Experiential Learning Theory As One Of The Foundations Of Adult Learning Practice Worldwide

• Autorzy: Maiya Dernova
• Języki publikacji: EN

Abstrakty

EN

The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so knowledge becomes the result of experience understanding and transformation. Experience understanding is information taking, and experience transformation is information and action based on this information interpreting. The experiential learning is a cycle and requires a learner’s focus, his reflection on the experience, generalizations development, and generalizations verification. In the center of experiential learning models is a learning process, but the subject matter is also important. So educators characterize experiential learning from two aspects. The first group of researchers focuses on the process of learning from experience; the second one focuses on the context of the experiential learning. This learning is designed to engage students in direct experiences tied to real-world problems and situations. In this learning the instructor facilitates and does not direct student progress. Another benefit of experiential learning is a strong motivation to learn, which is provided with students engagement in learning experiences and feedback. The experiential learning makes possible for students to face unknown situations and problems in a real-world context. To make the decision, students need to analyze what they know, what they do not know, and how to learn it. This motivates students to reflect on their existing knowledge and make it deeper through reflection; transfer their prior learning experience to new context; acquire new ideas, principles, and skills; improve communication skills since they help students to become self-directed life-long learners.

Słowa kluczowe

EN

action; adult learning; experience; experiential learning; experiential learning model; facilitation; learning cycle; reflection

• Wydawca: Sciendo
• Czasopismo: Comparative Professional Pedagogy
• Rocznik: 2015
• Tom: 5
• Numer: 2
• Strony: 52-57

Daty

wydano

2015-06-01

online

2015-06-23

Twórcy

autor

Maiya Dernova

• Institute of Pedagogical Education and Adult Education, 9 M. Berlynskoho St., Kyiv, 04060, Ukraine,

Bibliografia

• 1. Boud, D. (1994). Conceptualising learning from experience: Developing a model for facilitation. In: Hyams, M., Armstrong, J., & Anderson, E. (Eds.). The 35th Adult Education Research Conference Proceedings. Knoxville, TN : University of Tennessee, p. 49–54.
• 2. Boud, D., Cohen, R. & Walker, D. (1993). Introduction: Understanding learning from experience. In Boud, D., Cohen, R. & Walker, D. (Eds.). Using experience for learning. Buckingham, England : The Society For Research into Higher Education & Open University Press, p. 1–17.
• 3. Boud, D., & Walker, D. (1992). In the midst of experience: Developing a model to aid learners and facilitators. Empowerment through experiential learning: Explorations of good practice. London : Kogan Page, p. 163–169.
• 4. Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learning for health professionals. London : Chapman & Hall, p. 190.
• 5. Dean, G. J. (1993). Developing experiential learning activities for adult learners. American Association for Adult and Continuing Education National Conference, Dallas, TX, p. 18.
• 6. Indiana University. (2006). Experiential learning notations on Indiana University official transcripts. Retrieved 10.03.2015 from : .
• 7. Joplin, L. (1981). On defining experiential education. The Journal of Experiential Education, No. 4 (1), p. 17-20.
• 8. Kolb, D. (1984). Experiential Learning: Experience as a Source of Learning and Development. Upper Saddle River, NJ : Prentice-Hall, Inc, p. 256.
• 9. Pfeiffer, J. W., & Jones, J. E. (1979). Introduction to theory and practice papers. Reference guide to Handbooks and Annuals (3rd ed.). San Diego, CA : Pfeiffer & Company, p. 150.
• 10. Лук’янова, Л. (2009). Методичні аспекти освіти дорослих [Methodological aspects of adult education]. In Козяр M., Ничкало, H. (Eds.). Інформаційно-телекомунікаційні технології в сучасній освіті: досвід, проблеми, перспективи [Information and telecommunication technologies in modern education: experience, problems and perspectives]: збірник наукових праць. Львів, p. 15–18 (in Ukrainian).

Identyfikatory

DOI

10.1515/rpp-2015-0040