What is it?
Experiential learning is an umbrella term covering a range of educational theories and practices which share common principles about the value of experience, within and beyond the classroom, to meaningful learning.
Experiential learning can act as a ‘natural site for curriculum integration, offering children the opportunity to ‘play’ while learning fractions through ‘measuring ingredients and cutting up fruit into portions’; practice writing via journaling about the program; and learn concepts related to science and the natural world such as ‘seed life cycles, nitrogen fixation, the role of insects, and how to tell whether an egg is fresh’. (Block et al., 2012, p. 424)
John Dewey was credited with the term, originating from his 1938 book Experience and Education. Essentially, engaging experiences perpetuate learning, moving learners’ beyond known boundaries, fuelled by their interest and motivation. For Dewey (1938), quality experiential learning comprised meaningful experiences, important or intriguing inquiry topics, and interaction between peers, and between teachers and learners.
David A Kolb (1984) subsequently developed a theory of experiential learning as a four-stage cycle comprising concrete experience, reflective observation, abstract conceptualisation, and active experimentation. Researchers have since identified incongruities in Kolb’s theories and models, which are partially unfounded by emergent neuroscience research (Schenck & Cruikshank, 2015). Contemporary models combine the benefits of experiential learning to cognitive and socio-emotional development with understanding about neurobiology and effective teaching practices (Schenck & Cruikshank, 2015).
In addition to classroom-based experiential learning, programs and activities commonly associated with experiential learning include outdoor learning, outdoor adventure education, service learning, excursions and incursions, environmental education, kitchen garden programs, local and international community development initiatives, and creative arts programs.
How experiential learning carries the five characteristics
Experiential learning aligns with the LEGO Foundation’s five characteristics of play in the following ways:
- Meaningful. Experiential learning provides learners with the ‘opportunity to create meaning from their direct experience and hence optimize their learning outcomes’ (Block et al., 2012, p. 428). Meaning can be further enhanced when children self-select experiential learning activities (Falk, 2001).
- Social interaction. Experiential learning has been found to foster social and interpersonal skills and ‘expand social networks beyond [learner’s] immediate friendship groups’ (Block et al. 2012, p. 425). Experiential learning can be designed and delivered to dissolve barriers that may exist between individuals and groups in the classroom. It can allow learners to demonstrate abilities that are not brought to light in traditional classroom settings.
- Actively engaging. Experiential learning can be actively engaging for children who are at risk of disengagement (Block et al., 2012). Learning is actively engaging when educators provide hands-on learning in conjunction with rich group discussion and reflection (McBride, Chung & Robertson, 2016).
- Iterative. Experiential learning is iterative when learners have the opportunity to investigate, explore or experiment with different phenomena in context. Teachers can invite iteration by ’letting [learners] decide how an activity is performed and when a product is finished’ (Laevers, 2000, p. 27).
- Joyful. Burris (2011) and Block et al. (2012) both described how learners enjoyed enriched experiential learning, saying ‘I love this book’ or ‘I can’t wait to [undertake the hands-on activity]’ (Burris, 2011, p. 41). Learners discussed their learning at home, and made home-to-school connections about their learning, demonstrating their motivation and interest in the topics.
Evidence of impact
A small sample of evidence regarding the positive impact of experiential education includes:
Science content knowledge and engagement. Djonko-Moore, Leonard, Holifield, Bailey, and Almughyirah (2017) found that when US children in grades 3–6 participated in a week-long experiential learning program about the natural world and climate change through lessons supported by site visits, they demonstrated increased knowledge about and interest in science topics such as emergency preparedness and composting. Site visits included a Nature and Science Museum, botanic garden, Rocky Mountain National Park, and lessons included compost making, soil labs, and planting a community garden.
Learner, school and community benefits. A mixed methods evaluation of the renowned Australian Stephanie Alexander Kitchen Garden program by Block et al. (2012) found that participation resulted in increased learner engagement and confidence, teamwork and social skills, and increased connections between schools and communities.
Positive teacher-learner relationships. Block et al. (2012) reported that teachers witnessed previously unseen capabilities in their Australian learners as they ‘wielded big knives’ and ‘prepared multicourse meals’ (p. 423). Correspondingly, learners appreciated their teachers’ trust and confidence in their using equipment appropriately.
Learner engagement and motivation. Burris (2011) found that first grade learners in the US who participated in a week-long nutrition themed learning enrichment program demonstrated greater interest in and motivation towards the curriculum, as well as a decrease in behavioural problems.
Mathematics, science and writing. Block et al. (2012) found that experiential learning can act as a ‘natural site for curriculum integration, offering children the opportunity to ‘play’ while learning fractions through ‘measuring ingredients and cutting up fruit into portions’; practice writing via journaling about the program; and learn concepts related to science and the natural world such as ‘seed life cycles, nitrogen fixation, the role of insects, and how to tell whether an egg is fresh’ (p. 424).
Enabling factors
Successful implementation of experiential learning depends on a range of factors including:
- Acknowledging learners’ prior knowledge and experience of the topic or activity. Like Castano (2008), Burris’ (2011) intervention commenced with targeted questioning and a class discussion about the enrichment activity topic. This method served to activate children’s prior knowledge, preparing them for learning.
- Structure, setting, and preparation are key to successful implementation of experiential learning. Block et al.’s (2012) evaluation of the Stephanie Alexander Kitchen Garden program revealed how learners were versed in the program structure, their roles, and expectations of them. This enabled learners to self-direct and complete tasks without close supervision.
- Skilled and knowledgeable teachers. Specialist instructors were found to add value to programs, and enhance and extend student learning (Block, 2012).
- Assessment that fits the work. Measuring learning gains made under experiential learning conditions is difficult, usually requiring rubrics, portfolios, learner journals or performances, demonstrations, or displays of learners’ work. Teachers must know how to create high quality formative and summative assessment tools for experiential learning projects or units of inquiry.