Experiential learning and reflective learning
Drawing it together
In the last section of the previous chapter we summarized the nature of experiential learning. Following on from that, we return to the questions posed about experiential learning:
|• What is experiential learning in relation to a generic view of learning? |
|• How is reflective learning involved in experiential learning and is it essential or only sometimes involved? |
|• Does reflective learning sometimes or always involve experiential learning? |
The previous chapters (in particular, the list of connotations of experiential learning in the last chapter) have laid the groundwork for the response in this chapter to the questions above. Here we can draw the threads together and use the general picture to explore the relationship of experiential learning to the generic view of learning (see next section). Through this consideration, some of the connotations of experiential learning also begin to provide a better understanding of the processes of experiential learning. For example, the involvement of action in experiential learning means that a learner must represent her learning and this, in two ways, is likely to improve learning. The following section, in a similar manner, analyses the cycle of experiential learning as presented by Kolb (1984). The Kolb cycle seems to 'work' as a tool for learning by employing at least three helpful learning activities which all involve reflective learning.