From Wikipedia, the free encyclopedia

Experiential Learning may be understood as the process of making meaning from direct experience or simply as learning by doing. ^[1]

It is a term often used mistakenly as a synonymous term for experiential education, action learning, adventure learning, free choice learning, cooperative learning, service learning and many others. While there are relationships and connections, importantly they are also separate terms with separate meanings. ^[2]

Experiential learning focuses on the learning for the individual - where as experiential education focuses on the transactive process between teacher and learner. Education focuses on the relationship between teaching and learning. Learning on the direct process for the individual (possibly student). ^[3]

Experiential learning requires no teacher and relates solely to the meaning making process of the individual from direct experience. It is an inherent process that occurs naturally. However, as John Dewey pointed out experiential learning can often lead to 'mis-educative experiences". The classic example of this is the lecture experience many students have in traditional education contexts. While the content of the course might be "physics" the experiential learning might be that "I hate physics". This is mis-educative as the student has should have actually learned "I hate lectures" Experiential learning therefore can be problematic as the generalizations or "meaning" may be misapplied. There are countless examples of this in prejudice, stereotypes, and related areas.

Experiential Learning can also be compared to Academic Learning which refers to the process of acquiring information through study of a subject without the necessity for any direct experience of it (this needs to be supported through citation)

Experiential Learning is highly suited to the acquisition of practical skills, where trial and error and the opportunity to practice practical techniques related to real tasks is essential.This way of acquiring skill is integral to vocational education in the UK and is suited to Active Assessment or Authentic Assessment.

The effectiveness of Academic Learning is usually measured through Traditional Assessment that involves scoring and grading examinations or written papers. This type of Assessment is supposed to reveal the degree to which the student has been able to absorb, retain and re-articulate information.

Active Assessment or Authentic Assessment, on the other hand, observes how well the student is able to use the skills he or she has acquired to execute a real task.

In the UK, learning to drive is an example that combines both types of learning and both types of Assessment. To pass the theory part, the student must engage in Academic Learning that involves understanding, assimilating and retaining facts relating to the Highway Code. This ability is assessed through a Traditional Assessment using a written test. The practical part of driving the car is learned experientially, through trial and error and skill acquisition under the safe supervision of an instructor. The Assessor (Driving Test Examiner) then observes the student actually driving a real car on a real road in the real world. That is Authentic Assessment or Active Assessment.

The outcomes of Experiential Learning, which usually constitute competence in a practical skill, do not have to be demonstrated ‘live’ as they are in the driving test. In Vocational Education, the student often compiles evidence that verifies competence; and the Assessor uses this evidence as the basis for an Assessment. This evidence may include Witness Statements from people who have directly observed the student’s competence as well as items that could only have been produced if the student was competent.

A compilation of different types of evidence that a student produces to verify their competence in a specific range of skills is often described as a Portfolio. (citation is needed for this last section)