What is experiential learning?
Experiential learning is a standard method of instruction that is used in education across the world. This method of learning mainly looks at learning through experience and reflection. Experiential learning is more than just typical cognitive learning that is transferred from professor to student; it is an approach where students learn by engaging directly with real-world problems and through collaboration with their peers (Kolb, 2009). Experiential learning strays away from more traditional theories of knowledge, such as behavioural and cognitive, and takes a more holistic philosophy to education, including individual life experiences, work, and education (Kolb, 2009). Individuals can offer their own beliefs, ideas, and knowledge to interpret new information which is more personalized. Most of the time, higher education uses direct learning to get students’ points across about a particular subject, and while this is effective, learning through direct experience allows students to grasp the concepts on a deeper level and learn from the real world. I’ve been contemplating experiential learning quite a bit recently, especially as I near graduation and start exploring potential career paths. While I possess the academic qualifications for certain positions, I lack the real-world experience necessary to be genuinely competitive. While I can apply my theoretical knowledge, firsthand experiences would provide a much deeper understanding of the job.
Characteristics of experiential learning
Experiential learning encompasses principles derived from the works of renowned scholars in the 20th century, particularly highlighted by Kolb (1984). Firstly, it emphasizes that learning occurs through deliberate experiences supported by reflection and critical analysis. These experiences are structured to necessitate student initiative, decision-making, and accountability (Kolb, 1984). Through this process, students actively engage in questioning, experimenting, and creating the construction of meaning. Their engagement encompasses intellectual, emotional, social and physical dimensions, creating an authentic perception of the learning task (Kolb, 1984). The outcomes of this learning are personal and lay the groundwork for future experiences.
How can experiential learning be enabled?
Kolb outlines a four-stage experiential learning cycle: concrete experience, reflective observation, and abstract conceptualization. Within the concrete experience, the educator is a facilitator as learners engage in immediate experiences, forming the foundation for observations and reflection (Kolb, 1984). Within reflective observation, educators guide reflection by providing relevant materials and creating a structured space for analysis through practice (Kolb, 1984). In abstract conceptualization, educators assist learning by distilling reflections into abstract concepts, setting standards and evaluating learners’ mastery (Kolb, 1984). Lastly, within active experimentation, learners actively test implications drawn from abstract ideas, creating new experiences which help learners apply knowledge to achieve their goals (Kolb, 1984).
Application to Alzheimer’s disease
Concrete experience: Learners can engage in concrete experiences, such as visits to care homes or medical environments looking at cognitive impairments, allowing them to directly interact with the realities of Alzheimer’s disease.Â
Reflective observation: Following the concrete experiences, educators can facilitate observation sessions, where learners share their observations, emotions, and insights. Educators can also assign readings and case studies that highlight different aspects of Alzheimer’s, prompting learning to reflect on the information presented and relevance to real-life situations.
Abstract conceptualization: Learners can synthesize their reflections into abstract concepts during the conceptualization stage, exploring the neurological and societal dimensions of Alzheimers.
Active experimentation: Lastly, learners can actively experiment with their understanding by participating in volunteering or other projects, applying their knowledge. Case studies can challenge learners to develop strategies for supporting individuals with Alzheimers disease.
References
Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kolb, A., & Kolb, D. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation Gaming. 40(3), 297-32
Hi Jade,
I appreciate your thoughtful post about experiential learning. As you have explained in your article, experiential learning emphasizes the significant benefits of engaing directly with real-world problems to improve knowledge retention and application. This strategy is especially effective in domains such as Alzheimer’s care, where firsthand experiences can transform theoretical knowledge into practical skills, promoting more profound empathy and innovative problem-solving. Your post emphasizes the need of including reflective observation and active experimentation in education by highlighting Kolb’s experiential learning cycle. This provides a comprehensive framework that enhances academic learning and equips students for real-world challenges.