Role of Experience in Learning

The basic tenet in Experiential Learning is that experience plays a significant role in learning. The term “Experiential Learning” is used to refer to a wide range of educational approaches in which formal learning is integrated with practical work and informal learning in a number of settings: industrial, business, government or service organizations, various public service internships, field placements, work and study assignments, clinical experience, overseas programmes, etc.

Experiential Learning techniques include various interactive practices where the participants have opportunities to learn from others’ experiences, be actively and personally engaged in the process:

•　Personal journals and reflections;

•　Portfolios, thought questions and reflective essays;

•　Role plays, drama activities, games and simulations;

•　Personal stories and case studies;

•　Visualizations and imaginative activities;

•　Models, analogies and theory construction;

•　Empathy-taking activities, story-telling, sharing with others;

•　Discussions and reflection in cooperative groups.

All of these contain a common element of learning from immediate experience and engaging the learners in the process as whole persons, both intellectually and emotionally. Experiential Learning involves both observing the phenomenon and doing something meaningful with it through an active participation. It thus refers to learning in which the learner is directly in touch with the phenomenon being studied, rather than just hearing, reading or thinking about it (Keeton & Tate, 1978).

With the rapid development of the information superhighway and the Internet, we are literally surrounded by overwhelming amounts of information readily available through modern information technology. These developments are undoubtedly offering qualitatively new learning experience and opportunities. The possibilities seem particularly relevant for foreign language learning. Modern technology serves as a useful input for the individual and group learning processes. Sharing personal observations and reflections with other learners in small groups makes learning come alive and gives learners opportunities to compare their views with others. (Kohonen et al., 2001: 23)

Brown (2001) explains that Experiential Learning techniques tend to be learner-centered by nature. Examples of learner-centered experiential techniques include:

•　Hands-on projects (such as nature projects);

•　Computer activities (especially in small groups);

•　Research projects;

•　Cross-cultural experiences (camps, dinner groups, etc.);

•Field trips and other “on-site” visits (such as to a grocery store);

•　Role-plays and simulations.

But some teacher-controlled techniques may be considered experiential:

•　Using props, realia, visuals, show-and-tell sessions;

•　Playing games (which often involve strategy) and singing;

•　Utilizing media (television, radio, and movies).

Experiential Learning tends to put an emphasis on the psychomotor aspects of language learning by involving learners in physical actions into which language is subsumed and reinforced. Through action, students are drawn into a utilization of multiple skills.