A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Abstract

Experiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.

Applying the CRISP‐DM Framework for Teaching Business Analytics

“…Benefits of experiential learning pedagogy have been well documented. For example, Burch et al (2019) examine over 89 research studies over a 43-year span and show that students experience "superior learning outcomes" when experiential learning is used. Moreover, as an indicator of its efficacy in enhancing learning outcomes, experiential learning has been widely implemented at many universities (see, for example, Cardozo et al (2002) and Silvester et al (2002)).…”

How to Bring About Change – A Literature Review About Education and Learning Activities for Sustainable Development

“…In contrast, experiential learning theory advocates a holistic integrative perspective on learning and combines cognitive and behavioral theory perspectives into one with recognition of experience, perception, cognition and behavior (Kolb & Boyatzis, 2000). A recent meta-analysis of the relationship between experiential learning and learning outcomes showed a positive effect on superior learning outcomes and examination marks (Burch et al, 2019).…”

A Simulation for Managing Retail Inventory Flow Using RFID and Bar Code Technology

“…These technologies can be presented through traditional lectures or case studies; however, an experiential learning exercise such as this one can promote a deeper understanding of the critical concepts (Burch et al., 2019). This exercise enables the students to experience the usage of bar code and RFID technology, rather than just reading about them.…”