{"id":34,"date":"2018-05-18T15:56:43","date_gmt":"2018-05-18T15:56:43","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/chapter\/experience-and-adult-learning\/"},"modified":"2023-03-24T14:59:29","modified_gmt":"2023-03-24T14:59:29","slug":"experience-and-adult-learning","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/chapter\/experience-and-adult-learning\/","title":{"raw":"Experience and Adult Learning","rendered":"Experience and Adult Learning"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>[1]Compare and contrast the principles of major theories of learning and cognition and explain how they relate to adult learners<\/li>\n \t<li>[3]Provide a rationale for instructional strategies based on specific cognitive and\/or learning principles<\/li>\n \t<li>[6]Explore, experience and analyze various instructional strategies and their relationship to individual differences and experiential learning<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>How experience plays a role in learning<\/li>\n \t<li>Experiential learning theories and their applications<\/li>\n<\/ul>\n<\/div>\n<\/div>\nWhether it is through our own experiences or through learning from others', experience plays a major role in teaching and learning in adulthood.\u00a0 Julius Caesar once said, \"Experience is the teacher of all things\". He was onto something so long ago.\n\nWhat do our experiences provide us? Our experiences can provide us with knowledge, empathy, compassion, faith, discovery, motivation, and so on. Our experiences can also cause pain, anger, disruption, and other negative emotions. The good and the bad give us the opportunity to become inquisitive and embrace the lessons we learn. Furthermore, this extraordinary happening within us can even occur through reflection on another person's experience.\n\nIn the TED Talk by Mary Helen Immordino-Yang (below), you will learn about a young woman from Sudan who had an experience which no person should have to experience. This painful experience fueled her desire to learn and give back so that no other person would have to experience what she experienced. Watch the video and think about the feelings that come to mind when hearing the story. Were you inspired? Did it make you want to fulfill some untouched dream of your own? Did you start believing you could accomplish anything because this young woman was able to accomplish what she did?\n\n[embed]https:\/\/www.youtube.com\/watch?v=RViuTHBIOq8[\/embed]\n\nSociocultural environment is powerful. We are moved by stories because our social and biological systems are interconnected through the neurosystems in our brains.\n\nDo our emotions drive us to learn? The young girl from Sudan was driven to learn because of her traumatic experience of seeing her mother and baby sister die. Her emotions fueled her desire to learn so much so that she had to find a creative way to gain her education in an environment in which it was not easily accessible.\n\nWhat happens to your brain when you think about stories such as Mary Helen's?\u00a0 One finding, according to Ms. Immordino-Yang, is found in the brain activity of an inspired person.\u00a0 Portions of a person's brain light up where a person experiences most feeling\/emotion.\u00a0 The brain stem, the \"very essence of your survival\" (Immordino-Yang, 2011) also lights up during inspiration, showing that \"your biology and sociology are completely intertwined\" (Immordino-Yang, 2011).\n\n<hr>\n\n<h2>John Dewey and Experiential Learning<\/h2>\n<h3>John Dewey (1859-1952) Bio:<\/h3>\n<ul>\n \t<li>Born October 20, 1859 - Died 1952<\/li>\n \t<li>Credentials - Ph.D.<\/li>\n \t<li>Alma Mater - John Hopkins University<\/li>\n \t<li>Last Occupation - Head of Philosophy and faculty at University of Michigan<\/li>\n<\/ul>\n[caption id=\"attachment_32\" align=\"aligncenter\" width=\"640\"]<img class=\"wp-image-32 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2018\/07\/deweys-model.png\" alt=\"Dewey's Experiential Model\" width=\"640\" height=\"480\"> Experiential Learning Theory (ELT) by John Dewey[\/caption]\n\n[footnote]Contributions to https:\/\/wildernessmedicine.wikispaces.com\/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License[\/footnote]\n\nThe Experiential Learning Theory provides \"a holistic model of the learning process and a multi-linear model of adult development\" (Baker, Jensen, &amp; Kolb, 2002 as cited in Zhou and Brown 2015, p. 49). The theory is not linear as in traditional primary education, and has many levels of learning that fits better for adult learners.\u00a0 Experience plays a significant role in the learning process of adults.\n\nIn Dewey's model, adults apply their experience (apprehension) and abstract conceptualization (comprehension) to learning. In order for the learning to be achieved, reflective observation (intention) and active experimentation (extension) must occur to gain desired knowledge (Zhou and Brown, 2015). With the four aspects combined, a cycle of learning can be acquired.\n<div class=\"textbox examples\">\n<h3>Example<\/h3>\n<img class=\"aligncenter wp-image-33 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/Experiential-Learning.png\" alt=\"\" width=\"771\" height=\"648\">\n\n<\/div>\n\n<hr>\n\n<h3>David Kolb (1939-1997) Bio:<\/h3>\n<ul>\n \t<li>Born 1939<\/li>\n \t<li>Credentials - Ph.D.<\/li>\n \t<li>Alta mater - Harvard University<\/li>\n<\/ul>\n<div class=\"level2\">\n\nExperiential learning theory[footnote]<a href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning\">https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning<\/a> used under <a href=\"http:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY SA 4.0<\/a> [\/footnote] is a <strong>cycle learning theory<\/strong> introduced by American educational theorist <a class=\"urlextern\" title=\"http:\/\/infed.org\/mobi\/david-a-kolb-on-experiential-learning\/\" href=\"http:\/\/infed.org\/mobi\/david-a-kolb-on-experiential-learning\/\" rel=\"nofollow\">David Kolb<\/a><sup><a id=\"fnt__1\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__1\">1)<\/a><\/sup> in 1971<sup><a id=\"fnt__2\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__2\">2)<\/a><\/sup> and was inspired by earlier works of <a class=\"urlextern\" title=\"http:\/\/www.muskingum.edu\/~psych\/psycweb\/history\/lewin.htm\" href=\"http:\/\/www.muskingum.edu\/~psych\/psycweb\/history\/lewin.htm\" rel=\"nofollow\">Kurt Lewin<\/a>, <a class=\"urlextern\" title=\"http:\/\/www.piaget.org\/aboutPiaget.html\" href=\"http:\/\/www.piaget.org\/aboutPiaget.html\" rel=\"nofollow\">Jean Piaget<\/a><sup><a id=\"fnt__3\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__3\">3)<\/a><\/sup> and <a class=\"urlextern\" title=\"http:\/\/dewey.pragmatism.org\/\" href=\"http:\/\/dewey.pragmatism.org\/\" rel=\"nofollow\">John Dewey<\/a>.\u00a0 Developed within <a class=\"wikilink1\" title=\"learning_paradigms:humanism\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_paradigms:humanism\">humanist paradigm<\/a>, experiential learning offers a <strong>holistic perspective on learning<\/strong> and is centered mostly on adult learning.\u00a0 The name of this theory was intended to emphasize the importance of experience in the learning process.\n\nExperiential learning theory defines learning as\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\">\u201c<em>the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.<\/em>\u201d<sup><a id=\"fnt__4\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__4\">4)<\/a><\/sup><\/div><\/li>\n<\/ul>\n<\/div>\n<h2 id=\"what_is_experiential_learning\" class=\"sectionedit3\">What is experiential learning?<\/h2>\n<div class=\"level2\">\n\nThe experiential learning theory is based on six propositions<sup><a id=\"fnt__5\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__5\">5)<\/a><\/sup>\u00a0described with the following three statements:\n<ol>\n \t<li class=\"level1\">\n<div class=\"li\">Learning is best described as a holistic process of creating knowledge and adapting to the world.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Learning is actually relearning, since it is greatly dependent on already learned material.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Learning is driven by conflict, differences, and disagreement and results in assimilation and accommodation.<\/div><\/li>\n<\/ol>\n<a class=\"media\" title=\"http:\/\/www.businessballs.com\/kolblearningstyles.htm\" href=\"http:\/\/www.businessballs.com\/kolblearningstyles.htm\" rel=\"nofollow\"><img class=\"mediaright\" title=\"Kolb's original four learning styles and stages. Image borrowed from: http:\/\/www.businessballs.com\/... Click on the picture to follow the link.\" src=\"https:\/\/www.learning-theories.org\/lib\/exe\/fetch.php?w=550&amp;tok=ca5177&amp;media=images:kolb.jpg\" alt=\"Kolb's original four learning styles and stages. Image borrowed from: http:\/\/www.businessballs.com\/... Click on the picture to follow the link.\" width=\"550\"><\/a>\n\nKolb<sup><a id=\"fnt__6\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__6\">6)<\/a><\/sup> suggests two opposite modes of acquiring experience:\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\"><strong>concrete experience<\/strong> or CE (feeling through practical experiencing),<\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\"><strong>abstract conceptualization<\/strong> or AC (concluding and thinking about the experience),<\/div><\/li>\n<\/ul>\nand two opposite modes of transforming that experience into knowledge:\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\"><strong>reflective observation<\/strong> or RO (actively observing experience and its outcomes),<\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\"><strong>active experimentation<\/strong> or AE (planing on how to test something and finally doing).<\/div><\/li>\n<\/ul>\nAll of these components follow one another in a circle of learning: CE\u2192RO\u2192AC\u2192AE\u2192CE\u2192\u2026 The very process of <strong>learning can begin in any of them<\/strong>. Still, every learner develops strengths in some modes more than others, or learn better under those conditions, which results in four different <strong>learning styles<\/strong> identified also by Kolb<sup><a id=\"fnt__7\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__7\">7)<\/a><\/sup><sup><a id=\"fnt__8\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__8\">8)<\/a><\/sup>:\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Assimilator<\/strong> <\/span>- Strong in AC and RO components. Prefers <strong>abstract conceptualizations<\/strong> and theoretical models. Requires time to think. Values <strong>logical validity<\/strong> more than practical applications.<\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Converger<\/strong> <\/span>- Strong in AC and AE components. Prefers <strong>practical applications<\/strong> of concepts and theories and enjoys experimenting. Good problem solvers and likes dealing with technical issues.<\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Accommodator<\/strong> <\/span>- Strong in CE and AE components. Prefers <strong>practical experiences<\/strong> and acting more according to feelings versus logical analysis or theoretical aspects.<\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Diverger<\/strong> <\/span>- Strong in CE and RO modes. Prefers <strong>learning through observing<\/strong> and <strong>collecting information.\u00a0 <\/strong>Good at viewing concrete situations from different points of view. Imaginative and emotional and often specialize in arts.<sup><a id=\"fnt__9\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__9\">9)<\/a><\/sup><\/div><\/li>\n<\/ul>\nIn order to identify a preferred learning style in Kolb's model, \u201c<strong><a class=\"urlextern\" title=\"http:\/\/www.haygroup.com\/au\/services\/index.aspx?ID=14323\" href=\"https:\/\/youneedcloud.files.wordpress.com\/2019\/01\/kolb-questionnaire-final.pdf\" rel=\"nofollow\">learn\u00ading style inven\u00adtory<\/a><\/strong>\u201d method has been developed. This <strong>method for determining an individual\u2019s optimal learn\u00ading style <\/strong>and learning\u00a0strengths and weaknesses, includes a survey which explores one's perceiving (how one prefers to acquire information) and processing (how one makes sense of new things). Variants of this method can be found in simplified, free, online tests.\u00a0 Newer methods like <em>the adaptive style inventory<\/em> or <em>the learning skills profile<\/em> have also been introduced 14<sup><a id=\"fnt__14\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__14\">14)<\/a><\/sup>.\n\n<\/div>\n<h2 id=\"what_is_the_practical_meaning_of_experiential_learning\" class=\"sectionedit4\">What is the practical meaning of experiential learning?<\/h2>\n<div class=\"level2\">\n\nExperiential learning is a model <strong>suggested for adult learners<\/strong>. General implications of this model are that the teaching\/learning process should consist of all four stages of Kolb's model, but it also suggests that\u00a0\u00a0<strong>individual changes<\/strong> should be applied, depending on learners' learning styles.\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\">Assimilators - prefer <strong>watching<\/strong>\u00a0and\u00a0<strong>thinking<\/strong>.\u00a0 An assimilator appreciates\u00a0<strong>good explanations of theories and ideas<\/strong>\u00a0as they relate to practical experiences. These learners usually enjoy lectures and readings as well as having enough time to think about new ideas.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Convergers - prefer <strong>doing<\/strong> and <strong>thinking and enjoy<\/strong>\u00a0<strong>finding practical solutions<\/strong> to problems. These learners usually like new ideas and their practical applications.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Accomodators - prefer <strong>practical experiences<\/strong> and <strong>intuitive approaches<\/strong> versus reading instructions. These learners usually prefer <strong>teamwork<\/strong>.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Divergers - prefer <strong>watching<\/strong>, <strong>collecting information<\/strong>, and\u00a0<strong>working in groups.\u00a0 <\/strong>These learners would prefer to\u00a0brainstorm versus practical experience.<\/div><\/li>\n<\/ul>\nKolb's theory was applied in a number of studies on topics that include (online) education, computer and information science, psychology, management, medicine, nursing, accounting and law.<sup><a id=\"fnt__18\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__18\">18)<\/a><\/sup><sup><a id=\"fnt__19\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__19\">19)<\/a><\/sup><sup><a id=\"fnt__20\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__20\">20)<\/a><\/sup>\n<h2 id=\"criticisms\" class=\"sectionedit5\">Criticisms<\/h2>\n<div class=\"level2\">\n\nSome of the criticisms referring to Kolb's theory suggest:\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\">his learning cycle is <strong>oversimplified<\/strong> and ignores non-experiential ways of learning<sup><a id=\"fnt__21\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__21\">21)<\/a><\/sup>,<\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\">his learning cycle pays insufficient attention to <strong>goals<\/strong>, <strong>purpose<\/strong>, <strong>intentions<\/strong>,\u00a0 and choice &amp; decision-making, which are also a part of learning<sup><a id=\"fnt__22\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__22\">22)<\/a><\/sup><\/div><\/li>\n \t<li class=\"level2\">\n<div class=\"li\">the results of the\u00a0<em>learning style inventory<\/em> are based solely on the way learners rate themselves causing\u00a0<strong>questionable results<\/strong><sup><a id=\"fnt__23\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__23\">23)<\/a><\/sup><\/div><\/li>\n<\/ul>\n&nbsp;\n\n<\/div>\n<div class=\"level2\">\n\n&nbsp;\n\n<\/div>\n<\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>[1]Compare and contrast the principles of major theories of learning and cognition and explain how they relate to adult learners<\/li>\n<li>[3]Provide a rationale for instructional strategies based on specific cognitive and\/or learning principles<\/li>\n<li>[6]Explore, experience and analyze various instructional strategies and their relationship to individual differences and experiential learning<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>How experience plays a role in learning<\/li>\n<li>Experiential learning theories and their applications<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>Whether it is through our own experiences or through learning from others&#8217;, experience plays a major role in teaching and learning in adulthood.\u00a0 Julius Caesar once said, &#8220;Experience is the teacher of all things&#8221;. He was onto something so long ago.<\/p>\n<p>What do our experiences provide us? Our experiences can provide us with knowledge, empathy, compassion, faith, discovery, motivation, and so on. Our experiences can also cause pain, anger, disruption, and other negative emotions. The good and the bad give us the opportunity to become inquisitive and embrace the lessons we learn. Furthermore, this extraordinary happening within us can even occur through reflection on another person&#8217;s experience.<\/p>\n<p>In the TED Talk by Mary Helen Immordino-Yang (below), you will learn about a young woman from Sudan who had an experience which no person should have to experience. This painful experience fueled her desire to learn and give back so that no other person would have to experience what she experienced. Watch the video and think about the feelings that come to mind when hearing the story. Were you inspired? Did it make you want to fulfill some untouched dream of your own? Did you start believing you could accomplish anything because this young woman was able to accomplish what she did?<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"TEDxManhattanBeach - Mary Helen Immordino-Yang - Embodied Brains, Social Minds\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/RViuTHBIOq8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Sociocultural environment is powerful. We are moved by stories because our social and biological systems are interconnected through the neurosystems in our brains.<\/p>\n<p>Do our emotions drive us to learn? The young girl from Sudan was driven to learn because of her traumatic experience of seeing her mother and baby sister die. Her emotions fueled her desire to learn so much so that she had to find a creative way to gain her education in an environment in which it was not easily accessible.<\/p>\n<p>What happens to your brain when you think about stories such as Mary Helen&#8217;s?\u00a0 One finding, according to Ms. Immordino-Yang, is found in the brain activity of an inspired person.\u00a0 Portions of a person&#8217;s brain light up where a person experiences most feeling\/emotion.\u00a0 The brain stem, the &#8220;very essence of your survival&#8221; (Immordino-Yang, 2011) also lights up during inspiration, showing that &#8220;your biology and sociology are completely intertwined&#8221; (Immordino-Yang, 2011).<\/p>\n<hr \/>\n<h2>John Dewey and Experiential Learning<\/h2>\n<h3>John Dewey (1859-1952) Bio:<\/h3>\n<ul>\n<li>Born October 20, 1859 &#8211; Died 1952<\/li>\n<li>Credentials &#8211; Ph.D.<\/li>\n<li>Alma Mater &#8211; John Hopkins University<\/li>\n<li>Last Occupation &#8211; Head of Philosophy and faculty at University of Michigan<\/li>\n<\/ul>\n<figure id=\"attachment_32\" aria-describedby=\"caption-attachment-32\" style=\"width: 640px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-32 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2018\/07\/deweys-model.png\" alt=\"Dewey's Experiential Model\" width=\"640\" height=\"480\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2018\/07\/deweys-model.png 640w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2018\/07\/deweys-model-300x225.png 300w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2018\/07\/deweys-model-65x49.png 65w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2018\/07\/deweys-model-225x169.png 225w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2018\/07\/deweys-model-350x263.png 350w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption id=\"caption-attachment-32\" class=\"wp-caption-text\">Experiential Learning Theory (ELT) by John Dewey<\/figcaption><\/figure>\n<p><a class=\"footnote\" title=\"Contributions to https:\/\/wildernessmedicine.wikispaces.com\/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License\" id=\"return-footnote-34-1\" href=\"#footnote-34-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p>\n<p>The Experiential Learning Theory provides &#8220;a holistic model of the learning process and a multi-linear model of adult development&#8221; (Baker, Jensen, &amp; Kolb, 2002 as cited in Zhou and Brown 2015, p. 49). The theory is not linear as in traditional primary education, and has many levels of learning that fits better for adult learners.\u00a0 Experience plays a significant role in the learning process of adults.<\/p>\n<p>In Dewey&#8217;s model, adults apply their experience (apprehension) and abstract conceptualization (comprehension) to learning. In order for the learning to be achieved, reflective observation (intention) and active experimentation (extension) must occur to gain desired knowledge (Zhou and Brown, 2015). With the four aspects combined, a cycle of learning can be acquired.<\/p>\n<div class=\"textbox examples\">\n<h3>Example<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-33 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/Experiential-Learning.png\" alt=\"\" width=\"771\" height=\"648\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Experiential-Learning.png 771w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Experiential-Learning-300x252.png 300w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Experiential-Learning-768x645.png 768w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Experiential-Learning-65x55.png 65w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Experiential-Learning-225x189.png 225w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Experiential-Learning-350x294.png 350w\" sizes=\"auto, (max-width: 771px) 100vw, 771px\" \/><\/p>\n<\/div>\n<hr \/>\n<h3>David Kolb (1939-1997) Bio:<\/h3>\n<ul>\n<li>Born 1939<\/li>\n<li>Credentials &#8211; Ph.D.<\/li>\n<li>Alta mater &#8211; Harvard University<\/li>\n<\/ul>\n<div class=\"level2\">\n<p>Experiential learning theory<a class=\"footnote\" title=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning used under CC BY SA 4.0\" id=\"return-footnote-34-2\" href=\"#footnote-34-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> is a <strong>cycle learning theory<\/strong> introduced by American educational theorist <a class=\"urlextern\" title=\"http:\/\/infed.org\/mobi\/david-a-kolb-on-experiential-learning\/\" href=\"http:\/\/infed.org\/mobi\/david-a-kolb-on-experiential-learning\/\" rel=\"nofollow\">David Kolb<\/a><sup><a id=\"fnt__1\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__1\">1)<\/a><\/sup> in 1971<sup><a id=\"fnt__2\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__2\">2)<\/a><\/sup> and was inspired by earlier works of <a class=\"urlextern\" title=\"http:\/\/www.muskingum.edu\/~psych\/psycweb\/history\/lewin.htm\" href=\"http:\/\/www.muskingum.edu\/~psych\/psycweb\/history\/lewin.htm\" rel=\"nofollow\">Kurt Lewin<\/a>, <a class=\"urlextern\" title=\"http:\/\/www.piaget.org\/aboutPiaget.html\" href=\"http:\/\/www.piaget.org\/aboutPiaget.html\" rel=\"nofollow\">Jean Piaget<\/a><sup><a id=\"fnt__3\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__3\">3)<\/a><\/sup> and <a class=\"urlextern\" title=\"http:\/\/dewey.pragmatism.org\/\" href=\"http:\/\/dewey.pragmatism.org\/\" rel=\"nofollow\">John Dewey<\/a>.\u00a0 Developed within <a class=\"wikilink1\" title=\"learning_paradigms:humanism\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_paradigms:humanism\">humanist paradigm<\/a>, experiential learning offers a <strong>holistic perspective on learning<\/strong> and is centered mostly on adult learning.\u00a0 The name of this theory was intended to emphasize the importance of experience in the learning process.<\/p>\n<p>Experiential learning theory defines learning as<\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\">\u201c<em>the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.<\/em>\u201d<sup><a id=\"fnt__4\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__4\">4)<\/a><\/sup><\/div>\n<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"what_is_experiential_learning\" class=\"sectionedit3\">What is experiential learning?<\/h2>\n<div class=\"level2\">\n<p>The experiential learning theory is based on six propositions<sup><a id=\"fnt__5\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__5\">5)<\/a><\/sup>\u00a0described with the following three statements:<\/p>\n<ol>\n<li class=\"level1\">\n<div class=\"li\">Learning is best described as a holistic process of creating knowledge and adapting to the world.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Learning is actually relearning, since it is greatly dependent on already learned material.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Learning is driven by conflict, differences, and disagreement and results in assimilation and accommodation.<\/div>\n<\/li>\n<\/ol>\n<p><a class=\"media\" title=\"http:\/\/www.businessballs.com\/kolblearningstyles.htm\" href=\"http:\/\/www.businessballs.com\/kolblearningstyles.htm\" rel=\"nofollow\"><img decoding=\"async\" class=\"mediaright\" title=\"Kolb's original four learning styles and stages. Image borrowed from: http:\/\/www.businessballs.com\/... Click on the picture to follow the link.\" src=\"https:\/\/www.learning-theories.org\/lib\/exe\/fetch.php?w=550&amp;tok=ca5177&amp;media=images:kolb.jpg\" alt=\"Kolb's original four learning styles and stages. Image borrowed from: http:\/\/www.businessballs.com\/... Click on the picture to follow the link.\" width=\"550\" \/><\/a><\/p>\n<p>Kolb<sup><a id=\"fnt__6\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__6\">6)<\/a><\/sup> suggests two opposite modes of acquiring experience:<\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\"><strong>concrete experience<\/strong> or CE (feeling through practical experiencing),<\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\"><strong>abstract conceptualization<\/strong> or AC (concluding and thinking about the experience),<\/div>\n<\/li>\n<\/ul>\n<p>and two opposite modes of transforming that experience into knowledge:<\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\"><strong>reflective observation<\/strong> or RO (actively observing experience and its outcomes),<\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\"><strong>active experimentation<\/strong> or AE (planing on how to test something and finally doing).<\/div>\n<\/li>\n<\/ul>\n<p>All of these components follow one another in a circle of learning: CE\u2192RO\u2192AC\u2192AE\u2192CE\u2192\u2026 The very process of <strong>learning can begin in any of them<\/strong>. Still, every learner develops strengths in some modes more than others, or learn better under those conditions, which results in four different <strong>learning styles<\/strong> identified also by Kolb<sup><a id=\"fnt__7\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__7\">7)<\/a><\/sup><sup><a id=\"fnt__8\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__8\">8)<\/a><\/sup>:<\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Assimilator<\/strong> <\/span>&#8211; Strong in AC and RO components. Prefers <strong>abstract conceptualizations<\/strong> and theoretical models. Requires time to think. Values <strong>logical validity<\/strong> more than practical applications.<\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Converger<\/strong> <\/span>&#8211; Strong in AC and AE components. Prefers <strong>practical applications<\/strong> of concepts and theories and enjoys experimenting. Good problem solvers and likes dealing with technical issues.<\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Accommodator<\/strong> <\/span>&#8211; Strong in CE and AE components. Prefers <strong>practical experiences<\/strong> and acting more according to feelings versus logical analysis or theoretical aspects.<\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\"><span style=\"color: #ff0000\"><strong>Diverger<\/strong> <\/span>&#8211; Strong in CE and RO modes. Prefers <strong>learning through observing<\/strong> and <strong>collecting information.\u00a0 <\/strong>Good at viewing concrete situations from different points of view. Imaginative and emotional and often specialize in arts.<sup><a id=\"fnt__9\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__9\">9)<\/a><\/sup><\/div>\n<\/li>\n<\/ul>\n<p>In order to identify a preferred learning style in Kolb&#8217;s model, \u201c<strong><a class=\"urlextern\" title=\"http:\/\/www.haygroup.com\/au\/services\/index.aspx?ID=14323\" href=\"https:\/\/youneedcloud.files.wordpress.com\/2019\/01\/kolb-questionnaire-final.pdf\" rel=\"nofollow\">learn\u00ading style inven\u00adtory<\/a><\/strong>\u201d method has been developed. This <strong>method for determining an individual\u2019s optimal learn\u00ading style <\/strong>and learning\u00a0strengths and weaknesses, includes a survey which explores one&#8217;s perceiving (how one prefers to acquire information) and processing (how one makes sense of new things). Variants of this method can be found in simplified, free, online tests.\u00a0 Newer methods like <em>the adaptive style inventory<\/em> or <em>the learning skills profile<\/em> have also been introduced 14<sup><a id=\"fnt__14\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__14\">14)<\/a><\/sup>.<\/p>\n<\/div>\n<h2 id=\"what_is_the_practical_meaning_of_experiential_learning\" class=\"sectionedit4\">What is the practical meaning of experiential learning?<\/h2>\n<div class=\"level2\">\n<p>Experiential learning is a model <strong>suggested for adult learners<\/strong>. General implications of this model are that the teaching\/learning process should consist of all four stages of Kolb&#8217;s model, but it also suggests that\u00a0\u00a0<strong>individual changes<\/strong> should be applied, depending on learners&#8217; learning styles.<\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\">Assimilators &#8211; prefer <strong>watching<\/strong>\u00a0and\u00a0<strong>thinking<\/strong>.\u00a0 An assimilator appreciates\u00a0<strong>good explanations of theories and ideas<\/strong>\u00a0as they relate to practical experiences. These learners usually enjoy lectures and readings as well as having enough time to think about new ideas.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Convergers &#8211; prefer <strong>doing<\/strong> and <strong>thinking and enjoy<\/strong>\u00a0<strong>finding practical solutions<\/strong> to problems. These learners usually like new ideas and their practical applications.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Accomodators &#8211; prefer <strong>practical experiences<\/strong> and <strong>intuitive approaches<\/strong> versus reading instructions. These learners usually prefer <strong>teamwork<\/strong>.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Divergers &#8211; prefer <strong>watching<\/strong>, <strong>collecting information<\/strong>, and\u00a0<strong>working in groups.\u00a0 <\/strong>These learners would prefer to\u00a0brainstorm versus practical experience.<\/div>\n<\/li>\n<\/ul>\n<p>Kolb&#8217;s theory was applied in a number of studies on topics that include (online) education, computer and information science, psychology, management, medicine, nursing, accounting and law.<sup><a id=\"fnt__18\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__18\">18)<\/a><\/sup><sup><a id=\"fnt__19\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__19\">19)<\/a><\/sup><sup><a id=\"fnt__20\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__20\">20)<\/a><\/sup><\/p>\n<h2 id=\"criticisms\" class=\"sectionedit5\">Criticisms<\/h2>\n<div class=\"level2\">\n<p>Some of the criticisms referring to Kolb&#8217;s theory suggest:<\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\">his learning cycle is <strong>oversimplified<\/strong> and ignores non-experiential ways of learning<sup><a id=\"fnt__21\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__21\">21)<\/a><\/sup>,<\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\">his learning cycle pays insufficient attention to <strong>goals<\/strong>, <strong>purpose<\/strong>, <strong>intentions<\/strong>,\u00a0 and choice &amp; decision-making, which are also a part of learning<sup><a id=\"fnt__22\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__22\">22)<\/a><\/sup><\/div>\n<\/li>\n<li class=\"level2\">\n<div class=\"li\">the results of the\u00a0<em>learning style inventory<\/em> are based solely on the way learners rate themselves causing\u00a0<strong>questionable results<\/strong><sup><a id=\"fnt__23\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__23\">23)<\/a><\/sup><\/div>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"level2\">\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-34-1\">Contributions to https:\/\/wildernessmedicine.wikispaces.com\/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License <a href=\"#return-footnote-34-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-34-2\"><a href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning\">https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning<\/a> used under <a href=\"http:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY SA 4.0<\/a>  <a href=\"#return-footnote-34-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":11,"menu_order":3,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-34","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":20,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/34\/revisions"}],"predecessor-version":[{"id":35,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/34\/revisions\/35"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/parts\/20"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/34\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/media?parent=34"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapter-type?post=34"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/contributor?post=34"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/license?post=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}