Programs falling under the general rubric of experiential education take a number of forms, varying on several dimensions; what is offered here is a schematic overview. In general, they all involve students in activities that look rather different from more traditional classroom-based methods: the formal lecture and discussion, the reading assignment, and the sit-down examination. Although these experiential activities go by different names in different program formats, they share the core characteristic of students' direct engagement in productive work outside the classroom. In some way, the activity is thought to bring the student-intern in contact with the phenomena, concepts, and problems addressed in classes, curricula, and disciplines (Sweitzer and King, 2004).

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David Thornton Moore develops a framework for analyzing the social organization of education in nonclassroom environments, presenting his observations of students in an experiential learning program over a three year period. He argues that the process of education must be understood as being shaped by certain nonpedagogical features of the broader social context within which it occurs.

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