which is when a learner is actively engaged and participating in the learning process. Students only remember a fraction of what they hear but a majority of what they do (Hawtrey, 2007). Participation is a core component in experiential learning.

Looking back at my own learning experiences, I would agree that when I felt engaged in the material and was an active participant, I learned the most. Not only do students learn in the moment but there is an increased retention of knowledge, by making a connection between the knowledge and how it applies to each student's life (Hawtrey, 2007).

Lifelong Learning and Reflection

Kolb’s (as cited in Calpito, 2012) second stage of experiential learning is reflective observation. In order to learn from an experience, the learner must reflect on the experience and look to see what the future implications are. Experiences by themselves do not produce learning, but the reflection the learner has on the experience, by adding meaning to the event (Dewey as cited in Austin & Rust, 2015). The Association for Experiential Education (as cited in Austin & Rust, 2015) defines experiential learning as a philosophy that uses many methodologies to engage the learner in direct experiences and focused reflection. Reflection allows the learner to take a step back and consider the experience from different perspectives. The goal of reflection is to gain deeper understanding of a situation that will lead to action (Merriam et al., 2007). Reflection is imperative to learn from an experience. 

Dewey (as cited in Yardley et al., 2012) notes that experiential learning is an organized focus for lifelong learning and developments.  A key factor of experiential learning is shifting the responsibility to the learner, this encourages lifelong learning.Experiences are a part of everyday life. When an individual takes time to reflect and examine their experiences, learning will take place. In reading the literature, I feel that when the learner takes responsibility of their education journey, experiential learning and self-directed learning become intertwined with living your best life.

Implications for Application

There are a variety of ways educators can incorporate learning through experiences with their students. Activities such as service learning projects, study abroad opportunities, internships, job shadowing, and even a reflective journal (Austin & Rust, 2015) are ways to implement experiential learning. Internships and service learning projects are probably the two most recognized activities. I know that my undergraduate work required the completion of one internship, and several of my courses incorporated service learning projects. Medical education has used “learning on the job” for centuries, through clerkships and residency (Yardley et al., 2012). Learners' ability to learn from their experiences is critical not only in a school setting but also in the workplace.

Reflection and Conclusion

In reviewing the literature, it became apparent to me how important reflecting was to learning. So it comes as no surprise that part of this assignment was reflection. It felt daunting at first to know I would be responsible for reviewing five or more articles, journals, etc. Where did I even begin? The fact that I had could choose my own literature pieces shifted the responsibility of learning onto me. This assignment engaged me from the beginning to go out and search for articles I found interesting. I focused on the program aspect of experiential learning. I looked for titles that dealt with taking the theory of experiential learning and putting it into practice. That would be my tip – to narrow down your search to one piece of the puzzle. My leadership role in the group is program design, and now I feel more prepared for my role.

In conclusion, learning from experiences is critical in both formal and informal settings. I believe educators would be doing their learners a service by incorporating strategies that allowed the learners to become active participants. But more importantly, I think as individuals, we need to take the time to learn from our experiences, both past and current, good and bad. In my opinion, learning is a lifelong process but especially when it comes to learning by experiences.

	Main Theme/Ideas	Application
Idea 1	Experiential learning is “hands-on”/involved.	Following activities: service learning, internships, study abroad, civic engagement
Idea 2	Active participant vs Passive listener	Learners must be engaged. Establish communication between the learner and the educator – group work/discussions, critical thinking, surveys, etc.
Idea 3	A level of reflection must occur in the learning process.	Learners must be able to connect what they have learned through past and current experiences and apply it to the future. Journal writing, role playing and dialogue with others to making meaning of an experience are practical ways to bring about reflection.
Idea 4	Learning is a life-long process.	Life is made up of experiences. Educators can shift the responsibility of learning to the student and encourage lifelong learning.

References

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in Adulthood: A comprehensive guide (3^rd ed.). San Francisco: Joseey-Bass Publishers.  

Hawtrey, K. (2007). Using Experiential Learning Techniques: The Journal of Economic Education, 38 (2) 143-152. Retrieved from htttp://jstor.org.proxy.bsu.edu/stable/30042762

Yardley, S. , Teunissen, P. , & Dornan, T. (2012) Experiential learning: Transforming theory into practice, 34 161-164. doi: 10.3109/0142159X.2012.643264

Austin, M & Rust, D. (2015). Developing an Experiential Learning Program: Milestones and Challenges (Vol. 27). Retrieved from htttp://www.isetl.org/ijtlhe/

Calpiton. K. (2012). Teaching Graduate Students through Experiential Learning Not Stress. The University of the Incarnate Word. Retrieved from htttp://jstor.org.proxy.bsu.edu