A Dissection of Experiential Learning Theory: Alternative Approaches to Reflection

Kuk, Hye Su; Holst, John D.

doi:10.1177/1045159518779138

Cited by 34 publications

(26 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The idea of balance between the body and mind in learning has presently been revitalized and is a highly discussed element in learning from and through experience (e.g. Hickman, 1992;H€ agg and Kurczewska, 2016;Jay, 2005;Kuk and Holst, 2018;Lack eus et al, 2016). Experience, especially related to progressive ideas in education, is an active and futureoriented concept consisting of primary and secondary experience (Jay, 2005).…”

Section: The Importance Of Experience For Learningmentioning

confidence: 99%

The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs

Hägg

2021

IJEBR

View full text Add to dashboard Cite

PurposeThe purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.Design/methodology/approachThe paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.FindingsThe main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.Originality/valueThe paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

show abstract

Section: The Importance Of Experience For Learningmentioning

confidence: 99%

The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs

Hägg

2021

IJEBR

View full text Add to dashboard Cite

show abstract

“…He referred to it as "the art and science of helping adults learn" [19] (p. 40). Adult learners require opportunities to direct their own learning, use life experiences that enhance their learning, and problem-centered situations where their learning is immediately applicable within their specific and ever-changing context [20][21][22][23]. This definition tends to characterize an idealistic or desirable personality of an adult.…”

Section: Andragogymentioning

confidence: 99%

“…This program was supported in a partnership between a state education agency in Washington State, a School of Education and School of Math and Sciences at a local university, a regional government education office called a service district, and local, mostly rural, school districts. The designers of this EMS endorsement program utilized foundational andragogical practices throughout the development of the program by ensuring the candidates were able to apply their learning to their unique educational context [20][21][22][23]. Specific program design and methods are described in the following sections.…”

Section: Project Overviewmentioning

confidence: 99%

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

Henrikson

Lumpe

2021

Education Sciences

View full text Add to dashboard Cite

We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional leadership experiences. The data presented draw from social cognitive theory and andragogy to describe the experiences of the EMS candidates throughout their endorsement program and to provide recommendations for programmatic improvements. We sought to explore ways in which the EMS candidates’ experiences within the program and school-based internship impacted their levels of self-efficacy and perceived success within the program. We also sought to determine the opportunities and barriers that exist with the EMS candidates’ respective learning environments as they implemented professional learning plans with a core set of teachers they collaborated with to improve mathematics instruction. The results of this study indicate that both EMS candidates and the teachers they worked with increased their levels of mathematics content knowledge. EMS candidates also improved their levels of self-efficacy regarding mathematics teaching and leadership skills. Furthermore, both EMS candidates and their core set of teachers improved in time spent focused on ongoing professional learning activities. Recommendations include a need to support teachers as they expand their role into instruction as well as equip school leaders to ensure they can support teacher leadership candidates in their professional growth.

show abstract

“…The basic principle of ELT is that learning does not happen as a matter of course simply because a person has an experience (Beard & Wilson 2013). Instead, learning may result when individuals recognise what they gained from an experience and when they translate those gains into something meaningful for future thought and action (Beard 2018;Kuk & Holst 2018). Dewey's (1963) work laid the foundations for later work on experiential learning where it is proposed that learning from experience is an interaction between the learner and their environment (Merriam, Caffarella & Baumgartner 2007).…”

Section: The Basic Principles Of Experiential Learning Theorymentioning

confidence: 99%

The connection between experience and learning: student perspectives on the significance of international study

Reid¹

View full text Add to dashboard Cite

Life-experience learning is a key part of adult learning as there is potential in every experience for personal growth. Learning, however, is not an automatic result of experience. The learner needs to interpret their experiences to facilitate change to their sense of self and/or capabilities. A significant learning experience impacts a person in ways that have personal value, through a meaning-making process where the person makes sense of their experiences using their unique frame of reference. This kind of learning involves the learner assigning meaning to their experiences to determine what was significant, how the experience has changed them, and why those changes matter. This research explores the connection between experience and learning, through the construct of significance and the meaning-making process of understanding and articulating the significance of life experiences. The two dimensions of the construct of significancepersonal impact and subjective valueexplain how an experience is significant (because it has an impact on the learner) and why an experience is significant (because it is subjectively valued). International study was selected as the vehicle for this investigation as, outside of the formal academic component, there are endless opportunities for significant learning from living and studying in another country. There are, however, concerns in the international study community about what students are learning from study abroad and how learning is recognised and measured. There are calls to take seriously student claims that Publications included in this thesis No publications included.

show abstract

A Dissection of Experiential Learning Theory: Alternative Approaches to Reflection

Cited by 34 publications

References 15 publications

The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs

The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

The connection between experience and learning: student perspectives on the significance of international study

Contact Info

Product

Resources

About