Current Theory and Research in Experiential Learning for Adults

Abstract

Can college and university students participate in their own learning? The author presents theoretical and research findings that suggests holistic models of learning for postsecondary education.

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

“…Our discussion to this point allows us to introduce the first five articles in the special collection. The first three articles, Greenberg’s (1978) “The Community as a Learning Resource,” Coleman’s (1979) “Experiential Learning and Information Assimilation: Toward an Appropriate Mix,” and Shuttenberg and Poppenhagen’s (1980) “Current Research in Experiential Learning Theory for Adults” illustrate how members of the nascent experiential education community attempted to address the problems listed above: how and when to introduce theoretical knowledge to the learning process, how individual learning relates to cultural practices and social problems, how reflection should be structured, and how different progressive reforms can all be explained and justified by a uniform theory. To our point, what these articles most exemplify is how by the late 1970s experiential learning had become communicable as a set of presuppositions abstracted from their origins in T Groups, which also incorporated the humanistic faith in personal growth as central to both learning and social progress.…”

Experiential Learning for Teacher Professional Development at Historic Sites

“…Recognition of learner's prior experience 6. Ethical concern/respect for learner since the 1970s (Fenwick, 2000;Marsick, Watkins, Callahan, & Volpe, 2009;Shuttenberg & Poppenhagen, 1980). A variety of disciplines have used experiential learning, such as management (Reynolds & Vince, 2007), medicine (Fowler, 2007), social work (Cheung & Delavega, 2014), and teaching (Burke, 2013;Klein & Riordan, 2011).…”

“…Although experiential learning processes may be similar for learners of all ages, awareness of adult learners’ characteristics (e.g., reasons for learning, preferred ways of engaging and thinking, perceived consequences for learning, and social dimensions, including the roles of learning context and interactions with others) is central to using this approach with adults (Malinen, 2000). Because of its ability to engage learners with these characteristics, experiential learning has been advocated in adult education since the 1970s (Fenwick, 2000; Marsick, Watkins, Callahan, & Volpe, 2009; Shuttenberg & Poppenhagen, 1980). A variety of disciplines have used experiential learning, such as management (Reynolds & Vince, 2007), medicine (Fowler, 2007), social work (Cheung & Delavega, 2014), and teaching (Burke, 2013; Klein & Riordan, 2011).…”

Learner Preferences in Continuing Professional Education

“…Earlier studies (Schuttenberg & Poppenhagen, 1980a;Schuttenberg & Poppenhagen, 1980b;Poppenhagen, Schuttenberg & Gallagher, 1980) have shown the relevancy of experiential learning models in postsecondary education. The objectives of the study reported in this paper 1 are to investigate the following questions: (1) what preferences regarding responsibility for learning design are held by participants in continuing professional education courses taken for credit?…”