Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition

By T. Fenwick. 2000

451 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/16fa9531c722a5d2f57a277fad95d1a9dfafe71e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Alison A. Carr-Chelman
2. Charles M. Reigeluth
3. Barbara J. Daley
4. Catherine A. Hansman

In Human Factors and Ergonomics

1. Alison A. Carr-Chelman
2. Charles M. Reigeluth
3. Barbara J. Daley
4. Catherine A. Hansman

Citations in the corpus

• Narrative learning in adulthood (2008, unknown): “…relationship is understood in various ways by theorists of experiential learning New Directions for Adult and Continuing Education • DOI: 10.1002/ace (Fenwick, 2000, 2004; Merriam, Caffarella, and Baumgartner, 2007) but has been a theme running through the literature since the earliest conceptions…”
• Learning and Professional Practice: A Study of Four Professions (2001, background): “Even though multiple authors discuss constructivism, according to Fenwick (2000), “All views share one central premise: A learner is believed to construct, through reflection, a personal understanding of relevant structures of meaning derived from his or her action in the world” (p. 248).”
• Context‐Based Adult Learning (2001, background): “From a situated view, people learn as they participate and become intimately involved with a community or culture of learning, interacting with the community and learning to understand and participate in its history, assumptions, and cultural values and rules (Lave and Wenger, 1991, Fenwick , 2000).”
• Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III. (2009, background): “In other words, this model is a pedagogical theory of experiential learning that “assumes that certain experiences can be enhanced in ways that produce outcomes desired by the actors or learners involved” (Fenwick, 2000, p. 245).”
• Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect (2002, unknown): “Tara Fenwick (2000) identifies this understanding as the reflection-oriented constructivist perspective, labeling it as a prevalent and influential adult learning theory that “casts the individual as a central actor in a drama of personal meaning-making” (p. 248).”