Tashika's Literature Review

Experimental Learning Literature Review                                       

EDAC 634 Spring 2018

Ball State University

Tashika Carlton

Tashika Carlton	Commented on
	Elizabeth Fish
	Kristi Burkhart

INTRODUCTION

            David Kolb (1984) states experimental learning theory “Learning is a continuous process grounded in experience. Knowledge is continuously derived and tested in the experience of the learner (Merriam, Caffarella & Baumgartner 2007). Experimental Learning gives students the ability to learn bringing their experience from maturity, cognitive growth, expertise and self-worth. Learners have the experience first -hand before deciding on college that incorporate being a business owner, volunteering or work study programs. When the decision to attend college is made these experiences allow reflection from experience and knowledge that will help guide the learner by taking action and responsibility of college work. By doing the learner studies, research and apply life experiences and skills for a successful learning outcome. The purpose of this literature review is to focus on experimental learning in higher education through reflection and application.                                                                                                    

GENERAL THEMES

Experimental learning happens collaboratively through reflective learning. Reflective learning is a description of learning through experiences that need explanation and evaluation of our thoughts, expectations and truths. Through experimental learning a student is able to reflect by way of thinking from the experiences used in everyday life. Kolb’s model lays emphasis on reflection and experience. The term ‘learning from experience really means reflection on experience it is a process ‘whereby knowledge is created through transformation of experience (Akella 2010). Learning by doing is required for success in the classroom. Learners must have a balance for assignments and projects that are creative and analytical. Learners use these experiences by application. The following questions can be asked:

How can I apply my experience?

How can I apply previous knowledge to new knowledge?

Can I use this experience again?

How can others learn from my experience?                                                                                  

How can my experience teach others?

Experimental learning can be applied by the learner in the classroom. When shared what is learned from experience we expand our knowledge and teach others because they know from the completing the task.  Adult learning is a cognitive process internal to the learner; it is what the learner does in a teaching learner transaction, as oppose to what the educator does. Learning also includes the unplanned, incidental learning that is a part of everyday life (Merriam & Brockett 2007).  Participation involves many opportunities such as research, class facilitator, collaboration during group work and with other groups, allows others to learn from your experiences. Learners

 have to develop creative ways of thinking which can be challenging because more focused is put on the final grade and not the journey. The experience of the journey from the reaction of the learner gives an understanding of what was learned.

And Finally, experimental learning comes from feedback. The most critical factor for achieving powerful learning outcomes from experimental-learning is the inclusion of opportunity for feedback and reflection. Challenging continuous, context-appropriate reflection turns work experience into learning experience (Eyler 2009). Feedback is plays and important role in experimental learning it is a reflective tool, motivational guide to help learners to evaluate their academic achievement and value their learning. A journal is good for reflection, it can be used as to write down thoughts, questions and assessment of the events during the experience.  

                                                                                                                                      

IMPLICATIONS

I would suggest practitioners to allow students to have a reflective journal that reflect over the assignment. This reflective journal will reflect on the assignment and how it would tie the main points of learning from real life experiences. The reflective journal must still meet the course requirements and participate by sharing it with current and future classes. Experimental learning is also learning form each other. Practitioners allow students to design a course plan, I looked through the syllabus of this class and suggest that students design a grading rubric. The class is graded by the professor’s rubric why not design our own? It is a reflective tool based off experience

from assignment given. This is a way that students can facilitate learner-led learning by students designing a grading rubric. A way to motivate student is to allow them to be in the facilitator role, evaluate peers and collaboration. The practitioner role is to make sure the curriculum is followed and offer support and resources. Learners can prepare to share their experiences by realizing we can learn from different views and approaches to learning.

REFLECTION

Experimental learning is unique for all levels of education. Writing this literature review was form of reflection for myself.  Experimental learning allows for a successful learning outcome by applying what I learned from the past semester to the current semester. Experimental learning is a motivational and reflective tool not only for our own self learning but to teach others. I've                              

learned from my groups experiences. This class is being taught by student experience. My experience has been challenging as I’m learning to be flexible and engage in meaningful dialogue with my group members and other groups. The experience I received from the answering the question from the weekly post was a reflective tool that I referred back to as I was completing this assignment. This assignment sets the tone for our program design. This assignment also allowed me to reflect on last semester when I was struggling with posting a video, powerpoint with very little experience in technology. I’m  better prepared than last semester and hope each class brings new experiences and learning.

Main Themes in Literature                                        Application to Practice

Theme 1: Reflection- experience results in reflection from critical thinking of the negative and positive process of the experience	Practitioners assign group projects that is reflective. Challenge the student to plan individually or group setting that reflects the experience from organizing, failures, learning strategies, self-evaluation and peer evaluation.
Theme 2: Application-Apply experience from past knowledge to current knowledge.	Practitioners assign with rotation student facilitator from weekly reading. The student facilitator demonstrates the experience learned by asking questions that teaches and the result to learn from each other.
Theme 3: Feedback-reactions from peers, self-evaluation, self-reflection or class rubric. Professor/Instructor assessment that show areas of strengths and weakness.	Practitioners can provide students with a list of questions from evaluation before final grading that allow students to ask themselves questions that offer solutions to improve in critical thinking skills and discovering a new perspective.

                                                                                                                                                                                                                 

References

Akella, Devi. (2010). Learning together; Kolb’s experimental theory and its application. Journal of Management & Organization- J MANAG ORGAN. 16. 100-102. 10.5172/jmo.16.1.100.

Eyler, J. (2009). The Power of Experimental Education Liberal Education, 95(4) 24-31.

Merriam, S. & Brockett, R. (2007).  The Profession and Practice of Adult Education: An Introduction. San Francisco: Jossey-Bass Publisers.

Merriam, S.B., Caffarella, R.S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive