Experiential learning theory

Abstract

Purpose À To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.Design/methodology/approach À The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.Findings À Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skilland-drill technique Practical implications À A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

Experiencia y actitudes hacia la ciencia: un estudio con maestros en formación

“…La Teoría del Aprendizaje Experiencial parte de una concepción del aprendizaje como un proceso holístico y continuo que es creado y recreado permanentemente (Ortileb, 2014) a medida que el aprendiz se va exponiendo a diferentes informaciones, experiencias y estímulos. El modelo enfatiza la importancia de las experiencias auténticas, sensoriales, directas y de primera mano, hasta el punto de que llega a considerar que "el conocimiento se genera a través de la transformación de la experiencia" (Kolb, 2015), lo que implica suponer que el alumnado convierte la información en aprendizaje a través de un proceso en el que experimenta, piensa y actúa en base a sus experiencias concretas.…”

A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

“…This also conveys what understanding something well means. Students need to become adept in understanding how they learn best and the skills required to learn in areas they do not like or areas they do not believe would have any future benefit; in this way, they can take responsibility for their learning (Kolb & Kolb, 2012;Prigge, 2002). Ultimately, learning styles are divided into four senses -visual, aural, reading, and kinaesthetic (Fleming, 2001;Walling, 2014).…”