BackgroundExperiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience. Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, internships, practicums, field exercises, study abroad, undergraduate research and studio performances. Show
Well-planned, supervised and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional and intellectual skills. Learning that is considered “experiential” contain all the following elements:
How does it work?Kolb’s (1984) cycle of learning depicts the experiential learning process (see figure below). This process includes the integration of:
What does experiential learning look like?Experiential learning has the following elements (Association for Experiential Education, 2007-2014):
During experiential learning, the faciltiators role is to:
Some forms of experiential learning include (Indiana University, 2006; Moore, 2010):
Research on Experiential LearningAmbrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey- Bass. Association for Experiential Education. (2007-2014). Retrieved from http://www.aee.org/. Bass, R. (2012, March/April). Disrupting ourselves: The problem of learning in higher education. EDUCAUSE Review, 47(2). Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning. Bristol, PA: Open University Press. Indiana University. (2006). Experiential learning notations on Indiana University official transcripts. Retrieved from http://registrar.iupui.edu/experiential-learning.html. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University. Linn, P. L., Howard, A., and Miller, E. (Eds). (2004). The handbook for research in cooperative education and internships. Mahwah, NJ: Lawrence Erlbaum Associates. Moore, D. T. (2010). Forms and issues in experiential learning. In D. M. Qualters (Ed.) New Directions for Teaching and Learning (pp. 3-13). New York City, NY: Wiley. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York City, NY: Basic books. The University of Texas at Austin College of Natural Sciences. (2013). Freshman Research Initiative Retrieved from http://cns.utexas.edu/fri. Wurdinger, D. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman & Littlefield Education. What is the term for knowledge that is derived from experience when learning is not the primary objective?Tacit knowledge refers to the knowledge, skills, and abilities an individual gains through experience that is often difficult to put into words or otherwise communicate. Tacit knowledge is sometimes known by a few alternate terms, such as: Experiential knowledge. Tribal knowledge.
What kind of knowledge is derived from experience?Experiential knowledge is knowledge gained through experience, as opposed to a priori (before experience) knowledge: it can also be contrasted both with propositional (textbook) knowledge, and with practical knowledge.
What is the term for specific narrow ability or skill that may be used to predict job performance?Skill. An individual's degree of proficiency or competency on a given task, which develops through performing the task. Aptitude. A specific, narrow ability or skill that may be used to predict job performance.
Which of the following refers to the ability to appropriately regulate and express emotion?Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate emotions.
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