Benefits Of Experiential Learning

Hoover and Whitehead (1975) in Gentry (1990:10) defines experiential learning as the total involvement of the participant in a learning situation. Although the definition captures the totality of the participant (cognitive, affective and behavioural) it is less specific on the nature of the field of experience. Is a totally engaged learner in a lecture classroom considered to be learning through experience? Lewis and Williams (1994:5) provide a much simplified definition of which we shall adopt (with a few modifications) for the purposes of this research:

In its simplest form, experiential learning means learning from experience or learning by doing. Experiential learning first immerses learners in an experience and then encourages reflection

Continuity refers to the connection of the experience with previous experiences leading to some modification of the overall experience. It is a ‘longitudinal’ aspect of experience which involves an active interaction of the inner cognitive and affective domains with the oncoming experience. The interaction principle refers to what Dewey termed as the ‘lateral’ aspect of experience implying the interaction of the individual with the environment. The value of experience in adult learning was also emphasised by Knowles in his theory of andragogy (later known as assumptions). Knowles in Smith (2002) noted that adults have a wealth of experience which can be a rich resource for learning. Although andragogy as postulated by Knowles has met with a number of criticisms this particular principle has met with the least criticism. However, Dewey cautions that not all experience is educative; some experiences are ‘mis-educative’. He defines mis-educative experiences as that which is capable of arresting or distorting the growth to further

Facilitators can help provide a supportive environment to assist in the process. The facilitator has a role to play in pre and post experience. Learners need to be prepared if they have to make most of their experience. According to Boud and Walker (1999:29) a facilitator can assist learners by introducing them to the context, and help them develop skills and strategies prior to the event. Merriam et al (2007:169) describes the various roles of the facilitator during reflection on action to include (i) encouraging learners to reflect and discuss openly ion the experience, (ii) bringing to light underlying assumptions for reflection, (iii) assessor of learner’s prior experiential learning. Taylor et al. (1997: viii) view the role of the facilitator as that of creating and maintaining a ‘supportive, understanding and relaxed environment’. They point out the following actions that facilitators need to undertake: (i) listen attentively, (ii) encourage learners to solve problems by themselves (iii) provide direction subtly without forcing one’s way through. Boud and Walker (1999: 33-36) are more specific as to the role of the facilitator during reflection after experience. (i) assisting learners return to the experience in an objective manner (ii) bring to the awareness of the learners the