A PHILOSOPHICAL EXAMINATION OF EXPERIENTIAL LEARNING THEORY FOR AGRICULTURAL EDUCATORS

By Grady Roberts. 2006

231 citations recorded by the source corpus.

Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs. Results of this study indicated that the process is cyclical in nature and requires an initial focus of the learner, followed by interaction with the phenomenon being studied, reflecting on the experience, developing generalizations, and then testing those generalizations. The context in which experiential learning occurs is defined by four dimensions: the level, the duration, the intended outcome, and the setting. Based on these results, models depicting the process and context were developed by the author.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/9ddfe6f4788336cdadbbb621418f4d0445ce44b2

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. Marshall A. Baker
2. David A. Kolb
3. Daisy Yan

In General Agricultural and Biological Sciences

1. Marshall A. Baker
2. David A. Kolb

Citations in the corpus

• Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model. (2012, background): “Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, “the theory behind the practice of experiential learning has had limited attention in the Journal of Agricultural Education 2 Volume 53, Number 4, 2012 permanent…”
• The Potential of Experiential Learning Models and Practices In Career and Technical Education & Career and Technical Teacher Education (2010, background): “However, the process of experiential learning is more than just the experience (Roberts, 2006).”