An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students

Abstract

Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self-designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace.

The Role of Experiential Learning on Students’ Motivation and Classroom Engagement

“…As a reaction to the traditional teaching approach that is teacher-centric (Che et al, 2021) and following the inclination to expanding interest in a more unique, participative learning atmosphere, educational organizations are orienting toward learning approaches that cultivate students' involvement, interest, and dynamic participation. EL is a successful teaching method facilitating active learning through providing real-world experiences in which learners interact and critically evaluate course material and become involved with a topic being taught (Boggu and Sundarsingh, 2019). Based on the teaching theory of Socrates, this model relies on research-based strategies which allow learners to apply their classroom knowledge to real-life situations to foster active learning, which consequently brings about a better retrieval (Bradberry and De Maio, 2019).…”

Effectiveness of experiential learning in teaching Vietnamese language in primary schools: Perspectives of teachers and administrators

“…Experiential learning outcomes have received a great deal of attention in research (Baldwin, Persing, & Magnuson, 2004;Ewert & Sibthorp, 2009). Learning outcomes of experiential learning programs have been well documented (Coker, Heiser, Taylor, & Book, 2017;Morris, 2016;Tomkins & Ulus, 2016) particularly in language learning (Boggu & Sundarsingh, 2019;Knutson, 2003;Moreno-López, Ramos-Sellman, Miranda-Aldaco, & Gomis, 2017). Experiential learning encourages students to analyze and apply knowledge to real-world situations (Zelechoski, Riggs Romaine, & Wolbransky, 2017).…”

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

“…Scholars believe that PjBL, as an experiential learning teaching and learning pedagogy, is a crucial instructional approach that enables students to develop content knowledge and academic skills (Danko, 2019;Indrawan et al, 2020;Pradanti & Muqtada, 2023), develop and improve skills for future success (ESEI, 2021;Stehling & Munzert, 2018), develop LA (Boggu & Sundarsingh, 2019;Yuliani & Lengkanawati, 2017;Zaidi et al, 2020), and build the necessary personal agency to meet the challenges of life and the wider world (ESEI, 2021;High-Quality Project Based Learning, 2018;Stehling & Munzert, 2018). However, although implementing PjBL in curricula may prove to be advantageous, educators may experience challenges in its implementation and application (Aldabbus, 2018;Juliet, 2020;Vasiliene-Vasiliauskiene et al, 2020), especially in a TVET context (H. Liu, 2019;Mustapha et al, 2020).…”