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Garlick, Ashley (2014) Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses. Investigations in university teaching and learning, 9. pp. 8-14. ISSN 1740-5106
The roots and foundation of Experiential Learning come from the work of Dewey (1938) and Kolb (1984). Both authors emphasise the important role that experience can bring to learning, especially in adult learning. Particular relevance is given to Kolb’s Learning Cycle, which outlines the four stages that need to be considered for effective learning to take place: Concrete experience; Reflection; Abstract conceptualisation; Active experimentation.
Experiential Learning is interpreted in a variety of ways, which can sometimes make it difficult to interpret. Different authors have provided pervasive and wide ranging definitions that cover a huge variety of techniques (Henry, 1989). Many of these represent similar key themes, and so despite the different terminology, it is possible to consider the important aspects that need to be considered. Wurdinger and Carlson (2010) outline five approaches for experiential learning: Active Learning; Problem-based Learning; Project-Based Learning; Service-learning; Place-based Learning. These five approaches will be used as a framework with which to analyse and discuss the different aspects of experiential learning
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