Experiential Learning Theory
The process of learning is one of the most profound experiences in human society. Learning is described as the process through which individuals acquire new or modify existing knowledge (Chan, 2012). They also develop new or modify behaviours, preferences, values, or skills. Learning, therefore, causes significant changes in the life of an individual based on how he or she views the world or interacts with other people. While the importance of learning is universally acknowledged, there are different views regarding the best way to learn. The fact that individuals might respond to different learning processes differently also reinforces the argument that the process through which an individual seeks to acquire knowledge or experiences matters. Scholars in the disciplines of sociology, education, and psychology have thus made concerted efforts to conduct research to determine the best learning approaches. Through these studies, various learning theories have been developed. One of the key learning theories is the experiential learning theory.
The experiential learning theory offers a holistic learning process model that is consistent with how individuals learn, develop, and grow (Kolb & Kolb, 2009). The theory is named after the process of learning that it advocates for. The phrase “experiential learning” shows that the learning theory emphasises on learning by experiencing. The theory posits that individuals learn better and more effectively when they experience. According to (Kolb, Boyatzis, & Mainemelis, 2001), the Experiential Learning Theory (ELT) differs from the other two theories of learning, that is, cognitive learning theories and behavioural learning theories. Cognitive learning theories tend to place emphasis on cognition as opposed to affect while behavioural theories of learning do not acknowledge that the process of learning is subjective.
Various learning styles are attributed to ELT. The theory considers learning as a process in which knowledge is acquired through experience. An extensive examination of the theory indicates that effective learning is supported by abilities that are by nature complete opposites (Kolb, 1981). The learner must, therefore, constantly select the combination of learning abilities to be used in a given situation where learning occurs. According to Kolb (1984), when learning by experience, knowledge is created when grasping and transforming experiences are combined. Grasping experiences mainly entail immediate experiences while transforming experiences are mainly characterised by active experimentation. In grasping experiences, individuals tend to perceive new knowledge or information by relying on their senses and immersing themselves in the reality that they can experience in the ‘now’ (McCarthy, 2010). However, those who learn through symbolic representation think about and analyse experiences as opposed to solely relying on their senses. A similar occurrence is seen in learning through transforming experience. While others analyse carefully the actions of people taking part in similar activities, some jump right into these activities to experience them first-hand as opposed to making decisions based on the experiences of others. These claims indicate that learning through experience is subjective, a factor that the behavioural theory of learning does not acknowledge.
Learners have to choose between learning dimensions (Mainemelis, Boyatzis, & Kolb, 2002). For instance, one cannot drive a car and at the same time try to read the car’s manual to understand how it functions. The emerging conflict is resolved by choosing one dimension of learning. The same conflict is the reason why teachers often want students to focus on what the tutor is teaching as opposed to reading textbooks and at the same time trying to listen to the tutor. Failing to choose is actually a hindrance to effective learning. The choice regarding a learning dimension is contingent upon several factors. Some of these factors include past experiences and conditions within the learning environment (Passarelli & Kolb, 2012). For instance, a student that has been punished before for reading other material in class while the teacher is teaching is unlikely to choose reading textbooks over listening to the teacher. Alternatively, a student who has previously failed exams because he or she missed an important concept that the teacher explained in class is likely to choose listening to the teacher over reading texts during classroom lessons. These examples indicate that these choices do not happen spontaneously and that there is a level of cognition involved when choosing a learning dimension (Lisko & O’dell, 2010). The element of choice once again combines key features of behavioural and cognitive learning theories, an indication that ELT was inspired in some ways by these two theories.
ELT as a learning theory is not only confined to the classroom. The learning theory is also applied within organisations when looking to develop the competencies and skills of employees (Turesky & Gallagher, 2011). Firms looking to leverage their employees as a source of competitive advantage must consider knowledge as a crucial resource and seek to entrench learning within the organisation (Yardley, Teunissen, & Dornan, 2012). Experiential learning is one of the best ways to enhance organisational learning and improve the performance of firms in the marketplace. The learning theory is especially important in healthcare education where training is mainly conducted through experiential learning (Lisko & O’dell, 2010). Effective application of the theory can improve learning outcomes and improve the competence of healthcare practitioners.
Overall, ELT is beneficial over cognitive and behavioural learning theories because it combines the best features of these theories to support effective learning.
References
Chan, C. K. Y. (2012). Exploring an experiential learning project through Kolb’s Learning Theory using a qualitative research method. European Journal of Engineering Education, 37(4), 405-415.
Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. The SAGE handbook of management learning, education and development, 42-68.
Kolb, D. A. (1981). Experiential learning theory and the learning style inventory: A reply to Freedman and Stumpf. Academy of Management Review, 6(2), 289-296.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 1(8), 227-247.
Lisko, S. A., & O’dell, V. (2010). Integration of theory and practice: Experiential learning theory and nursing education. Nursing Education Perspectives, 31(2), 106-108.
Mainemelis, C., Boyatzis, R. E., & Kolb, D. A. (2002). Learning styles and adaptive flexibility: Testing experiential learning theory. Management learning, 33(1), 5-33.
McCarthy, M. (2010). Experiential learning theory: From theory to practice. Journal of Business & Economics Research, 8(5), 131-139.
Passarelli, A. M., & Kolb, D. A. (2012). Using experiential learning theory to promote student learning and development in programs of education abroad. Student learning abroad: What our students are learning, what they’re not, and what we can do about it, 137-161.
Turesky, E. F., & Gallagher, D. (2011). Know thyself: Coaching for leadership using Kolb’s experiential learning theory. The Coaching Psychologist, 7(1), 5-14.
Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: transforming theory into practice. Medical teacher, 34(2), 161-164.
