Experiential Learning Theory

Kolb, Alice Y.; Kolb, David A.

doi:10.1007/978-1-4419-1428-6_227

Cited by 359 publications

(420 citation statements)

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“…In the class teacher education similar modules need still to be included, among others, in the teaching practices, but also otherwise. It is important that the studies cover widely the different points of view of the same matter and that the positive experience serves as the basis for building of the theoretical knowledge (Kolb & Kolb 2012). For some, it opened their eyes and others started already having ideas for utilizing it.…”

Section: Discussionmentioning

confidence: 99%

“…Gruntdvik's view on the significance of living in the moment and of living interaction can be considered as an equally important andragogical principle (see Siljander, 1982). The significance of the multidisciplinary learning module is based on a comprehensive theory about adults' learning and development (experiential learning theory ETL) (Kolb & Kolb, 2012;2005.) Knowles (1990) has defined the andragogical assumptions of the adult learners.…”

Section: Experiential Learning In the Adult Educationmentioning

confidence: 99%

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Meaningful Learning Experiences in the Finnish Teacher Education

Valli¹,

Valli²,

Lähdesmäki³

2017

AJEEL

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ABSTRACT---During the last few years the change of the school and how the school should change in the first place to meet the challenges of the future have been discussed a great deal. The talk has begun of the crossdisciplinary competences, referred to also as transversal (generic) competences in the curriculum, and of developing teaching towards the integrated modules called multidisciplinary learning modules in the reformed curriculum of the basic education. The multidisciplinary learning modules promote the reaching of the objectives set for the basic education and in particular, the development of the cross-disciplinary competences. This research was carried out in a Finnish class teachers' adult education programme during a study unit in January 2016. This study unit was a multidisciplinary learning experience, which was planned together and in which the contents of the seven different subjects taught in the comprehensive school were combined. The aim was to gain experiences of integrating the subjects, of planning and implementing learning modules, of meaningfully adapting information and communication technology as well as of collaborative learning. The research also surveys the knowledge of the concepts, which are related to the study unit. The results showed that the multidisciplinary learning module had offered meaningful experiences. The students had mastered well the study unit concepts. Their experiences in relation to the aims were mainly good, versatile and sufficient. Nearly every student intended to implement similar modules in their future work. The main objective of this study unit was to increase the students' understanding and knowledge about the multidisciplinary learning module through experiential learning and to provide them with a surface to reflect on the matters in their future studies.

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Section: Discussionmentioning

confidence: 99%

Section: Experiential Learning In the Adult Educationmentioning

confidence: 99%

Meaningful Learning Experiences in the Finnish Teacher Education

Valli¹,

Valli²,

Lähdesmäki³

2017

AJEEL

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“…Simulation, as an educational learning technology, is aligned with Kolb's cyclical experiential learning theory (ELT) model by requiring the student to be an active participant in a simulated scenario, reflect back on the simulated experience, think about strengths and weaknesses recognized during the experience, and plan for future experiences (Kolb, 1984;Kolb & Kolb, 2012). The experience a student gains during simulation helps connect classroom teaching to actual nursing practice (Benner et al, 2010;Dillard, et al, 2009).…”

Section: Simulation In Nursing Educationmentioning

confidence: 99%

Longitudinal Impact of a Targeted Simulation Experience on High-Stakes Examination Outcomes

Strickland

March

2015

Clinical Simulation in Nursing

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“…This paper focuses on a model of international social work education that integrates an applied experiential learning component and teaching concepts in an international context of practice based on Kolb's Experiential Learning Theory (Kolb & Kolb, 2012). Learning experiences within international contexts, over short periods of time, are mostly referred to in the literature as "study tours."…”

Section: Applied Experiential Learningmentioning

confidence: 99%

“…Experiential Learning Theory (ELT) suggests that learning is an ongoing dynamic process, which includes interactive dimensions of concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb & Kolb, 2012). In other words, ELT states that a learner acquires knowledge from his/her experiences in an environment, reflects on the receipt of information while testing out the knowledge in the environment, reflects on the outcomes of testing, and acts on the knowledge by adjusting it along continuous experiences (Kolb, 2015).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Preparing Social Work Students for International Interdisciplinary Practice: A Teaching Model and Its Impact on Self-Efficacy

Zubaroglu

Popescu

2016

ASW

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To promote international social work education and prepare MSW graduates for international careers, several teaching models have been developed, including intensive teaching in international settings, hybrid teaching with study abroad components, and applied learning through service learning and international internships. Benefits of international social work education range from increased knowledge and skills in addressing global issues through policy and advocacy, to significant improvements in multi-cultural competence and awareness upon participation in structured cultural immersion programs. Current challenges for social workers in international development careers point to the need for an interdisciplinary approach to best address complex global social issues. This paper proposes an international interdisciplinary teaching model that aims to prepare social work students for international development practice. Based on a pilot study of the proposed model, students showed significant increases in the self-efficacy of interdisciplinary international knowledge and skills. Keywords: International social work, interdisciplinary education, self-efficacy, experiential learning, social work educationUsing scientific inquiry and knowledge of the person-in-environment approach, respect for human diversity, and a global point of view, social work professionals strive to achieve social and economic justice, prevent constraints on human rights, eliminate poverty, and promote quality of life for every individual (Council on Social Work Education [CSWE], 2008). For a profession with such a wide focus of practice, there is an increased challenge of promoting globally-minded social work practitioners. International social work provides the framework for educating global social workers and prepares students for international social development as a dimension of social work practice.Over the past three decades, socioeconomic, political, and technological changes created a new range of social issues that require more diverse and innovative approaches, shifting intervention paradigms from a local to a global context of social work practice. New knowledge and skills are required, and existing professional realms have to go through a transformation process to remain relevant within the current context. With international social development issues requiring multidisciplinary approaches, an international interdisciplinary focus in social work education is one core element of this transformation process.The internationalization of social work education was accelerated by the political and economic changes at the end of the 1980s. After the fall of the Communist regimes in Zubaroglu & Popescu/PREPARING SOCIAL WORK STUDENTS 215 Eastern Europe (1989Europe ( -1991 there was a surge in the need for social work education and implicitly international social work curriculum development (Török & Korazim-Kőrösy, 2012). Immediate transfer of knowledge from countries with recent social work traditions (such as the United States) ...

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Experiential Learning Theory

Cited by 359 publications

References 4 publications

Meaningful Learning Experiences in the Finnish Teacher Education

Meaningful Learning Experiences in the Finnish Teacher Education

Longitudinal Impact of a Targeted Simulation Experience on High-Stakes Examination Outcomes

Preparing Social Work Students for International Interdisciplinary Practice: A Teaching Model and Its Impact on Self-Efficacy

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