Experiential learning.

By R. Bennett, Joseph E. Oliver. Environmental Science and Technology, 2019

2,859 citations recorded by the source corpus.

This chapter takes a look at experiential learning. The central idea of “experiential learning,” as the term suggests, is the process of learning through experience. The “learning” part requires an additional element: reflection. Thus, a fuller concept of experiential learning includes reflection about the learning experiences in which students participate. The teacher's responsibility is to create worthwhile educational experiences so that students will have something of value on which to reflect. Like active learning, experiential learning involves many different forms of student engagement. Experiential learning is learning by doing. In this kind of hands-on learning, students assume responsibility for their learning, taking control of both the learning experience and their reflection on it.

Subfields: Biomedical Engineering, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/aed5824049a5fddd130132e20ea18b0c13106591

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Citations in the corpus

The Additive Effects of Semistructured Classroom Activities on Student Learning: An Application of Classroom-Based Experiential Learning Techniques (2000, neutral): “It is well documented that different students prefer to learn in different ways (Davis 1993; Guild and Garger 1985; Kolb 1984; Murray 1990).”
Entrepreneurship Education in a Poverty Context: An Empowerment Perspective (2019, background): “The learning process is fostered by a series of feedback loops (Oxendine, Robinson, and Willson 2004) based on regular weekly meetings between students and entrepreneurs.”
The Design and Implementation of a Mobile Learning Resource (2002, neutral): “Learning is most successful when we are in control, carrying out an active and continuing cycle of experimentation and reflection [19].”
Learning Style Differences in the Perceived Effectiveness of Learning Activities (2006, positive): “Kolb (1984) depicted learning style types using a fourquadrant model in which learners are classified on the basis of their preference for active experimentation or for reflective/ observational learning (information-processing mode) and their preferences for learning through…”
FROM CONTROL OF THE VEHICLE TO PERSONAL SELF-CONTROL; BROADENING THE PERSPECTIVES TO DRIVER EDUCATION (2002, neutral): “Research on development of expertise has shown, that metacognitive skills and reflective thinking are essential characteristics of an expert (Kolb, 1984; Mezirov, 1981; Mezirov & Associates, 1990).”
Enhancing Learning by Integrating Theory and Practice (2009, positive): “Citing the work of Kolb (1984) and Fenwick (2001), they make the point that experiences alone are not sufficient for learning to take place.”
Undergraduate Internships in Accounting: What and How do Singapore Interns Learn from Experience? (2008, neutral): “In this model (see Figure 1), Kolb (1976, 1984) suggests that learning from experience occurs as a four-stage cyclical process.”
Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability. (2008, positive): “At a general level, the idea that the learner should be an active participant in the learning process is not unique to the active learning approach; it cuts across a number of educational philosophies and approaches, such as experiential learning and action learning (Kolb, 1984; Revans, 1982).”
LEARNER-CENTERED MICRO TEACHING IN TEACHER EDUCATION (2010, background): “Kolb (1984) argues that active learning is acquired by individuals by doing more than thinking.”
Negative Knowledge: Understanding Professional Learning and Expertise (2008, positive): “On the basis of the experiential learning theory by Kolb (1984), Bauer and Mulder (2007) suggest a framework of errorrelated learning activities, involving: (1) cause analysis, (2) the development of new strategies in order to avoid the error in future, and (3) experimentation with and…”
The Local and Variegated Nature of Learning in Organizations: A Group-Level Perspective (2002, neutral): “The author thanks Teresa Lant, David Garvin, and two anonymous review- ers for their extremely helpful feedback on earlier versions of this paper.”
Active versus passive teaching styles: An empirical study of student learning outcomes (2009, neutral): “In management education, variations of active learning include experiential learning (Kolb, 1984), problem-based learning (Miller, 2004), participative learning (Mills-Jones, 1999), and cooperative learning (Johnson, Johnson, & Smith, 1991).”
The development of metacognition in musicians: Implications for education (2001, positive): “2001 18:1, 27±39 Copyright # 2001 Cambridge University Press make use of the notion of re¯ective learning (Kolb, 1984) and conceptualise the professional as a `re¯ective practitioner' (Schon, 1983; Schon, 1987).”
The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning (2004, positive): “Kolb (1984) explains that testing of concepts in new environments through concrete experiences is important in the cycle of learning.”
Teaching a Course on Creativity in Counseling: Ideas for Counselor Educators (2011, positive): “One hallmark of experiential strategies is designing educational interventions to be applicable to real-life situations (Ferch et al., 2006; Kolb, 1984; Nagda et al., 2003).”
Employee strain and job satisfaction related to an implementation of quality in a public service organization: A longitudinal study (2003, positive): “…of training contents and training duration related to the change process) is also to be regarded as an important resource of organizational change (Kolb, 1984) and plays a prominent part in the context of organizational changes (Hackman & Wageman, 1995; Lowery, 2000; Victor, Boynton, &…”
Simulating Entrepreneurial Learning (2007, positive): “In the model presented, a number of concepts from experiential learning theory (Kolb, 1984) and from action learning (Revans, 1982) are used to provide descriptions of the different learning activities undertaken.”
The Invisible Multilingual Teacher: The Contribution of Language Background to Australian ESL Teachers' Professional Knowledge and Beliefs (2004, background): “It scarcely needs pointing out that the understanding of second language learning is bound to be richer and more profound in someone who has actually done it than in someone who has not. Experience of learning a second or third language gives first-hand knowledge of one’s own learning strategies and”