1.3 Principles of Experiential Learning

Principles of Experiential Learning (EL)

Unlike traditional classroom situations where students may compete with one another or remain uninvolved or unmotivated and where the instruction is highly structured, students in experiential learning situations cooperate and learn from one another in a more semi-structured approach. Instruction is designed to engage students in direct experiences which are tied to real-world problems and situations in which the instructor facilitates rather than directs student progress. “The focus of EL is placed on the process of learning and not the product of learning” (UC Davis, 2011, para 6). Proponents of experiential learning assert that students will be more motivated to learn when they have a personal stake in the subject rather than being assigned to review a topic or read a textbook chapter. What is essential in EL, however, is “that the phases of experiencing (doing), reflection and applying are present. In addition, “the stages of reflection and application are what make experiential learning different and more powerful than the models commonly referred to as ‘learn-by-doing’ or ‘hands-on-learning’” (UC Davis, 2011, para 12 citing Proudman).

The following is a list of experiential learning principles as noted by the (Association for Experiential Education, 2011, para 4):

• Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis, and synthesis.
• Experiences are structured to require the student to take initiative, make decisions, and be accountable for results.
• Throughout the experiential learning process, the student is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.
• Students are engaged intellectually, emotionally, socially, soulfully, and/or physically. This involvement produces a perception that the learning task is authentic.
• The results of the learning are personal and form the basis for future experience and learning.
• Relationships are developed and nurtured: student to self, student to others, and student to the world.
• Opportunities are nurtured for students and instructors to explore and examine their own values.
• The instructor’s primary roles include setting suitable experiences, posing problems, setting boundaries, supporting students, ensuring physical and emotional safety, and facilitating the learning process.
• The instructor and student may experience success, failure, adventure, risk-taking and uncertainty because the outcomes of the experience cannot totally be predicted.
• The instructor recognizes and encourages spontaneous learning opportunities.
• Instructors strive to be aware of their biases, judgments and pre-conceptions and how these influence the student.
• The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

“Experiential Learning” in Instructional Guide for University Faculty and Teaching Assistants by Northern Illinois University Center for Innovative Teaching and Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.