Experential Learning Theory

Experiential Learning Theory Carl Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). The first has to do with academic knowledge, such as learning vocabulary or multiplication tables and the second is about applied knowledge such as learning about technology integration into the curriculum. What makes experiential learning distinctive? It addresses the needs and wants of the learner. Rogers identifies four qualities in relation to this; a) experiential learning; b) personal involvement; c) self-initiated, evaluated by learner, and d) pervasive effects on the learner. Experiential learning can primarily be thought of as an affective learning style. For example, for affective learning to take place, students in a class that their beliefs or values are supported are much more likely to "let down their guard" and accept the learning points. Rogers stresses that the learner needs to be emotionally safe for the learning to take place and have a genuine interest in learning the material in order for transfer of knowledge. According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. Rogers also emphasizes the importance of learning to learn and an openness to change. This theory approaches learning from the individuals’ needs and capacities for understanding of the presented topic. The learner is affected though self-exploration and self development of ideas though direct exposure and instructional direction. This approach to learning is similar to the group projects completed in Dr. Lambert’s class this semester. Not only did the group project force me to become a self-starter, I believe all of the assignments were arranged so that all students had an opportunity, albeit unknowingly, to experience experiential learning theory. Both the learner and instructor control learning. The instructor is there to set a positive climate, clarify the purposes of the learner, organization and provision of the learning materials, balance intellectual and emotional components of learning, and share thoughts and feeling with the learner without dominating the learning environment. The role of the learner is to become personally involved, self- initiated, self-evaluating, and acknowledge the pervasive effects that the learner experiences through the learning process. This theory is best applied to learning situations in which the learner participates out of internal motivations. The basis upon which this theory has been developed states that learning is based upon the needs and wants of the individual learner. This theory can be seen in practice in internship programs, psychological self-help programs, and self-help learning environments. Furthermore, one could conclude that Rogers developed a theory that is applicable to many different and varied teaching topics and environments. In conclusion, eexperiential learning theory helps teachers to understand learning and flexibility at a deeper and yet more comprehensive level. It also provides guidance for applications for helping students improve their learning and designing better processes in education and technology development. As it relates to technology and education, it further provides a theory and assessment method for the inclusion of the study of individual differences while addressing learning at many levels in education and society. This theory is very useful in the fact that every student is at a different level cognitively and academically; therefore, it would, in my opinion, increase student participation, engagement and ownership of their learning. Reference Deanery, L. (n.d.). Experiential learning theory. Carl Rogers. Retrieved on March 12, 2012, from http://simulation.londondeanery.ac.uk/educational-resources/salift-underpinning-learning-theories-experiential Smith, M. K. (1997, 2004) 'Carl Rogers and informal education', the encyclopaedia of informal education. Retrieved on March 13, 2012, from www.infed.org/thinkers/et-rogers.htm. Sternberg, R.J. & Zhang, L.F. (2000). Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum.