Theory synthesis and integration frameworks

Introduction
Experiential learning is a type of education in which the learner stops being a passive recipient of information and becomes an active participant by doing. It is not a new theory of education but rather one that has been in existence for at least a century. One of the best points of this theory of learning is that it promotes active learning, which is facilitates a deep-down acquisition of knowledge that can help students retain information more completely and build on skills to develop a more robust tool set for the future. This paper will discuss experiential learning and compare and contrast it with three other learning theories—self-directed learning, transformation learning, and cognitive and non-cognitive learning. Finally, it will provide my own general thoughts and personal theories on how humans learn and how facilitators of adult learning use knowledge of experiential learning to inform and influence their practices.
Essential Elements of Experiential Learning
Experiential learning theory is rooted in the ideas of learning by doing, put forward by Vygotsky (Gray & Feldman, 2004) via the theory of the zone of proximal development (ZPD) and Dewey (1938), who is often considered the Father of Experiential learning (Neill, 2005). The essential elements of experiential learning are, according to Kolb, for the student to be engaged in trying out what has been learned (experimenting), having an experience, reflecting on the experience and learning from the experience (Experiential Learning Powerpoint, n.d.). Boud viewed the essential elements of Experience-based learning as being more individualistic, as each student will have a unique experience—so association new knowledge with old knowledge, integration of data, validation of the feelings and thoughts that follow, and appropriation—i.e., taking ownership of the knowledge—are all essential elements of experiential learning. Beard and Wilson added that for experiential learning to be meaningful, students must have “confidence in their abilities, good self-esteem, support from others, and trust in others” (Experiential Learning Powerpoint, n.d.).
Personal Experiential Learning Experience
A learning experience that I have had that relates to experiential learning was learning how to change the oil in my car. First, I watched a couple videos on YouTube to see a demonstration of how to change the oil in my type of car. I chose multiple videos to watch so as to validate the data and make sure the information was reliable by having more than one source of information to go on. Second, I made a list of the materials I needed by taking notes from the videos. Third, I purchased these materials from the store. Fourth I got the necessary tools and changed the oil according to the directions I received from the videos. Once I was finished I understood how the whole operation worked more clearly. It was a learning experience for me because I was able to take ownership of the knowledge and connect it to what I had done in the past regarding watching others change the oil. I felt proud of myself for changing the oil for the first time in my own car and I reflected that this was a good feeling to have as it made me want to take care of my car and treat it well with proper care and maintenance in the future. My own experiences support the effectiveness of experiential learning theory, as I felt motivated to succeed and be committed to caring for the care after actually doing the work and taking ownership of the knowledge, whereas before I had always relied upon someone else to do it for me.
Connections between Theory and Practice
The connections between theory and practice for me are that experiential learning is something that can be incorporated into the classroom via situated cognition. Through situated cognition, students have the opportunity to actively participate in a learning experience with others. This facilitates collaboration, interaction, communication and engagement. The students learn from context and from doing, and are able to take ownership of their knowledge, which gives them confidence in the classroom and can translate over into other areas of study.
Comparing and Contrasting Experiential Learning with Three Other Theories
Self-Directed Learning
In self-directed learning there are linear models (Toughs/Knowles) and interactive models (Spear/Brockett & Hiemstra/Garrison). The interactive Spears model shows that learning is made up of clusters of data that are collected and stored by the learner. Once enough clusters have been gained the learner constructs a whole picture of the subject. Trial and error is a common feature of self-directed learning in this model. The Brocket and Hiemstra model focuses on combining self-directed learning with the learner’s individual personality traits so that the learning is individualized. In this model, the learner is almost entirely responsible for the educative process and the concept of personal responsibility is developed in the learner. Garison’s model focuses on self-management, self-monitoring, and motivation (Self-Directed Learning Interactive Models Powerpoint, n.d.)
Self-directed learning involves having the student practice on his own within limits; verbalizing thoughts based on reflections, and sharing with others what has been learned (Experiential Learning: Cognitive Apprenticeship and Anchored Instruction Powerpoint, n.d.). It is similar to experiential learning in that the student is required to reflect and verbalize what has been learned. It also typically involves some sort of active participation on the part of the student in terms of doing and engaging in a lesson. However, because it is self-directed, the student is engaged in more exploration than in following directions. So, for example, in self-directed learning, the student might be given the task of taking care of a car and it would be up to the student to figure out how care is to be given. The student would thus be tasked with identifying aspects of car maintenance that have to be regularly conducted. For younger learners, a simpler activity, such as painting a picture could be an appropriate activity for self-directed learning. This type of learning gives the student more freedom than in basic experiential learning, but ultimately the self-directed learner is using experience to gain and cement knowledge within himself.
Transformation Learning
Transformation learning focuses on enabling the student to be pushed beyond the learner’s comfort zone. In doing so, we all as learners “discover new knowledge and ideas which can cause us to question our personal truths. When we apply the new knowledge that we have gathered to our old beliefs we experience a shift in perspective” (Mezirow’s Transformational Learning Theory Powerpoint, n.d.). According to Freire, “men teach other, mediated by the world, by the cognizable objects, which in banking education is ‘owned’ by the teacher” (Freire’s Theory Powerpoint, n.d.). Freire’s goal was to get learners to see that they can control the learning process by questioning the system as it stands and reaching a point of critical consciousness in which one understands the “forces that shape one’s life” and is able to actively construct a new system that reflects a “more just reality” (Freire’s Theory Powerpoint, n.d.). These two theories are similar to experiential learning in that ultimately both rely on the learner getting out of his comfort zone to tackle things on his own. However, Freire’s theory assumes the system of education is corruptly based on the whims of the power structure and therefore is meant to keep the learner oppressed and therefore the learner must break free of this bondage. Mezirow’s theory is based on the assumption that learners need to adopt a new perspective.
Cognitive and Non-Cognitive
Multiple intelligences theory (Gardner), practical intelligence theory (Sternberg) and emotional intelligence theory (Salovey & Meyer) are all examples of cognitive and non-cognitive theories of learning. Gardner posited that intelligence is far too complex to be narrowly defined by one’s ability to reason or use logic. He showed that there are multiple types of intelligences—there are music smarts, nature smarts, body smarts, picture smarts, people smarts, logic smarts and so on. He stated that “there is persuasive evidence for the existence of several relatively autonomous human intellectual competencies that can be fashioned and combined in a multiplicity of adaptive ways by individuals and cultures” (Multiple Intelligences Theory Powerpoint, n.d.). It is like experiential learning in that it does not insist on there being a single book-smart concept of intelligence but rather there are many kinds of intelligence that can be learned through experience. Practical intelligence refers to learning on one’s own and adapting to one’s environment. It primarily refers to street smarts, which would be a type of intelligence identified by Gardner (Practical Intelligence Powerpoint, n.d.). It is similar to experiential learning in that it too focuses on how experience impacts the learning process. Finally, there is emotional intelligence, which focuses on “the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life” (Emotional Intelligence Powerpoint, n.d.). The emotional intelligence style is like experiential learning in the sense that it focuses on learner to read others by way of interaction with them.
General Thoughts and Personal Theories
My own general thoughts on how humans learn are that they can learn in a variety of ways depending on their personality, interests, backgrounds and habits. Some learners will like to listen and absorb by observing others. Some will want to learn by doing and participating. Some will want to learn by reflecting and thinking things over. Some will want to learn by exploring on their own. Each learner is likely to place more emphasis on one aspect of the learning process over the other—but this too is likely to change over time as students change and develop. Thus, my personal theory is that humans learn in different ways as they progress and grow. They may shift from being passive learners at first to being active, exploratory learners to being readers and thinkers later on. A lot of it will depend on the body and the mind of the learner. My assigned theory and the others delineated in this paper compare favorably with my personal learning theory in that my theory incorporates and embraces all of them, acknowledging that each theory helps to explain how people learn and therefore should not be rejected.
Facilitators of adult learning should use knowledge of the models/theories discussed in this paper to inform and/or influence their practices by being mindful of the different ways students learn and allowing students opportunities to pursue each of these learning styles throughout the course. The teacher should also be mindful of how well students do with each method because it can show which students are attracted to or benefit most from which style. The teacher could then allow students to pursue the learning style that works best for them by integrating options into the curriculum that appeal to all the different types of learners.
My facilitation practices could be influence as a result of this assignment by focusing more on including multiple approaches to learning, including experiential learning, and by focusing on multiple types of intelligence. For example, I could recognize and reward students for their various intelligences—whether they are art smarts, people smarts, book smarts or so on—they are all special and important and each should be praised by the teacher when they are observed so as to build esteem in the student and help the student to take ownership of his own educative process.
Conclusion
Students should have multiple and different opportunities to decide on the method in which they want to learn. They should be give the chance to engage in experiential learning, emotional intelligence learning, multiple intelligence learning and other cognitive and non-cognitive learning processes; self-directed learning and in transformation learning. These various learning theories are all helpful in showing how people learn and why it is important that teachers include aspects of each so that students have the utmost opportunity to succeed academically and take ownership of their own knowledge acquisition process. Ultimately the goal of education is to make the student love education so that he can go on to be a lifelong learner and these theories help to do just that.
References
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Emotional Intelligence Powerpoint. (n.d.). Salovey & Meyer.
Experiential Learning Powerpoint. (n.d.). Kolb, Boud and Usher.
Experiential Learning: Cognitive Apprenticeship and Anchored Instruction Powerpoint.
(n.d.). Cognitive Apprenticeship and Anchored Instruction.
Freire’s Theory Powerpoint. (n.d.). Freire’s theory.
Gray, P. & Feldman, J. (2004). Playing in the zone of proximal development: Qualities
of self-directed age mixing between adolescents and young children at a democratic school. American Journal of Education, 110(2), 108-146.
Mezirow’s Transformational Learning Theory Powerpoint. (n.d.). Transformational
learning.
Multiple Intelligences Theory Powerpoint. (n.d.) Multiple intelligences.
Neill, J. (2005). John Dewey, the Modern Father of Experiential Education. Retrieved
from http://wilderdom.com/experiential/ExperientialDewey.html
Practical Intelligence Powerpoint. (n.d.). Sternberg.
Self-Directed Learning Interactive Models Powerpoint. (n.d.). Interactive models.