Literature Review - Bridgit Bucher

Experiential Learning Literature Review
Bridgit Bucher
EDAC 634
September 25, 2016

Introduction

The recitation of facts is not the only method of learning that is available to learners and educators. Memorization of facts and patterns rarely shows the whole picture of a topic, and “as educators we need to look at processes of learning rather than merely focusing on teaching subject material” (Shropshire, 1981, p. 5). One of the alternative learning theories is experiential learning, which involves using one’s experiences. More than merely the collection of experiences, experiential learning requires deriving some sort of meaning from those experiences, “so knowledge becomes the result of experience understanding and transformation” (Dernova, p. 52).  

Themes

Supportive Environment:

Providing a supportive learning environment is crucial to encouraging learners to reflect upon their life experiences. “If the student participates in a warm, trusting climate where there are positive interrelationships between the facilitator and the learners then the stimulation of the active experiential learning can lead to creative educational opportunities” (Shropshire, 1981, p. 6). Shropshire also adds that educators should be sure to “encourage the participants in their comfort levels” (p. 7).  

The idea that “experiential learning creates opportunities for faculty and students to interact in a personal manner” (Hickcox, 2002, p. 123) seems to give cause for a supportive environment in and of itself. A student represented in one of Hickcox’s (2002) minicases “explained that the small classes and emphasis on building relationships with instructors and peers helped her gain confidence” (p. 125). “In effect, the attempt is to develop an atmosphere in which people become part of a group effort to encourage innovative teaching and learning opportunities” (Hickcox, 2002, p. 127).

Facilitate Learning Rather Than Direct Learning:

Educators should emphasize the students’ roles in the learning process. The goal should not be to tell the student what is important. Rather, permit the student to draw from experiences to see how new knowledge can be applied to their condition. “Adult learners need to be autonomous and self-directed” (Dernova, 2015, p. 52).

Learning can be much more effective if, rather than simply imparting wisdom to students, the educator facilitates a student’s own learning. Guthrie and Jones’ (1954) explained Kolb’s four-phase learning cycle (p. 54) with an example of learning about homelessness.  It begins with concrete experience, which involves learning from a specific experience. In this case, it was through students’ volunteer efforts in which they served homeless people. The next phase is reflective observation, which involves thinking about something through multiple perspectives. In the example, students would consider how people become homeless and assess the services that may be available to them. Abstract conceptualization is a more analytical part of the process. For Guthrie and Jones’ homelessness example, it can involve the logistics of organizing services and volunteer efforts in the community. Active experimentation involves demonstration of what the student has learned. This would involve putting the newfound knowledge about homelessness and related services to use in the community.

Feedback can be a crucial element to fostering students’ experiential learning. It should not appear a the close of a learning process, though. Care should be taken “to include dedicated time allocated for reflection after feedback is given” (Guthrie, p. 57). Timely feedback can help the learner determine to what degree that goals have been met (Starr-Glass, 2011, p. 88), as well as to inform the learner of what remains to be done.

It becomes important to recognize our own limitations. “The educator or facilitator who is more aware of her limitations as well as her abilities generally establishes a trusting, warm environment where active participation by the learner is encouraged” (Shropshire, 1981, p. 5). Also the educator should be aware of his or her own strengths and experiences; “it is important that the facilitator explore her own learning style” (Shropshire, 1981, p. 6). Educators will be more effective when they play to their strengths by utilizing methods at which they excel.

Reflective Practices:

Jordi (2011) shares with us that “human beings are forever reconstructing themselves through their experiencing and the movement of their consciousness” (p. 194). Based on this, we can conclude that “we naturally seek to make meaning” (p. 194). Since it seems as though we are wired to try to derive meaning from our experiences anyway, the important step is to take the time and effort to follow through on the reflection process. The goal is to make meaning of experiences, whether it is the product of cognitive efforts or embodied responses to learning should be of similar value. The notion that “intentional engagement with peers, staff, or faculty encourages students to reflect on their own experiences, thoughts or opinions” (Guthrie and Jones, 2015, p. 58) reiterates the importance of a supportive environment. A group discussion setting could encourage discussion and reflection from learners who may not have otherwise considered reflecting on their own experiences.

There may be a trend toward emphasizing measurable reflection, but it would not include the whole picture. After outlining John Dewey’s five logical steps of the reflective process (suggestion, intellectualization, hypothesis, reasoning, and decision), Jordi (2011) reminds us that it is important to remember not to limit our reflection to the analytical only. To do so “leaves behind the complex, rich, and subtle implicit dimensions of experiencing, aspects that lie between the ‘incompleteness’ and the ‘suggestion’ and that probably get suppressed in the process of pursuing rational analysis” (p. 192). Finding meaning should not be limited to quantitative elements. Shropshire (1981) tells us that there are three categories for learning: cognitive, psychomotor, and affective (p. 6). The cognitive category is involved with the mental process of thinking and acquiring knowledge. The psychomotor category is related to movement skills. The affective category is more concerned with attitudes and values, which is “particularly a valuable strategy” (p. 6) in terms of experiential learning. While the other categories may certainly have a part in the reflection process, this statement by Shropshire serves to reiterate the importance of incorporating thoughts and feelings into the act of reflection.

Multiple Types of Experiential Learning:

While there is a lot of emphasis on creating an environment that makes learners comfortable sharing their experiences, it is certainly not the only way to facilitate experiential learning. Experiential learning does not become less effective simply because it is not shared with others. Other methods can include activities like journal writing or individual case studies.

Written reflection can have added educational benefits “including improved communication skills and enhanced critical thinking and observational skills” (Guthrie and Jones, 2015, p. 58). Journals would be an effective way to facilitate this.  Journals “offer an unstructured way for students to reflect on their experiences, while directed writings provide more targeted reflection” (Guthrie and Jones, 2015, p. 58). Case studies and role-playing were also suggested by Guthrie and Jones to give students a chance “to critically examine their own rationales and though processes, and [introduce] them to different perspectives” (p. 59). Not everyone may have experiences, but it is still possible to reflect on the experiences of others.

Implications and Conclusion

As a facilitator, an adult educator should take care to assist learners in drawing meaningful conclusions from presented material. Dernova (2015) points out that “adult experience can be used both during its own learning and in teaching colleagues” (p. 52). It could be helpful for educators to share their own experiences to illustrate how a student can also draw conclusions from his or her own experiences. Being willing to share personal experiences should help cultivate a supportive environment, which is beneficial to the learning process. Without the supportive environment, students may only be willing to put the minimum acceptable effort into learning material.

In G. Dean’s process model, the importance of planning and engagement are essential to supporting the learner and facilitating a learning environment. This is achieved when the educator “evaluates student’s readiness to participate in experiential learning” (Dernova, 2015, p. 56) and continues when the educator “initiates activities and determines clear trends of students’ activities” (p.56). During the planning stage, the educator will need to be sure that activities and materials that are appropriate for the learners’ abilities are ready at the beginning of a class. During the engagement stage, there will be an opportunity for the educator to provide feedback to the learner so that the learner is able to maintain adequate progress.

Dernova (2015) described L. Joplin’s Five Stages Model of experiential learning. Steps Three and Four are Support and Feedback, respectively (p. 55). These stages occur throughout the entire learning process. This makes sense because the learner should always feel that he or she is in a supportive environment, and feedback will be updated to reflect progress through the material. The importance of support and feedback cannot be overstated.

Experiential learning can help individuals view their experiences as a learning experience rather than just something that simply happened. It serves to help individuals to become active participants in their own lives. We can grow from our experiences so that what happens to us is not simply an event, but an opportunity to become better learners as well as people in general.

Reflections

While reading the articles for this assignment, I noticed that the most commonly repeated theme involved cultivating a supportive learning environment. This is clearly of great importance. Without a supportive environment, students will likely complete only the minimum requirements. An educational experience becomes something to merely ‘get through.’ That attitude will not serve a learner well when he or she moves onto the next learning experience.

For this assignment, I began searching for journal articles without first taking notes from the textbook for this course. If I would start this assignment over, I may have referred to the chapter that covers experiential learning and sought out some of the scholars who are referenced there. The articles I chose were all very interesting to read, however it was a bit more difficult to find unifying themes among them. Had I chosen themes first, then found corresponding journal articles, it may have been a more streamlined process.

References

Dernova, M. (2015). Experiential learning theory as one of the foundations of adult learning practice worldwide. Comparative Professional Pedagogy, 5(2), 52-57. Retrieved from http://www.degruyter.com/downloadpdf/j/rpp.2015.5.issue-2/rpp-2015-0040/rpp-2015-0040.xml

Guthrie, K. L. and Jones, T. B. (2012). Teaching and learning: using experiential learning and reflection for leadership education. New Directions for Student Services, 2012(140), 53-63. Retrieved from http://sb6nw2tx4e.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Teaching+and+Learning%3A+Using+Experiential+Learning+and+Reflection+for+Leadership+Education&rft.jtitle=New+Directions+for+Student+Services&rft.au=Kathy+L+Guthrie&rft.au=Tamara+Bertrand+Jones&rft.date=2012-12-01&rft.pub=Wiley+Subscription+Services%2C+Inc&rft.issn=0164-7970&rft.eissn=1536-0695&rft.volume=2012&rft.issue=140&rft.spage=53&rft_id=info:doi/10.1002%2Fss.20031&rft.externalDocID=3071635691&paramdict=en-US

Hickcox, L. K. (2002). Personalizing teaching through experiential learning. College Teaching, 50(4), 123-128. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/pdf/27559107.pdf

Jordi, R. (2011). Reframing the concept of reflection: consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 61(2), 181-197. Retrieved from http://aeq.sagepub.com.proxy.bsu.edu/content/61/2/181.full.pdf+html

Shropshire, C.O. (1981). Group experiential learning in adult education. The Journal of Continuing Education in Nursing, 12(6), 5-9. Retrieved from http://search.proquest.com.proxy.bsu.edu/docview/915653437?pq-origsite=summon&accountid=8483

Starr-Glass, D. (2011). Using “experiential resonance” in a distance learning course. The International Journal of Management Education, 9(4), 87-92. Retrieved from http://web.b.ebscohost.com.proxy.bsu.edu/ehost/detail/detail?sid=8f348d52-fc79-44a0-8af1-67c22d996cc6%40sessionmgr106&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=86160876&db=bth

	Theme	Application
Idea #1	Supportive Environment	Facilitators should strive to create a warm, supportive environment so that learners feel safe to share and reflect upon their experiences.
Idea #2	Facilitate Students’ Learning Rather Than Direct It	Students will gather more from their learning experience, if they have a larger role in determining what they learn.
Idea #3	Reflective Practices	It is crucial for learners to reflect and derive meaning from their experiences. It is not enough to simply have the experience.
Idea #4	Pursue Multiple Types of Experiential Learning	Individual and group experiential learning experiences can be equally beneficial.