The technology aspect of eLearning makes it very easy to implement experiential learning. Think of how you could use an online scavanger hunt, a virtual museum tour, problem-based learning, project-based learning, case-based learning, inquiry-based learning, cooperative (work- or community-based) learning, and much more.
The Theory
David Kolb defines experiential learning as “a process whereby concepts are derived from and continually modified by experience.” [1] Kolb saw four prerequisite for effective gain knowledge or skill:
- concrete experience
- reflective observation
- abstract conceptualization
- active experimentation [2]
Additions to the Theory
Dr. Cecilia Chan defined experiential learning as learning through an actual experience that “requires the learner to experience, reflect, think and act in a cyclic process in response to the learning situation and what is learned.” [3]
Undrahbuyan Baasanjav talks about online experiential learning as ee-learning, a term that refers to “the possibility of bringing together everyday experience and communication technologies” [4]
The research conducted by Stephanie Foote and Deborah Mixson-Brookshire further confirmed that the use of Kolb’s model can enhance online learning. [5]
References
[1] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall, p. 28.
[2] Baasanjav, U. (2013, December). Incorporating the experiential learning cycle into online classes. MERLOT Journal of Online Learning and Teaching, 9(4), p. 576.
[3] Chan, C. K. Y. (2012, August). Exploring an experiential learning project through Kolb’s learning theory using a qualitative research method. European Journal of Engineering Education, 37(4), 405-415.
[4] Baasanjav, U. (2013, December). Incorporating the experiential learning cycle into online classes. MERLOT Journal of Online Learning and Teaching, 9(4), 575-589.
[5] Foote, S. M., & Mixson-Berkshire, D. (2014, Spring). Enhancing learning with Technology: Applying the findings from a study of students in online, blended, and face-to-face first-year seminar classes. Currents in Teaching and Learning, 6(2), 35-41.
