EXPERIENTIAL LEARNING 2

Experiential Learning

Experiential learning gives experience a central role in the growth and development of
human beings. The experiential learning theory holds that learning is a process and is best
conceived as such as opposed to in terms of its outcomes. Learners are educated through going
through a continuous reconstruction of experience (Merriam & Bierema, 2014). Learning is a
process that entails giving or receiving feedback on the efficiency of the entire process. Learning
takes place through continuously relearning through a process that entails drawing from the
learner’s experiences, opinions, and ideas. They are then examined, tested, and then with the
guidance of the instructor and course content, integrated with new and more refined beliefs and
ideas. The paper analyzes two assignments and explains them in terms of experiential learning
by identifying their connection with Kolb’s learning styles.

In week two assignment, the learners were asked to read and analyze one of the essays
provided. They were to choose either “Sister Flowers” or “I Want a Wife.” The learners were
then supposed to clearly state the purpose of the essay. They were also expected to describe one
descriptive writing pattern being used in the selected essay. Another instruction required the
students to explain their thoughts regarding the author’s use of the identified descriptive writing
pattern. Lastly, the assignment required students to explain how they planned to use the same
descriptive writing pattern in their personal essays. Proper use of quotes and citations was a
requirement in completing the assignment. In week three assignment, the learners were asked to
describe a particular moment or occurrence in their lives that had a special meaning to them.
They were required to use writing techniques provided in reading materials accessible to them.

EXPERIENTIAL LEARNING 3
Kolb’s experiential learning model of adult development is founded on several
propositions (Kolb & Kolb, 2005). One of them holds that learning is a process that entails
creating knowledge. The theory proposes a constructivist theory where social knowledge is
created, and then students recreate it into personal knowledge. It entails a transmission where an
instructive practice is founded on already pre-existing and fixed ideas are passed on to the
student. Week two assignment can be explained in terms of experiential learning. Learners are
supposed to read an essay and identify one descriptive writing pattern used by the selected author
in writing the essay. Up to this stage, learners are getting fixed ideas transmitted to them. The
instructions further require the learners to explain how they will use the identified descriptive
writing pattern to write their personal essays. The assignment exemplifies experiential learning
in that it shows how social knowledge is transmitted to the learners, and how they are guided into
reconstructing it into personal knowledge.

Kolb also holds that learning is relearning. It is a process that is best facilitated by
drawing on learner’s ideas and beliefs about a topic (Kolb & Kolb, 2005). The ideas and beliefs
are then examined, tested, and integrated with new and more refined ideas (Kolb & Kolb, 2005).
Week 3 assignment clearly exemplifies this proposition. In the assignment, students were
instructed to share one occurrence or moment in their lives that have a special meaning to them.
They were then required to use one descriptive writing pattern to describe the occurrence. First,
this assignment draws on learners’ personal experiences. They are then required to describe them
using one of the newly learned descriptive writing patterns. All learning is relearning as ideas
already known to students are integrated with more refined ideas, and the learning experience is
enhanced.

EXPERIENTIAL LEARNING 4
For experiential learning to occur, learners must first own, accept, and place value to their
experiences. This is demonstrated in week three assignment. Students are asked to explain one
moment or occurrence in their lives that had a special meaning to them. People tend to construct
new knowledge and comprehension based on what they know already. Thus, exploration of
learner’s beliefs, ideas, and knowledge helps create a strong foundation for new knowledge.
Thus, it is imperative to begin learning with the subject matter being a learner’s experience (Kolb
& Kolb, 2005). Week three assignment is founded on learner’s experiences. They are first
supposed to recall a memorable event that had a special impact on their lives and then apply a
descriptive writing pattern to write the occurrence.

Experiential learning occurs when students are given space to be in control and take
charge of their individual learning. Adult learners join higher institutions of learning, and they
are already conditioned to be passive recipients of knowledge (Kolb & Kolb, 2005). However,
adult learning becomes experiential if learners take responsibility for the learning process
(Kenner & Weinerman, 2011). When this happens, their ability to learn from their own
experiences is greatly enhanced. Week two and three assignments show how students are
actively engaged in the process of learning. Students are empowered to take charge of their own
learning by interacting with materials given to them and using the social knowledge presented to
them to create personal knowledge. Learners learn best through creating new ideas from their
own experiences and through interacting with course materials. Learning is personalized, and
this creates space for experimental learning to take place. Learners’ capacity for self-directed
learning s enhanced.

EXPERIENTIAL LEARNING 5
The above assignments in weeks two and three have a connection with one of Kolb’s
learning styles, the theorists. It entails having handouts, something to take away and study. In
both assignments, learners refer to reading course materials given to them. After reading and
interacting with the materials, they are then required to apply read material to complete the given
assignment. There is a small connection with the activist learning style. The assignments are a bit
practical. There are tasks that learners are expected to engage in to fully complete the
assignment. Thus, although there are handouts to be read, the learners are supposed to
demonstrate their understanding of the material by responding to some questions.
Overall, experiential learning shows how learning occurs among human beings. Since
human beings are diverse, their different learning styles and daily experiences shape their
learning. Learning styles therefore exist and are influenced by educational specialization,
personality type, choices made in terms of preferred careers or professions, and roles and tasks
assigned to a person at their current job. Also, cultural influences have an impact. Experiential
learning in adult learning can be enhanced through creating learning spaces that where
experiences producing growth are promoted. The assignments in weeks two and three show how
the learning space can be used to create and promote experiences among learners that enhance
their growth.

EXPERIENTIAL LEARNING 6

References

Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional
college students. Journal of College Reading and Learning, 41(2), 87-96.
doi:10.1080/10790195.2011.10850344

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential
learning in higher education. Academy of Management Learning & Education, 4(2), 193-

212. doi:10.5465/AMLE.2005.17268566

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved
from http://ebookcentral.proquest.com