Spencer Matheny's Literature Review - Experiential Learning

I commented on Dan Ward's (Group 2) and Frances Robinson's (Group 4) Literature Review

Spencer Matheny
Ball State University
EDAC 634
Literature Review

Introduction

When you think of traditional learning styles you think of a group of students or people in one room, facing one direction, having note pads to write on, and are listening to one person, the teacher, speak in the front of the room. Lecturing is what all comes to our mind. As we get older, we realize that there are so many different types of learning styles and everyone adapts to different ones because we are all different. One of the most successful types of learning is experiential learning. Experiential learning has all kinds of broad definitions but one that I would like to mention is, “educational programs functioning outside of conventional school classrooms that place participants in responsible roles and engage them in cooperative, goal-directed activities with other youth, with adults, or both,” (Hamilton, 1980). Two quotes that I would like to mention are:

“Lectures are a way of transferring the instructor’s lecture notes to the students’ notebooks without passing through the brains of either,” – Eric Mazur (Experiential Learning, 2013).

“For the things we have to learn before we can do them, we learn by doing them. Men become builders by building,” – Aristotle, Nicomachean Ethics (Experiential Learning, 2013). As you can see, experiential learning is something that gives you the opportunity to expand your knowledge in the fact that you can’t learn everything through a classroom and textbooks. From an experiential learning theory, history shows that the main contributors to the grown of experiential learning is reflected by the works of John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paula Freire, Carl Rogers and others (Kolb & Kolb, 2005). Along with the broad definitions that you can find on experiential learning, it can come in many forms as well, which can include internships, community service, service learning activities, practicums, classroom projects, etc., which are ways for an individual to interact with the real world and learn real world applications and situations whether try to retain information from a classroom.

Methods and Themes

            Throughout time, when experiential learning was first introduced and put into place, it was mainly an experiment to see if there was success to come from it. Today, it is not an experiment (DeMartini, 1983). It is now placed into schools, colleges, and universities as part of the institution’s curriculum. Two different themes I would like to focus on are classroom projects or integrating experiential learning into different curricula, and service learning activities.

            As mentioned before, experiential learning isn’t just an experiment anymore. You see it put into place within curricula as either a class project or an entire internship within a certain major program. For this to happen, there has to be a combination between traditional learning and experiential learning. For it to be successful two aspects have to take place which include the ability to act at the concrete level as well as reflect at the abstract level (DeMartini, 1983). Kolb and Fry outline a model for experiential learning, which is made up of four different abilities. Those include:

1.     Concrete experience: the ability to involve oneself “fully, openly, and without bias in new experiences.”

2.     Reflective observation: the ability to “reflect on and observe these experiences from many perspectives.”

3.     Abstract conceptualization: the ability to “create concepts and integrate…observations into logically sound theories.”

4.     Active experimentation: the ability to “use these theories to make decisions and solve problems.”

(DeMartini, 1983)

            Applying experiential learning to the curriculum for an institution gives the opportunity for an educator to teach concepts and theories and then the students can reflect on those that they learned and apply it to real life situations. It can give a sense of reciprocal learning where the teacher can learn and the learner can teach. One example that comes to mind is Dr. Chang’s EDAC 632 class that I took last semester. We were able to learn about theories on how to conduct and manage a community education program. Week after week went by while learning about different theories and concepts and outside of the classroom we had the opportunity to form groups and conduct workshops. This gave us the opportunity to reflect and evaluate what we had learned.

            Service learning is just one other type of experiential learning. It is specifically geared towards an individual getting involved within the community through community service. This can be extracurricular or curricular. The focus on the extracurricular aspect enables an individual to gain experience and knowledge to where they are self-motivated in their learning. The retain information that they want to retain and then can apply those practices and theories into future endeavors. “Service learning provides an additional means for reaching educational objectives…” (Bringle &Hatcher, 1996).

Implications

            As a learner, I think it is vital to somehow participate in experiential learning. We always talk about how we are ready for “hands on work.” Take every opportunity you can get. When a student becomes a college student they will realize that experiential learning opportunities will be implemented into the curriculum. However, there are many more opportunities to get involved with internships, practicums, and service learning activities, etc., on their own time. Not only does it look good for you but also it helps you with life in general.

            One thing that is important to realize is that your experience will not be 100% exactly the same as someone else’s. Everyone’s perception is different and people evaluate different. That’s what makes us human. Not only can you learn from your experiences but also you can learn from someone who was in the same situation as you and you can learn something completely new from their perspective. Be open to other perspectives.

            Make sure that whatever opportunity you have to apply knowledge to practical experience that it can be something you can measure and evaluate. Evaluating and reflecting on experiences is one of the major keys to learning in general.  

Reflection

            When I think of experiential learning, I think of this class. From the first time we all posted on discussion board, to the different questions we have answered, etc., we have all come from different backgrounds and experiences. In a way, one individual can learn from someone else’s experience or past situation. It’s almost learning through third party experiential learning. One realization that has to take place is the fact that we are adults. What I mean by this is that we have already been through experiences for we all come in different ages. A lot of us have been through a lot and more than others. We have all been out of that “traditional” learning for quite some time because we all have real world lives now. That’s a difference between pedagogy and andragogy. Youth aged students haven’t had many experiences so it’s vital for them to have more opportunities for experiential learning.

            I completed this assignment by looking up different articles and journals for reviews and studies on experiential learning and different forms it can come in. I focused on the main themes of classroom projects and service learning activities. I put all of these thoughts together and organized them into a literature review. It’s kind of funny how broad adult education can go. Adult education can come in all different forms, and then when you define different learning styles through adult education, even those styles are broad in their own sense.

References

Bringle, R. G., & Hatcher, J. A.. (1996). Implementing Service Learning in Higher Education.The Journal of Higher Education, 67(2), 221–239. http://doi.org.proxy.bsu.edu/10.2307/2943981

DeMartini, J. R.. (1983). Sociology, Applied Work, and Experiential Learning. Teaching Sociology, 11(1), 17–31. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/1316921

Experiential Learning. (2013). Retrieved February 14, 2016, from https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/experiential-learning

Hamilton, S. F.. (1980). Experiential Learning Programs for Youth. American Journal of Education, 88(2), 179–215. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/1085305

Kolb, A. Y., & Kolb, D. A.. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education,4(2), 193–212. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/40214287