Experiential Learning Theory

One of the leading theorist in the Experiential Learning Theory is John Dewey. He believes that the connections between life experiences and learning are connected, as he stated in his classic volume, "Experience and Education" (1938). He gives two principles that must exist in his learning theory. These are the principles of continuity and interaction (Merrian, Cafferrella, & Baumgartner, 2007, p. 162).

Another theorist is Kolb and Kolb. David Kolb published his learning styles model in his book, "Experiential Learning: Experience as the Source of Learning and Development"(1984). He believes that various factors influence a person's preferred learning style. In his learning model he described three stages of a person's development: acquisition, specialization, and integration.

Other theorist include Jean Piaget, Carl Jung and Carl Rogers. These men and others compiled six general propositions of experiential learning theory. Learning is best conceived as a process, not in terms of outcomes; learning is relearning; learners must move between opposing modes of reflection and action, feeling, and thinking; learning is holistic in nature; learning involves interactions between the learner and the environment; and learning is constructivist in nature.

Educators working with this learning style must consider the emotions in the classroom. Emotions are very important in learning. Symptoms of learners who have not dealt with these emotions are anger, aggression, and seeking to become a perfectionist, Merriam (2007, p. 166). To cope with these types of behaviors educators may have students write down their fears and concerns in a journal, write down the present rules, and then write down the rule when revised to fit the student's needs. If the "fear" of a subject matter is not confronted and dealt with, the learner may construct a wall to block any positive experience of learning.

At the community college level, in teaching developmental mathematics, the writer finds this to be true. The students come with blockages that prevent them from learning math. The consequence is that the educator must break through the walls first so that the learner is more comfortable in the learning environment and therefore can learn the needed concepts to be
successful in mathematics.

The role of the educator is to act as a facilitator, catalyst, mentor, and an assessor of learners. As a facilitator the educator guides the learning process, encouraging students to discuss, and reflect on the learning experience. The catalyst seeks to involve students in role playing, and problem solving activities that call for them to rely upon some of their previous learning knowledge. The mentor is only to coach the learner with specific learning skills and may become one of the student's long term life guides. In other words, the mentor and student develops a relationship that continues after the classroom experience is over. Finally, the
role of the assessor is to use portfolios, interviews and other creative ways to evaluate the learners knowledge growth.

The role of the educator in this type of learning is absolutely necessary for success of the student. Teaching experience in the math classroom does show validity in using some of these teaching methods. Many of these are currently incorporated into the classroom presently and students are given options as to which works best for them.



References:


Dewey, J. (1938). Experience and education. New York: Collier Books.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice Hall.

Kolb, D. (2008). Kolb learning styles. Retrieved from www.businessballs.com.


Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A
comprehensive guide. John Wiley & Sons, Inc.,