Experiential Learning Styles - SUNY Cortland
Experiential Learning Styles
Most educational psychologists acknowledge that experience is an important part of learning. In the last half of the 1900’s, cognitive and humanistic research pointed more and more towards the importance of experience, especially applied to the way that older students (high school and college) learn.
Saljo (1979) found that the more life experience a student has, the more likely they are to view learning as an internal, experienced based process rather than as an external process.
The theory of experiential learning did not gain prominence until the work of Mezirow, Freire, Kolb and Gregorc in the 1980's. In the early 1980's, they stressed that the heart of all learning lies in the way we process experience, in particular, our critical reflection of experience. They spoke of learning as a cycle that begins with experience, continues with reflection and later leads to action, which itself becomes a concrete experience for reflection.
Experiential learning is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills, and feelings in an immediate and relevant setting. Another type of experiential learning is education that occurs as a direct participation in the events of life. Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning.
These are four learning styles which can be classified as experiential:
1. Concrete/Reflective/Abstract/Active – David Kolb
2. Phenomenonography - Entwistle
3. Student Approaches to Learning & Studying – Biggs
4. Conversation Theory – Pask
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