Experiential Learning (EL)
What is it?
John Dewey (1938) challenged Traditional education when he wrote Experience and Education. His book emphasized the role of experience in education, with two guiding principles described as continuity and interaction. In essence, continuity refers to how past and present experiences influence the future while interaction refers to how one's current situation impacts their experiences. Together, they influence the capacity to learn.
Experience is a unique characteristic of the adult learner. Experience partially defines who the adult learner is, their way of knowing, and their motivation to learn (Ross-Gordon, Rose & Kasworm, 2017). Every waking moment is an experience - a collection of observations, from all of the senses. Experience does not necessarily guarantee learning. Repetitive action must be taken to strengthen the neural pathways formed in the experience if they are to result in learning.
Experiential learning grew from Dewey's theory where he argued the experience was more valuable than the content. This style of teaching became known as Progressive education. It is hands-on learning which directly relates to the learner's current life experiences and needs. While the process begins with hands-on experience, it is in reflection that one is able to learn from the experience (Dewey, 1938). The cyclical process of experience and reflection promotes the development of abstract thought, a skill that is effective for making meaning of challenging real-life experiences (Davis & Arend, 2017).
Consider the following, "the primary task of nutrition education is to design activities that bring to the individuals' awareness the many factors influencing their dietary behavior, and to activate contemplation, build skills, and provide supports so that individuals' have the motivation, ability, and opportunity to change these behaviors if they choose" (Contento, 2016, p.53). This is a reflection of the Theory of Planned Behavior. And, based on this, the value of experiential learning in health education becomes clear; it is the ideal method for increasing awareness. Without the initial awareness, ones' stage of change is not likely to progress towards readiness for action. Furthermore, once readiness for change is established, skill-building becomes fundamental to self-efficacy.
The process of establishing motivation requires a team approach and is strongly ingrained in experimental learning. Discover what the learner already knows, connect it to their purpose, then build on their knowledge and skills to help them reach their learning goal (Wlodkowski & Ginsberg, 2017). A richer, more impactful learning experience will add depth to the learners motivation. This can be accomplished with the incorporation of sensation, emotions, and awareness of thoughts in the learning experience (Wlodkowski & Ginsberg, 2017).