essay on importance of learning through experience

• EssayBasics.com
• Pay For Essay
• Write My Essay
• Homework Writing Help
• Essay Editing Service
• Thesis Writing Help
• Write My College Essay
• Do My Essay
• Term Paper Writing Service
• Coursework Writing Service
• Write My Research Paper
• Assignment Writing Help
• Essay Writing Help
• Call Now! (USA) Login Order now
• EssayBasics.com Call Now! (USA) Order now
• Writing Guides

Real Learning Takes Place Through Experience (Essay Sample)

Table of Contents

Introduction

Formal or academic learning starts at preschool and continues even after college. But mostly, the hardest yet most valuable lessons can be had only through real-life experiences. Learning through experiences shapes us as a person. The idea of having to live with the consequences of one’s decision can be scary and daunting. But the way you will change and evolve is a continuous process that’s worth it.

If you need to write about learning through experiences, it is best to look up an essay writing service provider who could help bring your ideas to life.

Essay on Importance of Learning Through Experience

We oftentimes limit our understanding of learning as everything we process inside a classroom. The different fields or subjects studied in school are applied in real life, both theoretically and practically. Subjects such as science, mathematics, language and literature, and values education are also applicable in everyday life.

Armed with academic know-how, a student can use head knowledge in decision-making and troubleshooting scenarios.

However, people who are textbook-smart are quite different from those who are known to be street-smart. There is a difference between performing in a classroom setting and responding to actual situations.

Learning through experience and in the real world can sometimes be a matter of life or death, compared with theoretical dialogues held within the four walls of a school.

That being said, it is a proven fact that people who are college-educated are known to make wiser decisions as they are able to apply what they have learned in school.

Skills in logic and critical thinking that they gleaned in the process also come in handy.

Knowledge is Power

The more you know in life, the more wisdom you have in terms of making decisions in work or job applications and career development. 

Strategic and organizational thinking also play important roles in the process of learning.

Applying What You Know

True knowledge is wisdom applied, and it must be done in the absence of any neglect or misuse.

Real learning through experience takes stock of previous experiences, gathering lessons, and learning to apply them honorably.

In life, there is always an opportunity to apply theories or theses that we bring with us from our academic education. The real test is not actually in the classroom but in the real world.

The Equally-Good Benefits of Academic Learning

Schools not only offer theories and concepts on how to survive different situations. They arm us with the techniques and skills necessary to be successful in life.

That being said, an academic education gives us an edge over other people who have not attained any degree in universities and colleges.

Education makes us smarter and tougher than the rest who have not been as fortunate to finish their schooling.

Advantages and Benefits of Life Experiences

Life experiences are treasures to learn from, as many of them are scenarios we don’t usually study about in school. At the same time, most of us make mistakes in life. Through these wrong decisions, we learn to glean lessons that we take with us moving forward.

Good or bad, life experiences can either strengthen and toughen us up or scar us for life.

The Value of Our Response

Some people are wise and humble enough to turn a negative experience into an opportunity to grow and become better. In addition, these experiences become a permanent part of our personal history.

If we respond positively, the changes we experience could help us journey with other people who go through something similar.

Learning Experiences Are Varied

There are many types of learning experiences and some of those may represent failure or weakness, causing us to sometimes be hard on ourselves.

But we have the power to change our perspective and choose to move forward with hope and optimism in the face of a bad experience.

Trauma and Becoming Better People

Healing from a traumatic experience can be tough and tedious, but when the inner work is done well, the result always benefits the person and his community.

In this light, harsh experiences are still worth going through just as much as a near-perfect experience.

While we prefer the comfort of growth without pain, pain offers a unique voice in our stories and teaches us hard things.

Learning from Life is a Community Project

Life experiences are not solo journeys. As you learn from experience, others feel the impact. You will either be a bigger blessing to them or a heavier burden, depending on how you respond to the lesson.

Real-life experiences shape and mold us in a way that affirms our identity and purpose. This is why all life experiences outside the classroom are worth keeping and remembering.

Short 1 Minute Speech on the Importance of Learning Through Experience

The learning process of a person happens throughout the course of his life. Most commonly, we think of schools as the best place for this to happen. We don’t often consider the importance of learning through experience.

There is much to be said about how learning occurs in a classroom. You have a community of co-learners and a teacher to help aid your learning curve. But informal learning also offers unexpected benefits.

Active experimentation, reflective observation and self-reflection are three things that can happen when learning through experiences. In this scenario, a person is given the opportunity to connect mind, heart, and hands.

This results in a transforming experience that reading books, while important, may not always offer. With different outcomes to consider, a person is exposed to the consequences of his actions and decisions.

Personal involvement always leads to personal growth. A concrete experience that allows someone to live through the fruits of his decisions always prunes a person.

With each learning experience comes an incredible opportunity to become better people, whether or not the outcome was favorable.

What does it mean to learn through experience?

Learning through experience means opening yourself to the certainty of growth. It also recognizes that good or bad consequences are both valuable in shaping you as a person.

Why is learning through experience important?

Taking an experience and learning from it is so beneficial to our growth as human beings. It increases our resilience and our capacity to relate with others in light of critical situations. It also encourages decision-making, accountability, and ownership.

How To Learn Through Experience

One of the most common misconceptions is that learning is synonymous with education. You often hear colleagues say they stopped…

One of the most common misconceptions is that learning is synonymous with education.

You often hear colleagues say they stopped learning after leaving college. The truth is we only get an education from institutions. Learning, on the other hand, is a lifelong process.

To understand this, just think of how a baby learns.

Initially, the baby is too young to get up, walk, or say anything. But soon it starts moving around, and eventually, learns to walk and speak.

The baby does this just by learning from experience.

Learning through experience is not easy, but it is something we all do at different levels.

Let’s look at the example of the baby again. It is not afraid of anything because it doesn’t understand the concepts of safety or fear. As the years roll by, it will learn these concepts through experience. Learning from experience can make us stronger and more capable of doing the right things.

What Is A Learning Mindset?

Mindset is the basic mental structure or aptitude that shapes a person’s thoughts, actions, and behavior towards others. A person is known to possess a learning mindset when their natural tendency is to focus on learning consistently.

A learning mindset is a fundamental trait. A mindset focused on learning can be strong criteria to weigh factors such as:

The person’s approach to learning.

There are different types of learners. Some are comfortable with formal learning in a mentor/teacher-learner process. Then there are those who prefer real learning through experience.

Response to learning

Different people face different challenges and advantages while learning; and so their responses also vary.  Some are quick learners; others could take longer to get used to a concept and could need repeat lessons or additional support. ( Zolpidem )

The takeaway

The first objective of any learning program is the ‘knowledge’ that the learners will gain from it. Be it something that boosts their interpersonal skills or professional skill acquisition.

Learning From Experience: How To Do It

Most of our life experiences are great opportunities to learn new skills for personal development. But many people don’t take advantage of such opportunities simply because they don’t have a mindset focused on learning.

For those who have a learning mindset, the experiences become the bedrock for self-reflection. These reflections help them assess their situation, their world view and understanding of human behavior, etc. They then put these ideas to the test and eventually gain new experiences.

Learning from experience is also known as Experiential Learning (EXL). One of the popular definitions of the process says it is “learning through reflection on doing”.

It is greatly different from conventional learning as there may be no teacher or mentor involved. The learner plays an active part in the learning process. It is an individual-focused learning technique for learning from experience.

A common example of real learning through experience is that of botany students. While they can simply learn about the various plants and trees by reading books on the subject, they are regularly taken on trips across biodiversity parks, gardens, and forested areas for learning from observation.

The learners don’t have to rely on things they hear from others or read from books but can learn based on their own experiences. Such learning is usually much more impactful as it can be counted as real learning through experience.

Such experiential learning is a common feature for students of streams such as history, architecture, tourism, and geology. Medical students also get to learn by observation as they attend live surgeries and observe the healing process of patients in hospitals.

David Kolb is a renowned name in the field of experiential learning. According to Kolb, knowledge acquisition is a perpetual cycle. We learn from our personal as well as professional experiences.

Kolb outlines four characteristics of a learner that must be present in anyone keen on learning from experience. These are:

Willingness to actively participate in the experience, ability to reflect upon the experience gained, analytical skills to visualize the experience, decision-making  and  problem-solving  skills that can be applied to new-found ideas.

As the above learning experience examples highlight, the process of learning through experience requires a lot of self-effort, initiative, a desire to learn, and an action-based learning period. David Kolb’s experiential learning cycle is an ideal framework for understanding the various stages of the process.

Many modern educators are well-versed with the importance of experiential learning. One of the key reasons behind its impact is considered to be the emotional and sensory experience that such hands-on learning provides. It helps learners connect with actual knowledge instead of simply learning the concepts and information through books. The personal involvement of learners helps them in reflection and that gradually furthers them to learning from experience.

The crux of experiential learning is highlighted by five questions:

Did you notice, why did that happen, does that happen in life, why does that happen, how can you use that.

These questions make learners reflect on what they observed or experienced and gain long-term knowledge.

Need For Businesses To Cultivate A Learning Mindset:

Learning experience examples:.

If you look at the most popular and high-paying jobs of today, you will find that most of them didn’t even exist 20-30 years ago. On the other hand, many of the hottest jobs of 30 years ago—DOS operators, typists, switchboard operators—don’t exist anymore.

Constantly changing technologies and innovations keep changing the nature of jobs and processes that we see in our daily lives..

In recent years, we are witnessing the rapid proliferation of technologies such as Artificial Intelligence (AI), the Internet of Things (IoT) and automation. Jobs are increasingly becoming redundant.

According to research by McKinsey, 400 to 800 million contemporary jobs will no longer exist by 2030.

However, this doesn’t imply there will be no jobs for those currently employed in these positions.

Some jobs are likely to morph into a different form—just like the typists of yesteryears have now been replaced by computer operators and commercial painters replaced by graphic designers.

Other new jobs will be of a more ‘human’ nature that focus on teamwork and creativity. Automation will only take away the mechanical part of the jobs the human aspect and management roles will still be with humans.

So, the time is ripe for businesses to cultivate a strong experiential learning mindset to make sure their employees are ready for future technologies and jobs. Let’s look at some core competencies that human resource managers need to focus on:

Digital Expertise:

With the rapid growth in AI technologies and tools, many businesses have already invested in AI tech or are planning to do so gradually over the next few years. However, most of those companies are not focusing on making their current employees AI-ready.

Once machine learning and AI technologies enter more operational areas, there will be a need for personnel who are well-versed in working with automation and AI.

Ability To Work Seamlessly In An Inclusive Environment:

Diversity and inclusivity are no longer just jargon. The future belongs to offices that are gender/culture/ethnicity-neutral. There will be diverse perspectives, lifestyles, and behaviors in every organization. People who have open or hidden biases against some or the other section will not be desirable. Teams will also need to get rid of their generational biases.

Learning is a continuous process that is not only academic but greatly experiential as well. Everything we do, observe or hear, creates an opportunity for evaluation, understanding, and creation of new ideas. These ideas subsequently get integrated into the work processes and are validated through new experiences.

It is a constant cyclic progression that we all need to learn. However, as various learning experience examples indicate, it is often not easy to get into the learning mindset. That’s where Harappa Education’s Learning Expertly course can help you. It teaches you about the growth mindset and helps you and adopt fresh perspectives on existing problems.

Sign up for the course to step on the road to learning.

Explore our Harappa Diaries section to know more about topics related to the Think habit such as Meaning of Heuristic , Critical Thinking , What is an Argument , Creative Thinking & Design Thinking .

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Front Psychol

The Role of Experiential Learning on Students’ Motivation and Classroom Engagement

Yangtao kong.

1 School of Education, Shaanxi Normal University, Xi’an, China

2 Faculty of Educational Science, Shaanxi Xueqian Normal University, Xi’an, China

Due to the birth of positive psychology in the process of education, classroom engagement has been flourished and got a remarkable role in the academic field. The other significant determining factor of success in education is motivation which is in line with classroom engagement. Moreover, based on the constructivist approach, experiential learning (EL) as a new method in education and a learner-centric pedagogy is at the center of attention, as a result of its contributions to improving the value of education which centers on developing abilities, and experiences. The current review makes an effort to consider the role of EL on students’ classroom engagement and motivation by inspecting its backgrounds and values. Subsequently, the efficacy of findings for academic experts in educational contexts is discussed.

Introduction

It is stated that a basic causative factor in the general achievement of learners studying in higher education is learners’ engagement ( Xerri et al., 2018 ; Derakhshan, 2021 ). It is extensively approved that learners who are actively participating in the learning progression and take interest in their academic education are more likely to achieve higher levels of learning ( Wang et al., 2021 ). Therefore, higher education institutions encourage learners to use their capabilities, as well as learning opportunities and facilities that enable them to be actively engaged ( Broido, 2014 ; Xie and Derakhshan, 2021 ). Moreover, students’ dissatisfaction, boredom, negative experiences, and dropping out of school are in part due to the low engagement in academic activities ( Derakhshan et al., 2021 ). It has been demonstrated that engagement is, directly and indirectly, related to intelligence, interest, motivation, and pleasure with learning outcomes within many academic fields ( Yin, 2018 ). Likewise, engagement is a construct that is shaped from the multifaceted relations of perceptions, feelings, and motivation which is corresponding to the progress of self-determination theory in the motivation realm ( Mercer and Dörnyei, 2020 ). Besides, the student’s motivation is a significant factor in cultivating learning and consequently increasing the value of higher education because the more the learners are motivated, the more likely they can be successful in their activities ( Derakhshan et al., 2020 ; Halif et al., 2020 ).

From a psychological point of view, motivating learners and engaging them in the classroom are closely related ( Han and Wang, 2021 ); nevertheless, motivation consists of factors that are psychological and difficult to observe, while engagement involves behaviors that can be observed by others that it is not simple to notice and estimate learners’ motivation ( Reeve, 2012 ). In other words, educators cannot concretely understand the fulfillment of their learners’ basic mental necessities and enthusiasm for learning ( Reeve, 2012 ). Nonetheless, Reeve asserted that in contrast to motivation, learners’ engagement by all accounts is a phenomenon that is distinctive and can nearly be noticed. Generally, educators can impartially consider whether or not a specific learner is engaged in the class exercises, such as problem solving.

As a reaction to the traditional teaching approach that is teacher-centric ( Che et al., 2021 ) and following the inclination to expanding interest in a more unique, participative learning atmosphere, educational organizations are orienting toward learning approaches that cultivate students’ involvement, interest, and dynamic participation. EL is a successful teaching method facilitating active learning through providing real-world experiences in which learners interact and critically evaluate course material and become involved with a topic being taught ( Boggu and Sundarsingh, 2019 ). Based on the teaching theory of Socrates, this model relies on research-based strategies which allow learners to apply their classroom knowledge to real-life situations to foster active learning, which consequently brings about a better retrieval ( Bradberry and De Maio, 2019 ). Indeed, engaging in daily activities, such as going to classes, completing schoolwork, and paying attention to the educator, is all indicators of classroom engagement ( Woods et al., 2019 ). Moreover, by participating in an EL class paired with relevant academic activities, learners improve their level of inherent motivation for learning ( Helle et al., 2007 ) and they have the opportunity to choose multiple paths to solve problems throughout the learning process by having choices and being autonomous ( Svinicki and McKeachie, 2014 ). EL is regarded as learning by action whereby information is built by the student during the renovation of changes ( Afida et al., 2012 ). Within EL, people become remarkably more liable for their learning which regulates a stronger connection between the learning involvement, practices, and reality ( Salas et al., 2009 ) that are key roles in learning motivation.

To make sure that the learners gain the required knowledge and get the factual training, it is equally important to give them time to develop their ability to use their knowledge and apply those skills in real-world situations to resolve problems that are relevant to their careers ( Huang and Jiang, 2020 ). So, it seems that they would like more hands-on training and skills development, but awkwardly, in reality, they generally just receive theoretical and academic education ( Green et al., 2017 ). In addition, as in today’s modern world, where shrewd and high-performing people are required, motivation and engagement should be prioritized in educational institutions as they are required features in the learning setting while they are often overlooked in classrooms ( Afzali and Izadpanah, 2021 ). Even though studies on motivation, engagement, and EL have been conducted so far; however, based on the researcher’s knowledge, just some have currently carried out systematic reviews about the issue and these studies have not been all taken together to date; therefore, concerning this gap, the current mini-review tries to take their roles into account in education.

Classroom Engagement and Motivation

As a three-dimensional construct, classroom engagement can be classified into three types: physical, emotional, and psychological ( Rangvid, 2018 ). However, it is not always easy to tell whether a learner is engaged because observable indicators are not always accurate. Even those who display signs of curiosity or interest in a subject or who seem engaged may not acquire knowledge about it. Others may also be learning despite not displaying any signs of physical engagement ( Winsett et al., 2016 ).

As an important component of success and wellbeing, motivation encourages self-awareness in individuals by inspiring them ( Gelona, 2011 ). Besides, it is a power that manages, encourages, and promotes goal-oriented behavior, which is not only crucial to the process of learning but also essential to educational achievement ( Kosgeroglu et al., 2009 ). It appears that classroom motivation is influenced by at least five factors: the learner, the educator, the course content, the teaching method, and the learning environment ( D’Souza and Maheshwari, 2010 ).

Experiential Learning

EL, developed by Kolb in 1984, is a paradigm for resolving the contradiction between how information is gathered and how it is used. It is focused on learning through experience and evaluating learners in line with their previous experiences ( Sternberg and Zhang, 2014 ). The paradigm highlights the importance of learners’ participation in all learning processes and tackles the idea of how experience contributes to learning ( Zhai et al., 2017 ). EL is a method of teaching that allows learners to learn while “Do, Reflect, and Think and Apply” ( Butler et al., 2019 , p. 12). Students take part in a tangible experience (Do), replicate that experience and other evidence (Reflect), cultivate theories in line with experiences and information (Think), and articulate an assumption or elucidate a problem (Apply). It is a strong instrument for bringing about positive modifications in academic education which allow learners to apply what they have learned in school to real-world problems ( Guo et al., 2016 ). This way of learning entails giving learners more authority and responsibility, as well as involving them directly in their learning process within the learning atmosphere. Furthermore, it encourages learners to be flexible learners, incorporate all possible ways of learning into full-cycle learning, and bring about effective skills and meta-learning abilities ( Kolb and Kolb, 2017 ).

Implications and Future Directions

This review focused on the importance of EL and its contributions to classroom engagement and motivation. Since experiential education tends to engage a wider range of participants who can have an impact on the organization, employees, educators, leaders, and future colleagues, it is critical to maintain its positive, welcoming atmosphere. The importance of EL lies in its ability to facilitate connections between undergraduate education and professional experience ( Earnest et al., 2016 ), so improving the connection between the university and the world of work ( Friedman and Goldbaum, 2016 ).

The positive effect of EL has actual implications for teachers who are thinking of implementing this method in their classes; indeed, they can guarantee their learners’ success by providing them with the knowledge required in performing the task as following the experiential theory, knowledge is built through converting practice into understanding. Based on the literature review, the conventional role of the teacher shifts from knowledge provider to a mediator of experience through well-known systematic processes. Likewise, teachers should encourage learners by providing information, suggestion, and also relevant experiences for learning to build a learning milieu where they can be engaged in positive but challenging learning activities that facilitate learners’ interaction with learning materials ( Anwar and Qadir, 2017 ) and illustrates their interest and motivation toward being a member of the learning progression. By learners’ dynamic participation in experiential activities, the teacher can trigger their ability to retain knowledge that leads to their intrinsic motivation and interest in the course material ( Zelechoski et al., 2017 ).

The present review is significant for the learners as it allows them to model the appropriate behavior and procedures in real-life situations by putting the theory into practice. Indeed, this method helps learners think further than memorization to evaluate and use knowledge, reflecting on how learning can be best applied to real-world situations ( Zelechoski et al., 2017 ). In the context of EL, students often find activities challenging and time-consuming which necessitates working in a group, performing work outside of the classroom, learning and integrating subject content to make decisions, adapt procedures, compare, and contrast various resources of information to detect a difficulty at one hand and implement that information on the other hand to form a product that aims to solve the issue. Participation, interaction, and application are fundamental characteristics of EL. During the process, it is possible to be in touch with the environment and to be exposed to extremely flexible processes. In this way, education takes place on all dimensions which cover not only the cognitive but also the affective and behavioral dimensions to encompass the whole person. Learners enthusiastically participate in mental, emotional, and social interactions during the learning procedure within EL ( Voukelatou, 2019 ). In addition, learners are encouraged to think logically, find solutions, and take appropriate action in relevant situations. This kind of instruction not only provides opportunities for discussion and clarification of concepts and knowledge, but also provides feedback, review, and transfer of knowledge and abilities to new contexts.

Moreover, for materials developers and syllabus designers to truly start addressing the learners’ motivation and engagement, they could embrace some interesting and challenging activities because when they can find themselves successful in comprehending the issue and being able to apply their information to solve it; they are not only more interested to engage in the mental processes required for obtaining knowledge but also more motivated and eager to learn. More studies can be conducted to investigate the effect of EL within different fields of the study courses with a control group design to carry out between-group comparisons. Besides, qualitative research is recommended to scrutinize the kinds of EL activities which make a more considerable effect on the EFL learners’ motivation and success and even their achievement.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

This study was funded by the Projects of National Philosophy Social Science Fund, PRC (17CRK008), and the Projects of Philosophy and Social Science Fund of Shaanxi Province, PRC (2018Q11).

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

• Afida A., Rosadah A. M., Aini H., Mohd Marzuki M. (2012). Creativity enhancement through experiential learning . Adv. Nat. Appl. Sci. 6 , 94–99. [ Google Scholar ]
• Afzali Z., Izadpanah S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: engagement and motivation in English language grammar . Cogent Educ. 8 :1870801. doi: 10.1080/2331186X.2020.1870801 [ CrossRef ] [ Google Scholar ]
• Anwar K., Qadir G. H. (2017). A study of the relationship between work engagement and job satisfaction in private companies in Kurdistan . Int. J. Adv. Eng. Manage. Sci. 3 , 1102–1110. doi: 10.24001/ijaems.3.12.3 [ CrossRef ] [ Google Scholar ]
• Boggu A. T., Sundarsingh J. (2019). An experiential learning approach to fostering learner autonomy among Omani students . J. Lang. Teach. Res. 10 , 204–214. doi: 10.17507/jltr.1001.23 [ CrossRef ] [ Google Scholar ]
• Bradberry L. A., De Maio J. (2019). Learning by doing: The long-term impact of experiential learning programs on student success . J. Political Sci. Educ. 15 , 94–111. doi: 10.1080/15512169.2018.1485571 [ CrossRef ] [ Google Scholar ]
• Broido E. M. (2014). Book review: one size does not fit all: traditional and innovative models of student affairs practice . J. Stud. Aff. Afr. 2 , 93–96. doi: 10.14426/jsaa.v2i1.52 [ CrossRef ] [ Google Scholar ]
• Butler M. G., Church K. S., Spencer A. W. (2019). Do, reflect, think, apply: experiential education in accounting . J. Acc. Educ. 48 , 12–21. doi: 10.1016/j.jaccedu.2019.05.001 [ CrossRef ] [ Google Scholar ]
• Che F. N., Strang K. D., Vajjhala N. R. (2021). Using experiential learning to improve student attitude and learning quality in software engineering education . Int. J. Innovative Teach. Learn. Higher Educ. 2 , 1–22. doi: 10.4018/IJITLHE.20210101.oa2 [ CrossRef ] [ Google Scholar ]
• D’Souza K. A., Maheshwari S. K. (2010). Factors influencing student performance in the introductory management science course . Acad. Educ. Leadersh. J. 14 , 99–119. [ Google Scholar ]
• Derakhshan A. (2021). The predictability of Turkman students’ academic engagement through Persian language teachers’ nonverbal immediacy and credibility . J. Teach. Persian Speakers Other Lang. 10 , 3–26. [ Google Scholar ]
• Derakhshan A., Coombe C., Arabmofrad A., Taghizadeh M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success . Issue Lang. Teach. 9 , 1–28. doi: 10.22054/ilt.2020.52263.496 [ CrossRef ] [ Google Scholar ]
• Derakhshan A., Kruk M., Mehdizadeh M., Pawlak M. (2021). Boredom in online classes in the Iranian EFL context: sources and solutions . System 101 :102556. doi: 10.1016/j.system.2021.102556 [ CrossRef ] [ Google Scholar ]
• Earnest D., Rosenbusch K., Wallace-Williams D., Keim A. (2016). Study abroad in psychology: increasing cultural competencies through experiential learning . Teach. Psychol. 43 , 75–79. doi: 10.1177/0098628315620889 [ CrossRef ] [ Google Scholar ]
• Friedman F., Goldbaum C. (2016). Experiential learning: developing insights about working with older adults . Clin. Soc. Work. J. 44 , 186–197. doi: 10.1007/s10615-016-0583-4 [ CrossRef ] [ Google Scholar ]
• Gelona J. (2011). Does thinking about motivation boost motivation levels . Coaching Psychol. 7 , 42–48. [ Google Scholar ]
• Green R. A., Conlon E. G., Morrissey S. M. (2017). Task values and self-efficacy beliefs of undergraduate psychology students . Aust. J. Psychol. 69 , 112–120. doi: 10.1111/ajpy.12125 [ CrossRef ] [ Google Scholar ]
• Guo F., Yao M., Wang C., Yang W., Zong X. (2016). The effects of service learning on student problem solving: the mediating role of classroom engagement . Teach. Psychol. 43 , 16–21. doi: 10.1177/0098628315620064 [ CrossRef ] [ Google Scholar ]
• Halif M. M., Hassan N., Sumardi N. A., Omar A. S., Ali S., Aziz R. A., et al.. (2020). Moderating effects of student motivation on the relationship between learning styles and student engagement . Asian J. Univ. Educ. 16 , 94–103. [ Google Scholar ]
• Han Y., Wang Y. (2021). Investigating the correlation among Chinese EFL teachers’ self-efficacy, work engagement, and reflection . Front. Psychol. 12 :763234. doi: 10.3389/fpsyg.2021.763234, PMID: [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Helle L., Tynjälä P., Olkinuora E., Lonka K. (2007). ‘Ain’t nothing like the real thing.’ Motivation and study processes on a work-based project course in information systems design . Br. J. Educ. Psychol. 77 , 397–411. doi: 10.1348/000709906X105986, PMID: [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Huang R., Jiang L. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice . Educ. Stud. , 1–14. doi: 10.1080/03055698.2020.1719387 [ CrossRef ] [ Google Scholar ]
• Kolb A. Y., Kolb D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education . Exp. Learn. Teach. Higher Educ. 1 , 7–44. [ Google Scholar ]
• Kosgeroglu N., Acat M. B., Ayranci U., Ozabaci N., Erkal S. (2009). An investigation on nursing, midwifery and health care students’ learning motivation in Turkey . Nurse Educ. Pract. 9 , 331–339. doi: 10.1016/j.nepr.2008.07.003, PMID: [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Mercer S., Dörnyei Z. (2020). Engaging Language Learners in Contemporary Classrooms. Cambridge: Cambridge University Press. [ Google Scholar ]
• Rangvid B. S. (2018). Student engagement in inclusive classrooms . Educ. Econ. 26 , 266–284. doi: 10.1080/09645292.2018.1426733 [ CrossRef ] [ Google Scholar ]
• Reeve J. (2012). “ A self-determination theory perspective on student engagement ,” in Handbook of Research on Student Engagement. eds. Christenson S. L., Reschly A. L., Wylie C. (New York, NY: Springer; ), 149–172. [ Google Scholar ]
• Salas E., Wildman J. L., Piccolo R. F. (2009). Using simulation-based training to enhance management education . Acad. Manage. Learn. Educ. 8 , 559–573. doi: 10.5465/amle.8.4.zqr559 [ CrossRef ] [ Google Scholar ]
• Sternberg R. J., Zhang L. F. (2014). Perspectives on Thinking, Learning and Cognitive Styles. Mahwah, NJ: Lawrence Erlbaum Associates. [ Google Scholar ]
• Svinicki M. D., McKeachie W. J. (2014). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 14th Edn . Belmont, CA: Wadsworth Cengage Learning. [ Google Scholar ]
• Voukelatou G. (2019). The contribution of experiential learning to the development of cognitive and social skills in secondary education: A case study . Educ. Sci. 9 , 127–138. doi: 10.3390/educsci9020127 [ CrossRef ] [ Google Scholar ]
• Wang Y., Derakhshan A., Zhang L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions . Front. Psychol. 12:731721. 12 :731721. doi: 10.3389/fpsyg.2021.731721 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Winsett C., Foster C., Dearing J., Burch G. (2016). The impact of group experiential learning on student engagement . Acad. Bus. Res. J. 3 , 7–17. [ Google Scholar ]
• Woods A. D., Price T., Crosby G. (2019). The impact of the student-athlete’s engagement strategies on learning, development, and retention: A literary study . Coll. Stud. J. 53 , 285–292. [ Google Scholar ]
• Xerri M. J., Radford K., Shacklock K. (2018). Student engagement in academic activities: A social support perspective . High. Educ. 75 , 589–605. doi: 10.1007/s10734-017-0162-9 [ CrossRef ] [ Google Scholar ]
• Xie F., Derakhshan A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context . Front. Psychol. 12 , 1–10. doi: 10.3389/fpsyg.2021.708490, PMID: [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Yin H. (2018). What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research . High. Educ. 76 , 827–847. doi: 10.1007/s10734-018-0239-0 [ CrossRef ] [ Google Scholar ]
• Zelechoski A. D., Riggs Romaine C. L., Wolbransky M. (2017). Teaching psychology and law . Teach. Psychol. 44 , 222–231. doi: 10.1177/0098628317711316 [ CrossRef ] [ Google Scholar ]
• Zhai X., Gu J., Liu H., Liang J.-C., Tsai C.-C. (2017). An experiential learning perspective on students’ satisfaction model in a flipped classroom context . Educ. Technol. Soc. 20 , 198–210. [ Google Scholar ]

Why learning from experience is the educational wave of the future

Dean of Engineering and Professor, McMaster University

Disclosure statement

Ishwar K. Puri receives funding from National Science and Engineering Research Council. He is chair of the National Council of Deans of Engineering and Applied Science and Fellow of the Canadian Academy of Engineering.

McMaster University provides funding as a founding partner of The Conversation CA.

McMaster University provides funding as a member of The Conversation CA-FR.

View all partners

The university experience has changed .

It used to be enough for students to spend four years working hard on assignments, labs and exams to earn a useful undergraduate degree that signalled competence and was redeemable for a good job.

Employers would spend weeks or months training their newly hired graduates , sometimes in cohorts, shaping their broad knowledge so it could be applied to the specific needs of the company or government agency.

Today, in contrast, employers want fresh graduates who they don’t have to train .

That means students must learn and apply their knowledge at the same time, inside and outside the classroom, all without adding extra months or years to their studies . After completing their degrees, they are expected to be ready to compete for jobs and jump into working life immediately, without further training.

In the ongoing global drive for efficiency and competitiveness, education and training are now seen as the responsibility of the post-secondary sector, where students face a wider set of expectations not only to learn and synthesize subject matter, but to adapt it and put it to use almost immediately.

Learning by doing

This idea of learning by doing is what is now called “experiential learning,” and though it’s demanding, it is also very effective. It is vital to the mission of all advanced institutions of higher learning, including the one where I am dean of engineering, McMaster University in Hamilton.

In class, this method of learning means replacing chalk-and-talk pedagogy of the past with inquiry, problem-based and project-based learning, sometimes using the tools of what we call a maker space — an open, studio-like creative workshop.

These methods recognize that lectures on complex, abstract subjects are difficult to comprehend, and that hands-on, minds-on learning by experience not only makes it easier to absorb complex material, it also makes it easier to remember .

Outside class, experiential learning takes the form of clubs, activities and competitions for fun, such as the international EcoCAR competition, converting muscle cars from gas to electric power , or hackathons that see students compete to solve complex technical and social problems .

This year at McMaster, experiential learning has been both the competition and the prize as six winners of an extracurricular Big Ideas competition flew off to tour Silicon Valley facilities where they hope one day to work or learn how to start up their own ventures.

Experiential learning also means engaging undergraduates directly in high-level research that was once the exclusive domain of graduate students and professors, exposing them to scholarship at the highest level from early in their academic careers.

In the community, experiential learning is learning through service , both within and beyond one’s area of study — rebuilding hurricane-damaged communities, for example, or helping at local soup kitchens. We are teaching students not only to be workers who drive the modern economy, but also to be engaged citizens .

Work-integrated learning sees students stepping into the actual workplace to get a flavour of what working life is like in their fields , including managing time, working independently, multi-tasking, and adapting to the particular culture and expectations of a specific workplace, all as part of their formal education.

We want students to understand and approach the grand challenges and wicked problems facing our world, such as climate change and opioid addiction, which are not solely issues of science or technology, sociology or economics, but complex, layered issues that demand broad thinking and collaboration.

Canada needs innovators

We want our students to be innovators. If life in Canada is to improve, especially in the context of challenging trade relationships such as NAFTA, we need a workforce that can address global problems with innovation that is relevant —technologically, socially, economically, with respect for all cultures and genders.

All of this learning drives students to begin thinking and acting with their careers in mind from their very first year of study.

Is that fair?

It is important to remember that high school has changed too. Students are better prepared than they were a generation ago. By the time they enter university, they are more aware of the new demands on their time and achievements.

Much more information is also available about employment and specific employers from portals like Glassdoor , allowing students to make more informed choices about their co-op placements or the permanent employers they will target or reject, based on reputation and organizational climate.

We cannot change the fact that the world is more competitive, nor that it takes more to succeed than it used to.

What we can do is make sure that the extra work that goes into creating and completing a fully realized university experience is as valuable as it can possibly be.

• Universities
• Engineering
• Competitiveness
• Post-secondary education
• Experiential learning

Biocloud Project Manager - Australian Biocommons

Director, Defence and Security

Opportunities with the new CIEHF

School of Social Sciences – Public Policy and International Relations opportunities

Deputy Editor - Technology

• Search Menu
• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Urban Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Papyrology
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Emotions
• History of Agriculture
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Evolution
• Language Reference
• Language Acquisition
• Language Variation
• Language Families
• Lexicography
• Linguistic Anthropology
• Linguistic Theories
• Linguistic Typology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Modernism)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Media
• Music and Religion
• Music and Culture
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Science
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Lifestyle, Home, and Garden
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Neuroanaesthesia
• Clinical Neuroscience
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Toxicology
• Medical Oncology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Medical Ethics
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Psychology
• Cognitive Neuroscience
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Ethics
• Business Strategy
• Business History
• Business and Technology
• Business and Government
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic History
• Economic Systems
• Economic Methodology
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Natural Disasters (Environment)
• Social Impact of Environmental Issues (Social Science)
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• International Political Economy
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Behaviour
• Political Economy
• Political Institutions
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Theory
• Politics and Law
• Public Policy
• Public Administration
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Developmental and Physical Disabilities Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

A newer edition of this book is available.

• < Previous chapter
• Next chapter >

6 The Learning Way: Learning from Experience as the Path to Lifelong Learning and Development

Angela Passarelli, Department of Management & Marketing, College of Charleston

David Kolb, Experience Based Learning Systems

• Published: 21 November 2012
• Cite Icon Cite
• Permissions Icon Permissions

Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning, whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of action/reflection and experience/abstraction. We provide an overview of stylistic preferences that arise from patterns of choosing among these modes of learning, as well as the spaces in which learning occurs. Movement through these modes and spaces link one experience to the next, creating a learning spiral that guides growth and development through a lifetime. Lifelong learning is also shaped by an individual’s learning identity, the extent to which one believes he or she can learn, and learning relationships, connections that promote movement through the learning spiral. Strategies for enhancing the learning process are provided for each of these topics.

… to learn from life itself and to make the conditions of life such that all will learn in the process of living. John Dewey Democracy and Education

The Challenges of Lifelong Learning

Since its emergence as a catchy alliterative slogan in the 1970s, “lifelong learning” has steadily moved from an inspiring aspiration to a necessary reality. The transformative global, social, economic, and technological conditions that were envisioned forty years ago have come to fruition in a way that requires a fundamental rethinking of the relationship between learning and education. From a front-loaded, system-driven educational structure dominated by classroom learning, we are in the process of transitioning to a new reality where individual learners are becoming more responsible for the direction of their own learning in a multitude of learning environments that span their lifetime. This transition parallels other self-direction requirements that have been placed on individuals by the emergence of the global economy such as responsibility for one’s own retirement planning and health care. As Olssen has noted,

In this sense lifelong learning is a market discourse that orientates education to the enterprise society where the learner becomes an entrepreneur of him/her self.… Ultimately lifelong learning shifts responsibility from the system to the individual whereby individuals are responsible for self-emancipation and self-creation. It is the discourse of autonomous and independent individuals who are responsible for updating their skills in order to achieve their place in society. (2006, p. 223)

The challenge of lifelong learning is not just about learning new marketable skills in an ever-changing economy. It is about the whole person and their personal development in their many roles as family member, citizen, and worker. While the individual is primarily responsible for his or her learning, it occurs in an interdependent relationship with others. Olssen continues,

Self organized learning certainly has a place in this scenario. But also essential are the twin values of freedom and participation as embodied, for instance, in Dewey’s pragmatism, where learning rests on a mode of life where reason is exercised through problem-solving where the individual participates and contributes to the collective good of society and in the process constitutes their own development. The learner is engaged in a process of action for change as part of a dialogic encounter rather than as a consequence of individual choice. (2006, p. 225)

This definition of lifelong learning as ongoing human development extends the learning endeavor beyond the walls of a formal classroom.

To navigate on this new journey of lifelong learning the most important thing for individuals to learn is how to learn. Experiential learning theory (ELT) provides this roadmap by helping learners understand how learning occurs, themselves as learners, and the nature of the spaces where learning occurs. With this awareness, learners can live each successive life experience fully—present and mindful in the moment. We call this approach to lifelong learning “The Learning Way.” The learning way is about approaching life experiences with a learning attitude. The learning way is not the easiest way to approach life but in the long run it is the wisest. Other ways of living tempt us with immediate gratification at our peril. The way of dogma, the way of denial, the way of addiction, the way of submission, and the way of habit; all offer relief from uncertainty and pain at the cost of entrapment on a path that winds out of our control. The learning way requires deliberate effort to create new knowledge in the face of uncertainty and failure; and opens the way to new, broader, and deeper horizons of experience. The learning way honors affective experience in tandem with cognition, acknowledging that, ultimately, learning is intrinsically rewarding and empowering. It is not a solitary journey but is sustained and nurtured through growth-fostering relationships in one’s life.

In this chapter we describe how ELT research can help learners on their journey of lifelong learning. We examine the key concepts of the theory—the cycle of learning from experience, learning styles, learning spaces, the spiral of learning and development, learning identity, and learning relationships—and their application to lifelong learning and development. For each concept we provide strategies that individuals can use to enhance their lifelong learning process.

Experiential Learning Theory

Experiential learning theory draws on the work of prominent 20th-century scholars who gave experience a central role in their theories of human learning and development—notably William James, John Dewey, Kurt Lewin, Jean Piaget, Lev Vygotsky, Carl Jung, Paulo Freire, Carl Rogers, and others (see Figure 6.1 )—to develop a dynamic, holistic model of the process of learning from experience and a multidimensional model of adult development. ELT is a dynamic view of learning based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. It is a holistic theory that defines learning as the major process of human adaptation involving the whole person. As such, ELT is applicable not only in the formal education classroom but in all arenas of life. The process of learning from experience is ubiquitous, present in human activity everywhere all the time. The holistic nature of the learning process means that it operates at all levels of human society from the individual, to the group, to organizations, to society as a whole. Research based on ELT has been conducted all around the world supporting the cross-cultural applicability of the model.

ELT integrates the works of the foundational experiential learning scholars around six propositions that they all share:

Learning is best conceived as a process, not in terms of outcomes . Although punctuated by knowledge milestones, learning does not end at an outcome, nor is it always evidenced in performance. Rather, learning occurs through the course of connected experiences. As Dewey suggests, “education must be conceived as a continuing reconstruction of experience:… the process and goal of education are one and the same thing” (1897, p. 79).

All learning is relearning . Learning is best facilitated by a process that draws out the learners’ beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas. Piaget called this proposition constructivism—individuals construct their knowledge of the world based on their experience.

Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world . Conflict, differences, and disagreement are what drive the learning process. In the process of learning one is called on to move back and forth between opposing modes of reflection and action and feeling and thinking.

Learning is a holistic process of adaptation . Learning is not just the result of cognition but involves the integrated functioning of the total person—thinking, feeling, perceiving, and behaving. It encompasses other specialized models of adaptation from the scientific method to problem solving, decision making, and creativity.

Learning results from synergetic transactions between the person and the environment . In Piaget’s terms, learning occurs through equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience. Following Lewin’s famous formula that behavior is a function of the person and the environment, ELT holds that learning is influenced by characteristics of the person and the learning environment.

Learning is the process of creating knowledge . ELT proposes a constructivist theory of learning whereby social knowledge is created and recreated in the personal knowledge of the learner. This stands in contrast to the “transmission” model on which much current educational practice is based where preexisting fixed ideas are transmitted to the learner.

Foundational Scholars of Experiential Learning

The Cycle of Experiential Learning

ELT defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb, 1984 , p. 41). The ELT model portrays two dialectically related modes of grasping experience—Concrete Experience (CE) and Abstract Conceptualization (AC)—and two dialectically related modes of transforming experience—Reflective Observation (RO) and Active Experimentation (AE). Experiential learning is a process of constructing knowledge that involves a creative tension among the four learning modes that is responsive to contextual demands. This process is portrayed as an idealized learning cycle or spiral, where the learner “touches all the bases”—experiencing, reflecting, thinking, and acting—in a recursive process that is sensitive to the learning situation and to what is being learned. Immediate or concrete experiences are the basis for observations and reflections . These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences (Figure 6.2 ).

In their theories of experiential learning, William James and Paulo Freire describe their views about the integration of these of the concrete/abstract and action/reflection dialectics. William James proposed radical empiricism as a new philosophy of reality and mind, which resolved the conflicts between 19th-century rationalism and empiricism, the philosophies of idealism and materialism. For James, everything begins and ends in the continuous flux and flow of experience. His philosophy of radical empiricism was based on two coequal and dialectically related ways of knowing the world: “knowledge of acquaintance” based on direct perception and “knowledge about” based on mediating conception. In radical empiricism, direct perception has primacy since all concepts derive their validity from connection to sense experience. Concepts, however, have priority in controlling human action because they often enable us to predict the future and achieve our desires. James ( 1977 ) draws attention to the importance of this coequal relationship when he says,

We thus see clearly what is gained and what is lost when percepts are translated into concepts. Perception is solely of the here and now; conception is of the like and unlike, of the future, and of the past, and of the far away. But this map of what surrounds the present, like all maps, is only a surface; its features are but abstract signs and symbols of things that in themselves are concrete bits of sensible experience. We have but to weigh extent against content, thickness against spread, and we see that for some purposes the one, for other purposes the other, has the higher value. Who can decide off-hand which is absolutely better to live and to understand life? We must do both alternately, and a man can no more limit himself to either than a pair of scissors can cut with a single one of its blades. (p. 243)

The Experiential Learning Cycle

While the conceptualizing/experiencing dialectic described by James is recognized by the Brazilian educator Paulo Freire, by stressing the importance of naming one’s own experience in dialogue with others, he and other critical theorists give primary emphasis to praxis, the transformative dialectic between reflection and action—reflection informed by action and action informed by reflection. He writes powerfully about the dynamics of this dialectic:

As we attempt to analyze dialogue as a human phenomenon. … Within the word we find two dimensions, reflection and action, in such radical interaction that if one is sacrificed—even in part—the other immediately suffers.… When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.”… On the other hand, if action is emphasized exclusively, to the detriment of reflection, the word is converted into activism. The latter action for action’s sake negates the true praxis and makes dialogue impossible. (1993, pp. 75–78)

learning style

Learning style describes the unique ways that individuals spiral through the learning cycle based on their preference for the four different learning modes—CE, RO, AC, and AE. Because of one’s genetic makeup, particular life experiences, and the demands of the present environment, a preferred way of choosing among these four learning modes is developed. The conflict between being concrete or abstract and between being active or reflective is resolved in patterned, characteristic ways. Previous research (Kolb, 1984 ) has shown that learning styles are influenced by culture, personality type, educational specialization, career choice, and current job role and tasks.

Much of the research on ELT has focused on the concept of learning style using the Kolb Learning Style Inventory (KLSI) to assess individual learning styles (Kolb, 2007 ). While individuals who took the KLSI show many different patterns of scores; nine consistent styles have been identified based on individuals’ relative preferences for the four learning modes (Eickmann, Kolb, & Kolb, 2004 ; Kolb & Kolb, 2005a, 2005b; Boyatzis & Mainemelis, 2000 ). Four of these style types emphasize one of the four learning modes—experiencing (CE), reflecting (RO), thinking (AC), and acting (AE) (Abby, Hunt, & Weiser, 1985 ; Hunt, 1987 ). Four others represent style types that emphasize two learning modes, one from the grasping dimension and one from the transforming dimension of the ELT model—diverging (CE & RO), assimilating (AC & RO), converging (AC & AE), and accommodating (CE & AE). The final style type balances all four modes of the learning cycle—balancing (CE, RO, AC, & AE), (Figure 6.3 ).

ELT argues that learning style is not a psychological trait but a dynamic state resulting from synergistic transactions between the person and the environment. This dynamic state arises from an individual’s preferential resolution of the dual dialectics of experiencing/conceptualizing and acting/reflecting.

The stability and endurance of these states in individuals comes not solely from fixed genetic qualities or characteristics of human beings: nor, for that matter, does it come from the stable fixed demands of environmental circumstances. Rather, stable and enduring patterns of human individuality arise from consistent patterns of transaction between the individual and his or her environment… . The way we process the possibilities of each new emerging event determines the range of choices and decisions we see. The choices and decisions we make to some extent determine the events we live through, and these events influence our future choices. Thus, people create themselves through the choice of actual occasions they live through. (Kolb, 1984 , pp. 63–64) Fig. 6.3 Open in new tab Download slide Nine Learning Styles and Learning Spaces

Learning Spaces

If learning is to occur, it requires a space for it to take place. In ELT this space exists in the experience of the learner and is formed both by objective factors such as the physical setting and time available for learning and by subjective factors such as learning preferences and expectations. The idea of learning space builds on Kurt Lewin’s field theory and his concept of life space. For Lewin, person and environment are interdependent variables where behavior is a function of person and environment and the life space is the total psychological environment which the person experiences subjectively. To take time as an example, in many organizations today employees are so busy doing their work that they feel that there is no time to learn how to do things better. This feeling is shaped by the objective conditions of a hectic work schedule and also the expectation that time spent reflecting will not be rewarded. Teachers objectively create learning spaces by the information and activities they offer in their course; but this space is also interpreted in the students’ subjective experience through the lens of their learning style.

The nine learning styles discussed above correspond to regions of a learning space that may or may not be present in any learning experience. Fazey and Marton ( 2002 ) have argued that learning leads to understanding with greater retention and transfer when an “experiential space of variation” is created through repeated practice from different perspectives and under different conditions. This space of variation can be portrayed as the number of learning regions that a person engages in the learning process. Another popular way of representing this idea is a learning pyramid, where learning retention is increased from 20% when one learning mode is engaged to 90% when all four modes are engaged (Reese, 1998 ; Dale, 1969 ). Although we have seen no studies that have assessed these retention percentages by learning mode empirically, Specht and Sandlin ( 1991 ) have shown that retention of accounting concepts after six weeks was 84% for students in a course taught using a learning method that followed the experiential learning cycle and only 46% in a course taught using the traditional lecture method.

Learning spaces are nested in the social system such that the wider social environment can influence learners’ experience of a learning space. Urie Bronfrenbrenner (1977, 1979) defines the ecology of learning/development spaces as a topologically nested arrangement of structures, each contained within the next. The learner’s immediate setting such as a course or classroom is called the microsystem , while other concurrent settings in the person’s life such as other courses, the dorm, or family are referred to as the mesosystem . The exosystem encompasses the formal and informal social structures that influence the person’s immediate environment, such as institutional policies and procedures and campus culture. Finally, the macrosystem refers to the overarching institutional patterns and values of the wider culture, such as cultural values favoring abstract knowledge over practical knowledge, that influence actors in the person’s immediate microsystem and mesosystem .

The socially embedded nature of the learning space is further elaborated in situated learning theory (Lave &Wenger, 1991 ). Like ELT, situated learning theory draws on Vygotsky’s ( 1978 ) activity theory of social cognition for a conception of social knowledge that conceives of learning as a transaction between the person and the social environment. Situations in situated learning theory, like life space and learning space, are not necessarily physical places but constructs of the person’s experience in the social environment. These situations are embedded in communities of practice that have a history, norms, tools, and traditions of practice. Knowledge resides not in the individual’s head but in communities of practice such as a trade or profession. Learning is thus a process of becoming a member of a community of practice through legitimate peripheral participation (e.g., apprenticeship). Situated learning theory enriches the learning space concept by reminding us that learning spaces extend beyond the teacher and the classroom. They include socialization into a wider community of practice that involves membership, identity formation, transitioning from novice to expert through mentorship and experience in the activities of the practice, as well as the reproduction and development of the community of practice itself as newcomers replace old-timers.

Strategies for Lifelong Learners: Learning Style and Spaces

An understanding of one’s unique learning preferences and capabilities and the match between these and the demands of learning tasks can increase learning effectiveness. This awareness allows the lifelong learner to develop the capacity for all four learning modes, become more flexible in navigating a learning space, and take charge of his or her learning space.

Develop the capacity to engage in all four learning modes . Overall learning effectiveness is improved when individuals are highly skilled in engaging all four modes of the learning cycle. Those who use the KLSI to assess their learning style often decide that they wish to develop their capacity to engage in one or more of the four learning modes, either to improve an underdeveloped mode or to increase capability in a mode that is particularly important for their learning tasks. Because of the dialectic relationships among the learning modes, containing the inhibiting effects of opposing learning modes can be as effective in getting into a mode as actively trying to express it. Another way to develop in the learning modes is to develop the skills associated with them. The Learning Skills Profile (Boyatzis & Kolb 1991, 1992, 1995) was created to help learners assess the learning skills associated with the four modes of the learning cycle—interpersonal skills for CE, information skills for RO, analytic skills for AC, and action skills for AE.

Developing the capacity for experiencing (CE) . Experiencing requires fully opening oneself to direct experience. The thinking mode, being too much “in your head,” can inhibit the ability to sense and feel in the moment. Engagement in concrete experience can be enhanced by being present in the moment and attending to direct sensations and feelings. Presence and attention are particularly important for interpersonal relationships. Interpersonal skills of leading, building and maintaining relationships, and giving and receiving help aid in the development and expression of the experiencing mode of learning.

Developing the capacity for reflecting . Reflection requires space and time for it to take place. It can be inhibited by impulsive desires and/or pressures to take action. It can be enhanced by the practices of deliberately viewing things from different perspective and exercising empathy. Stillness and quieting the mind foster deep reflection. Information skills of sense making, information gathering, and information analysis support the development and expression of the reflecting mode of learning.

Developing the capacity for thinking . Thinking requires the ability to represent and manipulate ideas in your head. It can be distracted by intense direct emotion and sensations as well as pressure to act quickly. Engagement in thinking can be enhanced by practicing theoretical model building and the creation of scenarios for action. Analytical skills of theory building, quantitative data analysis, and technology management can aid in the development and expression of the thinking mode of learning.

Developing the capacity for action . Acting requires commitment and involvement in the practical world of real consequences. In a sense it is the “bottom line” of the learning cycle, the place where internal experiencing, reflecting, and thinking are tested in reality. Acting can be inhibited by too much internal processing in any of these three modes. Acting can be enhanced by courageous initiative-taking and the creation of cycles of goal-setting and feedback to monitor performance. Action skills of initiative-taking, goal-setting, and action-taking can aid in the development and expression of the acting mode of learning.

Increase your learning flexibility. The flexibility to move from one learning mode to the other in the learning cycle is important for effective learning. The Adaptive Style Inventory (ASI; Boyatzis & Kolb, 1993 ) was developed to help individuals assess their learning flexibility. Mainemelis, Boyatzis, and Kolb ( 2002 ) found that individuals who balance AC/CE and AE/RO have greater adaptive flexibility in their learning as measured by the ASI. Individuals with high adaptive flexibility are more self-directed, have richer life structures, and experience less conflict in their lives (Kolb, 1984 ). Recently Moon ( 2008 ) found that ASI flexibility was related to sales performance and Akrivou ( 2008 ) showed that it moderated the move from self-complexity to self-integration in adult development.

Customize your learning spaces. When embarking on a course of learning it is useful to consider the learning spaces where this learning will happen and to customize these spaces for yourself based on your learning style and the particular subject matter of your learning. When teachers plan their courses, they may or may not explicitly consider the kind of learning spaces they are creating and the appropriateness of these spaces for the students in their course and/or for the material being taught. For example, John and Tanya Reese ( 1998 ) created “Connecting With the Professor” workshops to help law students bridge the differences between the learning spaces created by law school professors and their own learning space preferences resulting from their individual learning style. Recognizing that law school professors were unlikely to change their course and learning style, they worked with students to develop the learning skills needed to succeed in the learning spaces created by their professors.

Another strategy is to supplement the learning space that is given with other spaces that suit your style. For example, a person who learns best by diverging may want to form a group of classmates to talk about the material in the course, or a thinking style person may want to prepare in advance by reading about material to be covered in the training session.

The Spiral of Learningand Adult Development

In ELT, adult development occurs through learning from experience. This is based on the idea that the experiential learning cycle is actually a learning spiral . When a concrete experience is enriched by reflection, given meaning by thinking, and transformed by action, the new experience created becomes richer, broader, and deeper. Further iterations of the cycle continue the exploration and transfer to experiences in other contexts. In this process learning is integrated with other knowledge and generalized to other contexts.

Zull ( 2002 ) described a link between ELT and neuroscience research, suggesting that the spiraling process of experiential learning is related to the process of brain functioning: “Concrete experiences come through the sensory cortex, reflective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the frontal integrative cortex, and active testing involves the motor brain. In other words, the learning cycle arises from the structure of the brain” (p. 18). Humberto Maturana (1970/1980) also arrived at the concept of a spiral when he searched for the pattern of organization that characterizes all living systems. He concluded that all living systems are organized in a closed circular process that allows for evolutionary change in such a way that circularity is maintained. He called this process autopoiesis, which means “self-making,” emphasizing the self-referential and self-organizing nature of life. Applying the autopoiesis to cognition, he argued that the process of knowing was identical to autopoiesis, the spiraling process of life (Maturana & Varela, 1980 ).

As these researchers suggest, the organization of the mind can be viewed as networks of autopoietic learning spirals that are embodied in the neuronal networks that cover the surface layer of the neocortex. These neuronal networks are strengthened and enlarged by spirals of learning recursively cycling through these major regions of the neocortex. An aesthetic representation of this idea can be found in representations of the Buddha that show his hair coiled in tiny spirals of insight that culminate in enlightenment (Figure 6.4 ).

The ELT developmental model (Kolb, 1984 ) follows Jung’s theory that adult development moves from a specialized way of adapting toward a holistic integrated stage that he calls individuation. The model defines three stages: (1) acquisition, from birth to adolescence, where basic abilities and cognitive structures develop; (2) specialization, from formal schooling through the early work and personal experiences of adulthood, where social, educational, and organizational socialization forces shape the development of a particular, specialized learning style; and (3) integration in midcareer and later life, where nondominant modes of learning are expressed in work and personal life. Development through these stages is characterized by increased integration of the dialectic conflicts between the four primary learning modes (AC–CE and AE–RO) and by increasing complexity and relativism in adapting to the world. Each of the learning modes is associated with a form of complexity that is used in conscious experience to transform sensory data into knowledge such that development of CE increases affective complexity, of RO increases perceptual complexity, of AC increases symbolic complexity, and of AE increases behavioral complexity (Figure 6.5 ). These learning modes and complexities create a multidimensional developmental process that is guided by an individual’s particular learning style and life path.

Buddha With Spirals of Insight

A study by Clarke ( 1977 ) of the accounting and marketing professions illustrates the ELT developmental model. The study compared the learning styles of cross-sectional samples of accounting and marketing students and professionals in school and at lower-, middle-, and senior-level career stages. The learning styles of marketing and accounting students were similar, being fairly balanced among the four learning modes. Lower-level accountants had convergent, abstract, and active learning styles, and this convergent emphasis was even more pronounced in middle-level accountants, reflecting a highly technical specialization. The senior-level accountants, however, became more accommodative in learning style, integrating their nondominant concrete learning orientation. Clark found a similar pattern of development in the marketing profession. Gypen ( 1981 ) found the same move from specialization to integration in his study of the learning styles of a cross-sectional sample of social work and engineering university alumni from early to late career. “As engineers move up from the bench to management positions, they complement their initial strengths in abstraction and action with the previously non-dominant orientations of experience and reflection. As social workers move from direct service into administrative positions they move in the opposite direction of the engineers” (1981, p. ii).

Notice that in both studies the transitions to nondominant learning modes in later life stages are associated with changes in the work environment. Development appears not to be solely a function of individual factors alone, but of the transaction between the person and his or her environment. For example, engineers who move from the “bench” into management may become more integrated because of the demands of the interpersonal and unstructured management role. However, choosing to move into the management position required individual development in interest and talent to do so.

It is also important to note that these cross-sectional studies do not offer proof of the sequential development through stages predicted in Jung’s model. This would require longitudinal studies of individuals showing that they must first be in a specialized developmental stage before proceeding to the integrative stage. In fact, in spite of their theoretical similarity, elegance, and plausibility, we are aware of no empirical evidence for stage-related development in any of the theories of adult development. This evidence is lacking in both the psychoanalytic models of Erikson and Loevinger and the Piaget-inspired theories of King and Kitchner, Kegan, or Perry.

Experiential Learning Theory of Growth and Development

For both of these reasons, in our recent work we have considered development in a way that is more context specific, less age related, and nonhierarchical. ELT describes registrative, interpretative, and integrative levels of consciousness and three modes of adaptation—performance, learning, and development (Boyatzis & Kolb, 2000 )—which individuals will enter into at different times and situations depending on their life circumstances (Table 6.1 ). While these modes may be typical of the acquisition, specialization, and development ELT developmental stages, there may be many exceptions in individual cases. Thus, a young person who has been primarily in a performance mode may transition into a period in the development mode “to figure out what to do with his life” or an older person in the development mode may return to the performance mode to work on a project of importance.

Progress toward development is seen as increases in the complexity and sophistication of the dimensions associated with the four modes of the learning cycle—affective, perceptual, symbolic, and behavioral complexity—and the integration of these modes in a flexible full cycle of learning. The concept of deep learning describes the developmental process of learning that fully integrates the four modes of the experiential learning cycle—experiencing, reflecting, thinking, and acting (Jensen & Kolb, 1994 ; Border, 2007 ). Deep learning refers to the kind of learning that leads to development in the ELT model.

Development toward deep learning is divided into three levels. In the first level, learning is registrative and performance-oriented, emphasizing the two learning modes of the specialized learning styles. The second level is interpretative and learning-oriented, involving three learning modes; and the third level is integrative and development-oriented, involving all four learning modes in a holistic learning process. In his foundational work, Learning From Experience Toward Consciousness , William Torbert ( 1972 ) described these levels of learning as a three-tiered system of feedback loops; work that has been extended by Chris Argyris, Donald Schön, Peter Senge, and others in the concepts of single- and double-loop learning.

The traditional lecture course, for example, emphasizes first-level, registrative learning emphasizing the learning modes of reflection and abstraction involving little action (often multiple choice tests that assess registration of concepts in memory) and little relation to personal experience. Adding more extensive learning assessments that involve practical application of concepts covered can create second-level learning involving the three learning modes, where reflection supplemented by action serves to further deepen conceptual understanding. Further addition of learning experiences that involve personal experience such as internships or field projects create the potential for third-level integrative learning (cf. Kolb, 1984 , ch. 6). As a counter-example, an internship emphasizes registrative learning via the modes of action and experience. Deeper interpretative learning can be enhanced by the addition of activities to stimulate reflection such as team conversation about the internship experience and/or student journals. Linking these to the conceptual material related to the experience adds the fourth learning mode, abstraction, and integration though completion of the learning spiral.

Strategies for Lifelong Learners:Spiral Through Development

The pervasiveness of the spiral as a symbol of learning and renewal throughout the history of civilization is a testament to the power of the autopoietic life force that it represents. To follow the learning way is to embrace fully the life force of learning in every one of us. The recursive, ongoing spiraling process of self-making makes each living moment an opportunity for new beginnings and creations, fueling the awareness of ourselves as learning beings.

Practice Makes Perfect

Little of importance is learned in one sitting. For example the expertise literature shows that practice is a major factor in expertise development (Ericsson & Charness, 1994 ). Practice is not just the amount of time doing something, so experience with something alone is not a good predictor of performance. Practice involves comparison with a mental model or explicit outcome (Keeton, Sheckley, & Griggs, 2002 ). In Mastery , George Leonard describes the master’s journey as a path that follows a recurring cycle of brief spurts of progress followed by dips of performance and a plateau of performance that is slightly higher than before where nothing seems to be happening until the next spurt. For many this path, particularly the long plateaus, proves frustrating, and efforts to learn and develop are abandoned. Leonard advises, “To put it simply, you practice diligently, but you practice primarily for the sake of practice itself . Rather than being frustrated while on the plateau, you learn to appreciate and enjoy it as much as you do the upward surges” (1991, p. 17).

Exercise Appropriate Time Framing

The learning spiral describes the process of learning as a recursive progression through the learning cycle over time. A key to learning success is the establishment of the appropriate time frame expectation for its achievement. The most common time framing error is the expectation of a “quick fix” and instant mastery. When it doesn’t happen the learning effort is abandoned. Learning to control one’s weight is perhaps the best example. To embark on a “Lose 10 pounds in 10 days” diet is to limit oneself to one turn through the learning cycle; while weight control is a long-term process with spirals of learning around many issues (calorie intake, exercise, etc.) and many contexts. The inertia of old habits takes time to change and setbacks and failures are inevitable. By framing the learning process correctly as one that will happen with slow progress over time, quitting and fixed self-attributions can be avoided.

Self-making and the Development of Interest

The spiral of learning is applicable not only to the development of specific skills and subject matter, but it also applies to self-development in general. Self-development proceeds through the identification and development of a person’s interests. It occurs through an ongoing spiral of learning that refines, deepens, and extends an initial interest in something. The spine of the learning spiral represents interest in James’s spiral of interest-attention-selection, which, as he says, using another metaphor, is “the very keel on which our mental ship is built.” We attend to those things which draw our interest and select those experiences which allow our interests to be explored and deepened in a continuing spiral of learning. John Dewey, James’s colleague, describes the developmental aspects of this process, “I believe that interests are the signs and symptoms of growing power. I believe that they represent dawning capacities… showing the state of development which the child has reached (and) the stage upon which he is about to enter” (1897, p. 79). To trust these signs of growing power and nurture the growth of one’s interests is to follow the learning way.

Learning Identity

A learning identity lies at the heart of the learning way. People with a learning identity see themselves as learners, seek and engage life experiences with a learning attitude and believe in their ability to learn. Having a learning identity is not an either-or proposition. A learning identity develops over time from tentatively adopting a learning stance toward life experience, to a more confident learning orientation, to a learning self that is specific to certain contexts and ultimately to a learning self-identity that permeates deeply into all aspects of the way one lives their life. This progression is sustained and nurtured through growth-producing relationships in one’s life.

In ELT the concept of learning identity is based on the works of Carl Rogers and Paulo Freire. For both of these foundational scholars of experiential learning, people who see themselves as learners are those who trust their direct personal experiences and their ability to learn from them. Their primary focus is not on immediate performance or goal achievement but on the ongoing process of learning from these experiences. Instead of desiring some fixed goal, they prefer the excitement of being in the process of potentialities being born.

In his classic paper on how values are learned Carl Rogers emphasized the central role of experiencing in the learning process of the mature person: “He uses his experiencing as a direct referent to which he can turn in forming accurate conceptualizations and as a guide to his behavior.” The process of learning values is, “fluid and flexible… highly differentiated… the locus of evaluation is within the person.… There is also involved in this valuing process a letting oneself down into the immediacy of what one is experiencing, endeavoring to sense and to clarify all its complex meanings” (1964, pp. 163–164). Echoing William James’ s radical empiricism, he emphasizes that experiencing includes not only direct sensations and emotions but prior concepts: “For there is involved in the present moment of experiencing the memory traces of all the relevant learnings from the past. This moment has not only its immediate sensory impact, but it has meaning growing out of similar experiences in the past” (p. 164). He contrasts this approach of a mature learning person with fixed values formed through introjections acquired in youth in order to please loved ones: “These conceived preferences are either not related at all, or not clearly related, to his own process of experiencing. Often there is a wide discrepancy between the evidence supplied by his own experience and these conceived values. Because these conceptions are not open to testing in experience, he must hold them in a rigid and unchanging fashion” ( p . 162).

In a very different context, Paulo Freire also has emphasized the critical role that learning centered on one’s own personal experience plays in forming a learning identity. In Pedagogy of the Oppressed he describes his literacy work with Brazilian peasant farmers helping to liberate them from a self-identity formed through internalized oppression, the incorporation and acceptance by individuals within an oppressed group of the prejudices against them—“So often do (the oppressed) hear that they are good for nothing, know nothing and are incapable of learning anything—that they are sick, lazy and unproductive—that in the end they become convinced of their own unfitness” (1993, p. 49). His method for achieving the personal and social transformations necessary to escape this negative, fixed self-identity was to facilitate the creation of critical consciousness in these farmers through his version of the experiential learning cycle which he called praxis, “reflection and action on the world in order to transform it.”

Freire argues that traditional education also promotes a form of internalized oppression and a nonlearning identity. It is based on a “banking concept” where all-knowing teachers deposit ideas in students’ minds to be received uncritically, mechanically memorized, and repeated. He offers the alternative of “problem-posing education” that empowers a learning self-identity. It is based on a democratic relationship between student and teacher that begins with the here-and-now experience of students’ lives and encourages the praxis of critical reflection and action to improve their lives.

Fixed vs. Learning Identity

If there is a starting point for learning from experience it must be in the belief that I can learn and develop from my life experiences. In our many years of sharing results from the KLSI with thousands of people, we have discovered to our surprise that not only do most people not understand their unique way of learning; many have not thought about what learning is or of themselves as learners. More people than we imagined do not think of themselves as learners at all and have what psychologist Carol Dweck calls a “fixed” view of themselves, in varying degrees believing that they are incapable of learning. At the extreme, if a person does not believe that they can learn they won’t. Learning requires conscious attention, effort, and “time on task.” These activities are a waste of time to someone who does not believe that they have the ability to learn.

Carol Dweck (Molden & Dweck, 2006 ) has studied the “lay theories” that people hold about themselves and others. In particular she and her colleagues have examined the differences between those who see their abilities and attributes as fixed and static and those who believe that they can incrementally learn and change themselves. Those individuals who believe that they can learn and develop have a learning identity. The learner faces a difficult challenge with a “mastery response,” while the person with a fixed identity is more likely to withdraw or quit. Learners embrace challenge, persist in the face of obstacles, learn from criticism, and are inspired by and learn from the success of others. The fixed-identity person avoids challenge, gives up easily, avoids criticism, and feels threatened by the success of others. Not surprisingly, students with a learning identity, regardless of their tested intelligence, are more successful in school than those with a fixed identity.

It is possible to develop a learning identity. Research studies have shown that educational interventions can influence the development of a learning identity. Blackwell, Trzesniewski, and Dweck found that eight 25-minute classes for 7th graders focused on the message that “learning changes the brain by forming new connections and that students are in charge of this process” (2007, p. 254) led to increased classroom motivation and reversed a decline in grades experienced by the control group. Similarly, Good, Aronson, and Inzlicht ( 2003 ) found that an incremental learning intervention led to significant improvements in adolescents’ achievement test scores, and Aronson, Fried, and Good ( 2002 ) found that such teaching led to higher grades among college students.

Another example in higher education has focused on the difficult problem of mathematics anxiety and the sense of inferiority many students feel when required to take remedial mathematics education. Hutt ( 2007 ) implemented an experiential “learning to learn” course focused on transforming students’ math learning identity from one of anxious inferiority (“I don’t do math”) to one of confident self-efficacy (“I can totally do math”) as well as improving students’ math learning performance in developmental mathematics courses. Results from this research showed that the experiential course content and the teachers’ conscious attention to unconscious processes in the learning space, combined with the students’ reflections on their learning experiences and self-talk, had a positive impact on learning. Students’ mathematics anxiety was reduced, with students in the course feeling safer, more confident, and efficacious about themselves as learners. Students in the “learning to learn” course performed a letter grade better than controls in their developmental math course. Students’ learning style preferences played an interesting role in the findings. Typically in mathematics courses, students with an abstract “thinking” learning style preference, which tends to match that of their instructor’s teaching style, perform better than students with other learning styles. This learning style difference was erased for students in the experiential course where students of all learning style preferences earned better grades than controls. Hutt maintains that change from a fixed to learning self-identity requires a safe learning space characterized by unconditional positive regard (Rogers, 1951 ) from the teacher. This space reduces defensive behavior and allows persons to experience themselves as learners in a new way.

Becoming a learner, someone who can say with confidence, “I am a learner,” is not accomplished overnight. One’s self-identity is deeply held and defended against experiences that contradict it. For the vast majority of us, our self-identity is a combination of fixed and learning beliefs. We may feel that we are good at learning some things like sports and not good at others like mathematics. Dweck and her colleagues argue that lay theories are domain specific, e.g., one can believe that intelligence is fixed and morality is learned (Levy, Plaks, Hong, Chiu, & Dweck, 2001 ). Every success or failure can trigger a reassessment of one’s learning ability; thus, learning identity is continuously reformulated through experience.

Lifelong Learning Strategies:Learning Identity

Certain characteristics reinforce a fixed self (negative self-talk, avoidance of risk and failure, and being threatened by the successes of others), whereas others build a learning self (trusting one’s ability to learn from experience, seeking new experiences and challenges, persistence, learning from mistakes, and using other’s success as a source of learning). To develop your learning identity we suggest below some ways to overcome your fixed self-characteristics and improve your learning identity characteristics, thus tipping the balance toward becoming a learner.

Trust the process of learning from experience . For both Paulo Freire and Carl Rogers it is embracing the process of learning from experience that tips the balance from a fixed to a learning self-identity.

Trust your experience— Place experience at the center of your learning process, making it the focal point of your choices and decisions. This does not mean that you shouldn’t learn from experts or the experience of others since this advice is also part of your experience. The key is to own your choice of what you learn and validate it in your experience. When you do this you take charge of your learning and your life.

Trust the learning process —Avoid an excessive focus on the outcomes of immediate performance and focus instead on the longer term recursive process of learning by tracking your performance progress over time. Rarely is a single performance test a matter of life and death, and to treat it as such only reinforces a fixed identity. Every performance is an occasion for learning and improvement in future performances.

Reassess your beliefs about how you learn and what you are good at . It is important to consciously reflect on and choose how you define yourself as a learner. Often people are unaware of the way in which they characterize themselves and their abilities. Jim, one of the respondents retells how he successfully freed himself from a fixed perception of self and embraced his new identity as a learner. Being primarily an active learner, he was hesitant about accepting a new position that required competency in abstract skills:

This was a dream job for any true Assimilator, but not for a 40 year old Accommodator who started early in this new career with “negative self-talk.” Fortunately for me though, I am able to positively embrace change and learned that I do have intellectual flexibility. So I was able to take this opportunity and instead of generating pain, I was able to generate a bounty of knowledge for myself .

Monitor the messages you send yourself . Pay attention to your self-talk. Saying to yourself, “I am stupid,” or, “I am no good at…,” matters and reinforces a negative fixed identity; just as saying, “I can do this” reinforces a positive learning identity. Beware of internalized oppression. Some of these messages are introjections from others that you have swallowed without careful examination.

Redefine your relationship to failure . No one likes to fail, but failure is an inevitable part of doing something new. Thomas Edison provided a role model for the learning response to failure when he said, “Failure is the most important ingredient for success.” James Dyson, the inventor of the Dyson vacuum cleaner and founder of Dyson, Inc., sees Edison as a role model, saying he “achieved great success through repeated failure. His 10,000 failures pale in comparison to his 1093 US patents. Each one of Edison’s inventions, from the Dictaphone to the light bulb came from his inability to give up” (Yang, 2008, p. 28).

Failures can also help focus your priorities and life path on your talents and strengths. In her commencement address to the 2008 graduates of Harvard University, J. K. Rowling described the low period in her life after graduation, which was marked by failure on every front, and talked about its benefits: “Failure meant a stripping away of the inessential. I stopped pretending to myself that I was anything other than what I was, and began to direct my energy into finishing the only work that mattered to me. Had I succeeded at anything else, I might never have found the determination to succeed in the one arena where I believed I truly belonged. I was set free because my greatest fear had been realized and I was still alive, and I still had a daughter whom I adored, and I had an old typewriter and a big idea” (Rowling, 2008, p. 56).

Control emotional responses to learn from failure . Failures, losses, and mistakes provoke inevitable emotional responses. Yet it is important to learn to control emotional reactions that block learning and feed into a fixed identity. Golfers who slam their club and curse themselves and the game after a bad shot lose the opportunity to coolly analyze their mistake and plan for corrections on the next one.

Balance your success/failure accounts . Most of us remember our failures more vividly than our successes. For example, as teachers both of us tend to focus on the one or two negative remarks in our course ratings and ignore the praise and positive reactions. “Negative experiences have lasting negative effects primarily when they affect an individual’s beliefs” (Blackwell, Trzesniewski, & Dweck, 2007 , pp. 259–260). Sometimes it is useful to make an inventory of learning strengths and successes to balance your accounts.

Risk losing . Winning is not everything, and too great a focus on it can block learning. Joel Waitzkin in The Art of Learning provides a handbook of his metacognitive learning based on his process of becoming first a chess master and then a martial arts champion. He emphasizes the importance of losing in order to learn how to win:

If a big strong guy comes into a martial arts studio and someone pushes him, he wants to resist and push the guy back to prove that he is a big strong guy. The problem is that he isn’t learning anything by doing this. In order to grow, he needs to give up his current mindset. He needs to lose to win. The bruiser will need to get pushed around by little guys for a while, until he learns to use more than brawn. William Chen calls this investment in loss . Investment in loss is giving yourself to the learning process. (Waitzkin, 2007 , p. 107)

Learning Relationships

ELT draws on Lev Vygotsky’s sociocultural theory of development to describe learning as a social process. ELT is process of knowledge creation by which social knowledge is created and recreated in the personal knowledge of the learner. All learning is, at some point, rooted in shared meanings and knowledge that is transformed by the individual. Vygotsky’s ( 1981 ) “general genetic law of cultural development” explains the distinction between interpersonal and intrapersonal aspects of learning. The theory suggests that learning occurs first between people in an environment of social exchange and then within an individual as he or she makes sense of the interaction. The first exchange is laden with sociocultural artifacts whose meanings are the products of our human history. These artifacts, such as language and number systems, provide tools for learning and are simultaneously reproduced through the social process. The second level of interpretation allows for individual agency in making sense of one’s perceptions about the environment. In this way, learning is social not only in terms of human interaction, but also in terms of taking place in a sociocultural context that offers cognitive artifacts for use in the learning process.

The sociocultural approach to experiential learning places primary importance on learning relationships in the zone of proximal development. ELT defines learning relationships to be connections between one or more individuals that promote growth and movement through the learning spiral, ultimately inspiring future learning and relationship building. A connection is constituted by an interaction or series of interactions that build toward a deeper relationship. Similar to Fletcher and Ragins’ ( 2007 ) description of the development of a mentoring relationship through a series of small “episodes,” learning relationships evolve as learning interactions increase in quality and frequency. Each interaction carries with it a sentiment, or emotional charge, that sets the tone for learning. Interactions characterized by compassion, respect, and support build the trust and positive emotional resources necessary to create space for learning—even when learning is challenging.

Hunt ( 1987 ) suggests that a learning spiral is shared between individuals in human interaction. People relate to one another in a pattern of alternating “reading” and “flexing” that mirrors the experiential learning process. When one person is reading —receiving feedback (CE) and formulating perceptions (RO)—the other person is flexing —creating intentions based on those perceptions (AC) and acting on them (AE). As the exchange continues, their modes of experiencing shift back and forth. However, many interactions take place without mindful awareness of perception and intention, creating a sequence of feedback and action that bypasses key steps in the learning process. Those who seek to support the learning process, such as counselors and therapists, can activate modes of experiencing in others by asking key questions that draw out different learning responses (Abby et al., 1985 ).

Interactions are the building blocks of a relationship. In relational-cultural theory (RCT), Miller & Stiver ( 1997 ) suggest that relationships that foster growth are formed through a series of interactions that are characterized by mutual empathy and empowerment. These interactions, or connections, need not always be positive, but they must include reciprocal engagement of both thought and emotion. Our research suggests that there is no minimum number of interactions for a learning relationship to take form. When asked who has recently impacted their learning growth and development, some learners told stories of a recent acquaintance making a positive impact on their learning journey. Others, however, were impacted by long-standing, close relationships with individuals such as a spouse, sibling, or mentor. What was common to all of the stories is that learners expressed a baseline level of positive feelings or perceptions of the other, even when the content of the interaction was not positive. According to RCT, it is this tone that arises from mutual empathy and empowerment, and creates the conditions for mutual growth. Under these conditions, individuals experience an increase in their vitality; ability to take action; clarity about themselves and their relationship; sense of self-worth; and desire to form more connections (Miller & Stiver, 1997 ).

The desire to form future connections is a theme in Dewey’s distinction between good experience and bad experience. He held that good experience carries forward into new experiences whereas bad experience cuts off future experience in much the same way abuse causes a child to withdraw. This also holds true for relationships. As suggested by RCT, learning relationships inspire a learner to seek new experience and build new relationships. One of our interviewees, Cynthia, provided an example of generative power of learning relationships. She shared a story of a friend, Alexis, who helped her make sense of being cut from an applicant pool for a position. The conversation with Alexis helped her transform an unfortunate circumstance into a learning experience and opened her to the possibility of future learning relationships:

By sharing that with [Alexis] and talking about it, keeping it in an optimistic frame of mind and laughing, it’s like it started opening up all these other doors. Then two weeks later, this person sits next to me and gives me all that information that the job wasn’t what it looked like on paper. And then when I get off the plane she taps me on the shoulder, and asks if I have a business card. She said “keep in touch, you just never know.” And that would have never happened [if it hadn’t been for my conversation with Alexis]. The conversation with Alexis left it in a very positive frame. If I had gone the other route, then when I sat down next to that woman, I might have had a very different conversation. And she wouldn’t have asked me for my business card and in turn given me hers .

Learning relationships include not only the traditional teaching relationships that immediately come to mind, but opens the realm of relationships to any connection that occurs between two or more people. These relationships could be between peers, near peers, or even in reverse roles, such as parent-as-learner and child-as-teacher. In contrast to learning relationships (LRs), we acknowledge that certain relationships hinder lifelong learning in various ways. For example, some relationships reinforce a fixed identity and others create a codependency that does not allow for flexibility in the learning modes. Although this also impacts lifelong learning, a discussion of such dysfunctional relationships is beyond the scope of this chapter. Instead, we focus on learning relationships that promote and enhance one’s ability to learn throughout a lifetime.

How Learning Relationships Support Learning

Learning relationships promote growth and movement through the learning spiral in a manner that resembles forms of social support, which have positive effects on physical and psychological well-being. Social support has been studied in many areas such as mental health (Buschmann & Hollinger, 1994 ), social networks (Ibarra, 1992 ), and mentoring (Kram & Hall, 1989 ). Langford, Bowsher, Maloney, and Lillis ( 1997 ) analyzed multiple conceptualizations of the social support and created a typology of four of its attributes. These attributes include emotional support (caring, empathy, and love), instrumental support (tangible resources), informational support (help with problem-solving), and appraisal support (information for self-evaluation). This framework has been adapted to describe four ways learning relationships foster movement through the experiential learning spiral as expressed in interviews with adult learners in a master’s degree program. Interestingly, the attributes correspond to the four primary learning modes in the experiential learning cycle (Table 6.2 ).

support for feeling

When an LR provides support for the feeling mode of learning (CE), it enhances the affective dimension of learning by providing positive emotional or expressive benefits. This type of support puts learners in a positive emotional state that opens them to direct experience and bolsters their emotional well-being to be able to persist in the face of adversity. Frederickson’s ( 1998 ) “broaden and build” theory of positive emotions provides an explanation for this. Broaden in this theory refers to the notion that positive affect and positive emotion are higher order adaptive mechanisms that enable individuals to expand their attention, cognition, and behavior response—particularly in comparison to the narrowing effects of negative affect. The psychological benefits of positive experiences are then stock-piled ( build ) to create a reservoir from which individuals draw in future circumstances. This enables learners to more fully grasp experience and provides them with the emotional fortitude to persist through challenge.

In an example from our research, Jeff described how an expression of care and support from his employer created the mental conditions for a powerful learning experience:

I asked for permission [to attend the training] from my boss’s boss. She said “Yes—we see you as an emerging leader in the organization and we want to support your growth so we’ll find a way to get you there.” No one had ever told me what she told me at that point—that they wanted to invest in my development. So, it was that recognition and their willingness to send me to this training and pay for the expenses that I was primed to learn. I was feeling appreciated and valued. The mindset was right to learn .

support for reflecting

Feedback relevant to self-evaluation and identity construction offers support for the reflecting mode of learning (RO). This type of support encourages self-appraisal and enhances perceptual complexity. Of particular importance is the impact of this support on learning identity. Like other aspects of self-identity, learning identity is strongly influenced by one’s important relationships. Learning identity is determined not by past learning successes and failures alone but by the self-attributions about these successes and failures that a person makes. These attributions are influenced by learning relationships.

For example, Mary described her struggle to decide whether or not to bring up a negative dynamic she observed emerging in a workgroup. She was concerned that she was overthinking the situation, based on feedback she’d received in the past of others saying “quit thinking about it so much.” She wrote about the situation in a class paper and the feedback she received prompted further reflection:

One of the things Professor Smith wrote in my paper, she said Divergers—because they tend to sit back—they do observe more and they are the type that sometimes will be the ones to bring that type of stuff up. And that actually made me feel a lot better .

This small amount of feedback enabled Mary to challenge an old self-concept that her dominant learning style was wrong or undesirable and replace it with a new understanding of herself as a learner. Evaluations or observations from others, particularly those in a role of authority, can influence learning identity in unexpected and subtle ways. Dweck ( 2000 ) has shown that teachers who reward students for successful learning by praising them for being “smart” actually promote a fixed identity and less expenditure of study effort (“I don’t need to study because I am smart”). On the other hand, teachers who praise effort promote persistence in the face of adversity and resilience to failure in the learning process.

support for thinking

Some LRs offer new ways of thinking, conceptualizing, or solving problems. These LRs offer support for the thinking mode of learning (AC) and develop symbolic complexity and reasoning capability in the learner. Vygotsky’s ( 1978 ) “zone of proximal development” holds that other people are fundamental to cognitive growth and development. Specifically, ZPD refers to the potential for learning that exists between a learner and someone who is more capable. A learner who cooperates with someone slightly more advanced in an area will be able to perform that cognitive function alone one day. Likewise, Lave and Wenger’s ( 1991 ) situated learning theory suggests that learning occurs in a social context as a newcomer moves toward central participation in a community of practice. Participation within the structure of social activity locates the newcomer nearest those who are most influential in their learning—their peers, near-peers, and, finally, their masters. The opportunity to engage with others to problem-solve and complete tasks necessary for the operation of the community creates the conditions for learning to occur.

One learner explained how her more experienced supervisor helped her troubleshoot a sale:

There was a deal I was working on with a client and I hit a couple snags where situations came up that I didn’t know what to do with them. I went to my boss and said, “I’ve hit a wall. I’ve done everything I knew I could do and now I’m at a point where I need your help and your expertise.” He didn’t take it and do it. He coached me through the process, step by step. And rather than just saying we need to do x, y, and z to solve the problem, he asked why is this happening?… Because of his assistance, I was able to get it done and move forward. And now I have a little bit more experience and have a bit better sense of what happens in these situations .

In a group-based example, an international student explained her experience of drawing on team members to help her verbalize her ideas and improve her command of the English language:

My way to contribute to a flourishing idea was to just throw words out there, because [my teammates] had experienced the same thing out in the [field]. Somebody would say “yea, Gloria, that makes sense” and they would crystallize the idea. And that was my way to have them verbalize what I was thinking. That was my mechanism of putting together how I would speak out that which I had in myself. And I think that played a double role for me because it helped me and helped the group as a whole to [analyze the] data .

support for doing

Support for the “doing” mode of learning can be described as instrumental in that this type of support provides tangible resources that move learners to action. These relationships help learners perform, experiment, and take risks. Literature on mentoring suggests that “instrumental” support is related to performance and promotion outcomes, as opposed to other benefits of mentoring outcomes such as psychosocial growth (Ibarra, 1992 ). Examples of such resources provided by learning relationships include financial assistance to participate in formal education programs, information about new learning opportunities, and technological advice.

As an illustration, we return to our story of Jeff. In the previous section, his boss’s emotional support changed his affective state in a manner that opened him up to learning. However, the manner in which he came to know about the training opportunity is an example of support for doing:

I was flying back to Dallas from Los Angeles last August and met this guy on a plane who was sitting next to me. He was an OD consultant and turned out to be my neighbor in Dallas. He said “have you ever heard of Appreciative Inquiry?” We talked about it during the plane ride and he [suggested] we go out for lunch when we got back to Dallas. And we did, a week later. He told me all about his consulting work in AI and by that point I was like “wow, this really has a lot of potential.” He said he was doing this training in DC in a few weeks with another big AI practitioner through the National Training Laboratories. I said I don’t think my organization can pay to send me there. It’s $3,000. He said just ask .

In another example, Brian’s brother provided support for doing both by helping him select courses and by giving him money to attend a semester of class when he lost his job:

My brother has always been an enabler by saying “Brian, you should continue with your education. People can take anything they want from you, but they can’t take your education.” [When I decided to go back to school at age 38, I asked for his help because he had been a Dean for years.] He drove from Chicago to Pittsburgh and said “ok, here’s the game plan. You’re going to take this class, that class, and that class. Drop this. Go over here and move on this. Report back, we’ll get together next year and do it again.”

Three years later when Brian needed financial support to continue on to his master’s degree, his brother said, “‘You’ve gotten a fellowship award in honor of our dad. In dad’s memory, here’s the money you need. Your bill will be paid.’ And it was paid, which was very affirming.”

Although four types of support for learning are neatly described here, clear distinctions are not always present in lived experience because any given learning relationship can impart multiple forms of support. Nor is support for learning always intentional. For example, several learners described simply observing another person’s behavior in a particular context as support for thinking because it offered them a new option for responding to a similar situation in the future. It is likely that informal learning relationships begin quite mindlessly—a sequence of feedback and action as Hunt put it—and become increasingly purposeful as the relationship deepens. A constellation of deep learning relationships forms a web of support for lifelong learning. Higgins and Kram ( 2001 ) called these constellations “developmental networks” in reference to the multiple individuals who offer developmental assistance to one’s career.

Lifelong Learning Strategies: Learning Relationships

Be aware of the learning identity contagion . Engage in relationships that support the development of a positive learning identity and avoid those people and situations that make you feel bad about yourself and incapable of learning. Learning identity may be contagious in the sense that those who have a learning identity tend to create relationships that stimulate it in others and those with fixed identities also act in ways that pass on fixed views of others. For example, those with a fixed versus incremental view of themselves show greater stereotype endorsement, perceive greater out-group homogeneity, and show greater intergroup bias and more biased behavior toward out-group members. They are more susceptible to the fundamental attribution error—believing that others’ actions indicate the “kind” of person they are; underestimating the influence of situational factors on their behavior (Levy et al., 2001 ). One of our respondents describes how this contagion may be passed on through generations:

I can recall stories of my Father describing a childhood in which he was shown very little love and was repeatedly told he was stupid. He was told that he wouldn’t understand things. To this day, my Grandmother still says to him that she will tell him [confidential things] when he is old enough to understand. He is 63 years old. As a child, I remember my Father’s dislike for any kind of game. On the rare occasion when he would play, he got angry and frustrated if he didn’t do well and often quit. I now know that my father developed a “fixed” self-concept around learning. He was told he was stupid and wouldn’t understand and therefore, in his mind, he was and didn’t. He also criticizes educated people, which I can now link to the fixed self-identity. This fixed self-concept has implications beyond his attitude towards games—it impacted my learning development. As a child, I often heard my father ask me “what were you thinking?” when I did something wrong. I believe that contributed to the lack of confidence I have with my decision-making .

Appreciate the diversity of your interactions for their potential to contribute to your learning . Individuals who have diverse interactions are likely to experience support for all modes of learning through one or more relationships. Every connection holds the potential for learning and you never know who will positively contribute to your learning. Always be open to learning from others, regardless of their status relative to yours.

Realize your impact on others . Be mindful in your daily connections with others. You are also contributing to their learning experience.

Future Directions

We have reviewed the current state of research in experiential learning—the cycle of learning from experience, learning styles, learning spaces, the spiral of learning and development, learning identity, and learning relationships—in order to provide a guide for living life by the “learning way.” In conclusion, we offer directions for future research in lifelong learning. First, individuals encounter different learning challenges as they journey through life and career stages. Inquiry into this area could address such questions as How do strategies for learning from experience vary in different life stages? and What are the opportunities and pitfalls of learning in times of transition? Second, a growing body of evidence demonstrates that individuals’ metacognitive processes—their thinking about their own thinking—impact their ability to effectively learn from experience (Kolb & Kolb, 2009 ). Further research into processes such as the effect of one’s learning identity on their openness to experience can help us better understand how metacognition monitors and controls the learning process . Drawing on the importance of interpersonal processes in developing a learning identity, a third research direction is What role do relationships play in developing metacognitive capacity ? Finally, as alluded to earlier in the chapter, relationships can affect learning for better or for worse. Inquiry into individuals’ relationship constellations could help learners recognize and manage relationships that are dysfunctional for learning. This could also empower learners to build networks of positive learning relationships in their multiple life contexts . Each of these avenues of research builds on ELT to enhance one’s ability to learn from life experience.

Abby, D. S., Hunt, D. E., & Weiser, J. C. ( 1985 ). Variations on a theme by Kolb: A new perspective for understanding counseling and supervision.   The Counseling Psychologist , 13 (3), 477–501.

Akrivou, K. ( 2008 ). Differentiation and integration in adult development: The influence of self-complexity and integrative learning on self-integration . Unpublished doctoral dissertation, Department of Organizational Behavior, Case Western Reserve University, Cleveland, OH.

Google Scholar

Google Preview

Aronson, J., Fried, C. B., & Good, C. ( 2002 ). Reducing stereotype threat and boosting academic achievement of African-American students: The role of conceptions of intelligence.   Journal of Experimental Social Psychology , 38 , 113–125.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. ( 2007 ). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.   Child Development , 78 (1), 246–263.

Border, L. L. B. ( 2007 ). Understanding learning styles: The key to unlocking deep learning and in-depth teaching.   NEA Higher Education Advocate , 24 (5), 5–8.

Bronfrenbrenner, U. ( 1977 ). Toward an experimental ecology of human development.   American Psychologist , 32 , 513–530.

Bronfrenbrenner, U. ( 1979 ). The ecology of human development . Cambridge, MA: Harvard University Press.

Boyatzis, R. E., & Kolb, D. A. ( 1991 ). Learning skills profile . Boston: TRG Hay/McBer, Training Resources Group.

Boyatzis, R. E., & Kolb, D. A. ( 1992 ). The learning skills profile . Boston: McBer & Co.

Boyatzis, R. E., & Kolb, D. A. ( 1993 ). Adaptive Style Inventory: Self scored inventory and interpretation booklet . Boston: TRG Hay/McBer, Training Resources Group.

Boyatzis, R. E., & Kolb, D. A. ( 1995 , March–April). From learning styles to learning skills: The Executive Skills Profile.   Journal of Managerial Psychology , 10 (5), 3–17.

Boyatzis, R. E., & Kolb, D. A. ( 2000 ). Performance, learning, and development as modes of growth and adaption throughout our lives and careers. In M. Peiperl et. al. (Eds.), Career frontiers: New conceptions of working lives (pp . 76–98). London: Oxford University Press.

Boyatzis, R. E., & Mainemelis, C. ( 2000 ). An empirical study of pluralism of learning and adaptive styles in a MBA Program (Working paper). Cleveland, OH: Department of Organizational Behavior, Case Western Reserve University.

Buschmann, M. T., & Hollinger, L. M. ( 1994 ). Influence of social support and control on depression in the elderly.   Clinical Gerontologist , 14 (4), 13–28.

Clarke, D. ( 1977 ). A study of the adequacy of the learning environment for business students in Hawaii in the fields of accounting and marketing (Unpublished manuscript). Manoa: University of Hawaii-Manoa.

Dale, E. ( 1969 ). Audio-visual methods in teaching (3rd ed.). New York: Holt Rinehart Winston.

Dewey, J. ( 1897 ). My pedagogic creed.   The school journal , 54 (3), 77–80.

Dweck, C. S. ( 2000 ). Self-theories: Their role in motivation, personality, and development . Philadelphia: Psychology Press.

Eickmann, P., Kolb, A., & Kolb, D. A. ( 2004 ). Designing learning. In R. Boland & F. Calopy (Eds.), Managing as designing: Creating a new vocabulary for management education and research . Palo Alto, CA: Stanford University Press.

Ericsson, K. A., & Charness, L. ( 1994 ). Expert performance: Its structure and acquisition.   American Psychologist , 49 (8), 725–747.

Fazey, J. A., & Marton, F. ( 2002 ). Understanding the space of experiential variation.   Active Learning in Higher Education , 3 , 234–250.

Freire, P. ( 1993 ). The pedagogy of the oppressed . New York: Continuum Press.

Fletcher, J. K., & Ragins, B. R. ( 2007 ). Stone Center relational cultural theory: A window on relational mentoring. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work: Theory, research, and practice (pp. 373–399). Thousand Oaks, CA: Sage.

Frederickson, B. L. ( 1998 ). What good are positive emotions?   Review of General Psychology , 2(3) , 300–319.

Good, C., Aronson, J., & Inzlicht, M. ( 2003 ). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat.   Journal of Applied Developmental Psychology , 24 , 645–662.

Gypen, J. L. M. ( 1981 ). Learning style adaptation in professional careers: The case of engineers and social workers . Unpublished doctoral dissertation, Case Western Reserve University, Cleveland, OH.

Higgins, M. C., & Kram, K. E. ( 2001 ). Reconceptualizing mentoring at work: A developmental network perspective.   Academy of Management Review , 26 (2), 264–288.

Hunt, D. E. ( 1987 ). Beginning with ourselves: In practice, theory, and human affairs . Cambridge, MA: Brookline Books.

Hutt, G. K. ( 2007 ). Experiential learning spaces: Hermetic transformational leadership for psychological safety, consciousness development, and math anxiety related inferiority complex depotentiation. Doctoral dissertation , Department of Organizational Behavior, Case Western Reserve University, Cleveland, OH.

Ibarra, H. ( 1992 ). Homophily and differential returns: Sex differences in network structure and access in an advertising firm.   Administrative Science Quarterly , 37 (3), 422–448.

James, W. ( 1890 ). The principles of psychology ( 2 vols.). New York: Henry Holt & Co.

James, W. ( 1912 ). Essays in radical empiricism . New York: Longmans, Green, and Co.

James, W. ( 1977 ). Percept and concept: The import of concepts. In J. McDermott (Ed.), The writings of William James . Chicago: University of Chicago Press.

Jensen, P., & Kolb, D. ( 1994 ). Learning and development. In M. Keeton (Ed.), Perspective in experiential learning . Chicago: Council for Adult and Experiential Learning (CAEL).

Keeton, M. T., Sheckley, B. G., & Griggs, J. K. ( 2002 ). Effectiveness and efficiency in higher education . Dubuque, IA: Kendall/Hunt Publishing Company.

Kolb, D. A. ( 1971 ). Individual learning styles and the learning process (Working Paper 535–71). Cambridge, MA: Sloan School of Management, Massachusetts Institute of Technology.

Kolb, D. A. ( 1984 ). Experiential Learning: Experience as a Source of Learning and Development . Englewood Cliffs, NJ: Prentice-Hall.

Kolb, D. A. ( 2007 ). The Kolb learning style inventory—version 3.1: LSI workbook . Boston, MA: Hay Learning Transformations.

Kolb, A. Y., & Kolb, D. A. ( 2005 a). Learning styles and learning spaces: Enhancing experiential learning in higher education.   Academy of Management Learning and Education , 4 (2), 193–212.

Kolb, A. Y., & Kolb, D. A. ( 2005 b). The Kolb learning style inventory—version 3.1: 2005 technical specifications . Boston, MA: Hay Resources Direct.

Kolb, A. Y., & Kolb, D. A. (2008a). Experiential learning theory bibliography: Volume 1, 1971–2005 . Cleveland, OH: Experience Based Learning Systems. www.learningfromexperience.com

Kolb, A. Y., & Kolb, D. A. (2008b). Experiential learning theory bibliography: Volume 2, 2006–2008 . Cleveland, OH: Experience Based Learning Systems. www.learningfromexperience.com

Kolb, A. Y., & Kolb, D. A. ( 2009 ). The learning way: Meta-cognitive aspects of experiential learning. Simulation and Gaming , 40 (3), 297–327.

Kolb, D. A., Rubin, I. M., & McIntyre, J. (Eds.). ( 1971 ). Organizational psychology: An experiential approach . Englewood Cliffs, NJ: Prentice Hall.

Kolb, D. A., Boyatzis, R., & Mainemelis, C. ( 2001 ). Experiential learning theory: Previous research and new directions. In R. Sternberg and L. Zhang (Eds.), Perspectives on cognitive learning and thinking styles . Mahwah, NJ: Lawrence Erlbaum Associates.

Kram, K. E., & Hall, D. T. ( 1989 ). Mentoring as an antidote to stress during corporate trauma.   Human Resource Management , 28 (4), 493–510.

Langford, C. P. H., Bowsher, J., Maloney, J. P., & Lillis, P. P. ( 1997 ). Social support: A conceptual analysis.   Journal of Advanced Nursing , 24 , 95–100.

Lave, J., & Wenger, E. ( 1991 ). Situated learning: Legitimate peripheral participation . Cambridge, UK: Cambridge University Press.

Leistyna, P. ( 1999 ). Presence of mind: Education and the politics of deception . Boulder, CO: Westview Press.

Leonard, G. B. ( 1991 ). Mastery: The keys to success and long-term fulfillment . New York: Dutton.

Levy, S. R., Plaks, J. E., Hong, Y., Chiu, C., & Dweck, C. S. ( 2001 ). Static versus dynamic theories and the perception of groups: Different routes to different destinations.   Personality and Social Psychology Review , 5 (2), 156–168.

Mainemelis, C., Boyatzis, R., & Kolb, D. A. ( 2002 ). Learning styles and adaptive flexibility: Testing experiential learning theory.   Management Learning , 33 (1), 5–33.

Maturana, H. ( 1970 /1980). The biology of cognition. In H. Maturana & F. Varela, Autopoiesis and cognition: The realization of the living . Dordrecht, Holland: D. Reidel.

Maturana, H., & Varela, F. ( 1980 ). Autopoiesis and cognition: The realization of the living . Dordrecht, Holland: D. Reidel.

Miller, J. B., & Stiver, I. ( 1997 ). The healing connection . Boston: Beacon Press.

Molden, D. C., & Dweck, C. S. ( 2006 ). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development.   American Psychologist , 61 (3), 192–203.

Moon, B. A. ( 2008 ). Learning style influence on relationship sales success (Unpublished EDM Quantitative Research Report). Cleveland, OH: Weatherhead School of Management, Case Western Reserve University.

Olssen, M. ( 2006 ). Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility, and knowledge capitalism.   International Journal of Lifelong Education , 25 (3), 213–230.

Reese, J. H. ( 1998 ). Enhancing law students’ performance: Learning style interventions . Saratoga Springs, NY: The National Center on Adult Learning, Empire State College.

Rogers, C. R. ( 1951 ). Client-centered therapy: Its current practice, implications, and theory . London: Constable.

Rogers, C. R. ( 1964 ). Toward a modern approach to values: The valuing process in the mature person.   Journal of Abnormal and Social Psychology , 63 (2), 160–167.

Rowling, J. K. ( 2008 , July–August). A stripping away of the inessential.   Harvard Magazine, 110(6), 55–56.

Specht, L. B., & Sandlin, P. K. ( 1991 ). The differential effects of experiential learning activities and traditional lecture classes.   Simulation and Gaming , 22 (2), 196–210.

Torbert, W. R. ( 1972 ). Learning from experience: Toward consciousness . New York: Columbia University Press.

Vygotsky, L. S. ( 1978 ). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Vygotsky L. S. ( 1981 ). The instrumental method in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 134–143). Armonk, NY: M.E. Sharpe.

Waitzkin, J. ( 2007 ). The art of learning: A journey in the pursuit of excellence . New York: Free Press.

Yang, J. ( 2008 , July 7). My latest product launch was a failure: How do I move on?   Fortune , 158 (1), 28.

Zull, J. E. ( 2002 ). The art of changing the brain: Enriching teaching by exploring the biology of learning . Sterling, VA: Stylus.

Since its first statement in 1971 (Kolb, 1971 ; Kolb, Rubin, & McIntyre, 1971 ), there have been many studies using ELT to advance the theory and practice of experiential learning. Since ELT is a holistic theory of learning that identifies learning differences among academic specialties, it is not surprising to see that ELT research is highly interdisciplinary, addressing learning and educational issues in many fields. An analysis of the 1004 entries in the 1999 ELT bibliography (Kolb, Boyatzis, & Mainemelis, 2001 ) shows 207 studies in management, 430 in education, 104 in information science, 101 in psychology, 72 in medicine, 63 in nursing, 22 in accounting, and 5 in law. About 55% of this research has appeared in refereed journal articles, 20% in doctoral dissertations, 10% in books and book chapters, and 15% in conference proceedings, research reports, and others. Research on ELT has increased dramatically in recent years. The 2009 Experiential Learning Theory Bibliographies (Kolb & Kolb, 2008a, 2005b) include over 3,000 entries.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

• FlashLine Login
• Phone Directory
• Maps & Directions
• Alternative Breaks
• Volunteer Opportunities
• Community Action Fellows
• Community Awards
• Flashes Fighting Hunger
• What is Experiential Learning and Why Is It Important?
• How to Complete the ELR and Project Examples
• Information for Faculty
• Reflective Assignment Guide
• Join Our Email List
• CommUNITY Lab Leaders

Experiential Learning is the process of learning by doing. By engaging students in hands-on experiences and reflection, they are better able to connect theories and knowledge learned in the classroom to real-world situations.

Experiential learning opportunities exist in a variety of course- and non-course-based forms and may include community service, service-learning, undergraduate research, study abroad/away, and culminating experiences such as internships, student teaching, and capstone projects, to name a few.

When students participate in experiential education opportunities, they gain:

• A better understanding of course material
• A broader view of the world and an appreciation of community
• Insight into their own skills, interests, passions, and values
• Opportunities to collaborate with diverse organizations and people
• Positive professional practices and skill sets
• The gratification of assisting in meeting community needs
• Self-confidence and leadership skills
• Experiential Learning Requirement (ELR)

Street Address

Mailing address.

• 330-672-3000
• [email protected]
• Kent State Kent Campus - facebook
• Kent State Kent Campus - twitter
• Kent State Kent Campus - youtube
• Kent State Kent Campus - instagram
• Kent State Kent Campus - linkedin
• Kent State Kent Campus - snapchat
• Kent State Kent Campus - pinterest
• Accessibility
• Annual Security Reports
• Emergency Information
• For Our Alumni
• For the Media
• Health Services
• Jobs & Employment
• Privacy Statement
• HEERF CARES/CRRSAA/ARP Act Reporting and Disclosure
• Website Feedback

• Center for Innovative Teaching and Learning
• Instructional Guide

Experiential Learning

“Experiential [learning] is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values” (Association for Experiential Education, para. 2).

Experiential learning is also referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration, all which are clearly defined by these well-known maxims:

I hear and I forget, I see and I remember, I do and I understand.  ~ Confucius, 450 BC

Tell me and I forget, Teach me and I remember, Involve me and I will learn.  ~ Benjamin Franklin , 1750

There is an intimate and necessary relation between the process of actual experience and education. ~ John Dewey, 1938

In their book, Teaching for Experiential Learning, Wurdinger and Carlson (2010) found that most college faculty teach by lecturing because few of them learned how to teach otherwise. Although good lecturing should be part of an educator’s teaching repertoire, faculty should also actively involve their students “in the learning process through discussion, group work, hands-on participation, and applying information outside the classroom” (p. 2). This process defines experiential learning where students are involved in learning content in which they have a personal interest, need, or want.

Learning through experience is not a new concept for the college classroom. Notable educational psychologists such as John Dewey (1859-1952), Carl Rogers (1902-1987), and David Kolb (b. 1939) have provided the groundwork of learning theories that focus on “learning through experience or “learning by doing.” Dewey popularized the concept of Experiential Education which focuses on problem solving and critical thinking rather than memorization and rote learning. Rogers considered experiential learning “significant” as compared to what he called “meaningless” cognitive learning. Kolb also noted that concrete learning experiences are critical to meaningful learning and is well known for his Learning Style Inventory (LSI) which is widely used in many disciplines today to help identify preferred ways of learning. A key element of experiential learning, therefore, is the student, and that learning takes place (the knowledge gained) as a result of being personally involved in this pedagogical approach.

A key element of experiential learning…is the student, and that learning takes place…

Principles of Experiential Learning (EL)

Unlike traditional classroom situations where students may compete with one another or remain uninvolved or unmotivated and where the instruction is highly structured, students in experiential learning situations cooperate and learn from one another in a more semi-structured approach. Instruction is designed to engage students in direct experiences which are tied to real world problems and situations in which the instructor facilitates rather than directs student progress. “The focus of EL is placed on the process of learning and not the product of learning” (UC Davis, 2011, para 6). Proponents of experiential learning assert that students will be more motivated to learn when they have a personal stake in the subject rather than being assigned to review a topic or read a textbook chapter. What is essential in EL, however, “that the phases of experiencing (doing), reflection and applying are present. In addition, “the stages of reflection and application are what make experiential learning different and more powerful than the models commonly referred to as ‘learn-by-doing’ or ‘hands-on-learning’" (UC Davis, 2011, para 12 citing Proudman).

The following is a list of experiential learning principles as noted from the (Association for Experiential Education, 2011, para 4):

• Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.
• Experiences are structured to require the student to take initiative, make decisions and be accountable for results.
• Throughout the experiential learning process, the student is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative and constructing meaning.
• Students are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
• The results of the learning are personal and form the basis for future experience and learning.
• Relationships are developed and nurtured: student to self, student to others and student to the world at large.

The instructor and student may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of the experience cannot totally be predicted.

• Opportunities are nurtured for students and instructors to explore and examine their own values.
• The instructor’s primary roles include setting suitable experiences, posing problems, setting boundaries, supporting students, insuring physical and emotional safety, and facilitating the learning process.
• The instructor recognizes and encourages spontaneous opportunities for learning.
• Instructors strive to be aware of their biases, judgments and pre-conceptions, and how these influence the student.
• The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

The Experiential Learning Process

Experiential learning involves a number of steps that offer student a hands-on, collaborative and reflective learning experience which helps them to “fully learn new skills and knowledge” (Haynes, 2007). Although learning content is important, learning from the process is at the heart of experiential learning. During each step of the experience, students will engage with the content, the instructor, each other as well as self–reflect and apply what they have learned in another situation.

The following describes the steps that comprise experiential learning as noted by (Haynes, 2007, para. 6 and UC Davis, 2011).

Although learning content is important, learning from the process is at the heart of experiential learning.

Experiencing/Exploring “Doing”

Students will perform or do a hands-on minds-on experience with little or no help from the instructor. Examples might include: Making products or models, role-playing, giving a presentation, problem-solving, playing a game. A key facet of experiential learning is what the student learns from the experience rather than the quantity or quality of the experience.

Sharing/Reflecting “What Happened?”

Students will share the results, reactions and observations with their peers. Students will also get other peers to talk about their own experience, share their reactions and observations and discuss feelings generated by the experience. The sharing equates to reflecting on what they discovered and relating it to past experiences which can be used for future use.

Processing/Analyzing “What’s Important?”

Students will discuss, analyze and reflect upon the experience. Describing and analyzing their experiences allow students to relate them to future learning experiences. Students will also discuss how the experience was carried out, how themes, problems and issues emerged as a result of the experience. Students will discuss how specific problems or issues were addressed and to identify recurring themes.

Generalizing “So What?”

Students will connect the experience with real world examples, find trends or common truths in the experience, and identify “real life” principles that emerged.

Application “Now What?”

Students will apply what they learned in the experience (and what they learned from past experiences and practice) to a similar or different situation. Also, students will discuss how the newly learned process can be applied to other situations. Students will discuss how issues raised can be useful in future situations and how more effective behaviors can develop from what they learned. The instructor should help each student feel a sense of ownership for what was learned.

In experiential learning, the instructor guides rather than directs the learning process where students are naturally interested in learning.

Instructor Roles in Experiential Learning

In experiential learning, the instructor guides rather than directs the learning process where students are naturally interested in learning. The instructor assumes the role of facilitator and is guided by a number of steps crucial to experiential learning as noted by (Wurdinger & Carlson, 2010, p. 13).

• Be willing to accept a less teacher-centric role in the classroom.
• Approach the learning experience in a positive, non-dominating way.
• Identify an experience in which students will find interest and be personally committed.
• Explain the purpose of the experiential learning situation to the students.
• Share your feelings and thoughts with your students and let them know that you are learning from the experience too.
• Tie the course learning objectives to course activities and direct experiences so students know what they are supposed to do.
• Provide relevant and meaningful resources to help students succeed.
• Allow students to experiment and discover solutions on their own.
• Find a sense of balance between the academic and nurturing aspects of teaching.
• Clarify students’ and instructor roles.

Student Roles in Experiential Learning

Qualities of experiential learning are those in which students decide themselves to be personally involved in the learning experience (students are actively participating in their own learning and have a personal role in the direction of learning). Students are not completely left to teach themselves; however, the instructor assumes the role of guide and facilitates the learning process. The following list of student roles has been adapted from (UC-Davis, 2011 and Wurdinger & Carlson, 2010).

...students decide themselves to be personally involved in the learning experience...

• Students will be involved in problems which are practical, social and personal.
• Students will be allowed freedom in the classroom as long as they make headway in the learning process.
• Students often will need to be involved with difficult and challenging situations while discovering.
• Students will self-evaluate their own progression or success in the learning process which becomes the primary means of assessment.
• Students will learn from the learning process and become open to change. This change includes less reliance on the instructor and more on fellow peers, the development of skills to investigate (research) and learn from an authentic experience, and the ability to objectively self-evaluate one’s performance.

Integrating Experiential Learning (EL) in Teaching

As previously noted, a primary role for instructors is to identify a situation which challenges students through problem-solving, cooperation, collaboration, self-discovery and self-reflection. At the same time, decide what the students should learn or gain from the learning experience. Below are some primary points to consider when integrating experiential learning in your own teaching.

Once the EL experience has been decided upon, plan the experience by tying it to the course learning objectives and determine what students will need to successfully complete the exercise (resources such as readings and worksheets, research, rubrics, supplies and directions to off-campus locations, etc.). Also, determine the logistics: how much time will be allotted for the students to complete the experience (a complete class session, one week or more)? Will students need to work outside of class? How will the experience end? What forms of assessment will you employ?  Will you use ongoing assessments such as observations and journals (called formative assessment), end of experience assessments such as written reports and projects, self and/or peer assessments, or a combination of all three?

Prepare 

After the planning has been completed, prepare materials, rubrics, and assessment tools and ensure that everything is ready before the experience begins.

Facilitate 

As with most instructional strategies, the instructor should commence the experience. Once begun, you should refrain from providing students with all of the content and information and complete answers to their questions. Instead, guide students through the process of finding and determining solutions for themselves.

Evaluate 

Success of an experiential learning activity can be determined during discussions, reflections and a debriefing session. Debriefing, as a culminating experience, can help to reinforce and extend the learning process. In addition, make use of the assessment strategies previously planned.

Experiential Learning Opportunities in Higher Education

There are numerous experiential learning opportunities in higher education that can be found in most disciplines. The following is a list of these experiences as noted by (George Mason University, 2011; Loretto, 2011; Northern Illinois University OTC, 2011).

Apprenticeship Experiences provide students an opportunity to try out a job usually with an experienced professional in the field to act as a mentor. Apprenticeships are a type of on the job training which may lead to certification. Many skilled laborers learn their trade by doing an apprenticeship . 

Clinical Experiences are hands-on experiences of a pre-determined duration directly tied to an area of study such as nursing students participating in a hospital-based experience or child development and teacher education students participating in day care and classroom settings.

Cooperative Education Experiences are more extensive than internships and will usually span two or more semesters of work. Co-ops are paid professional work experiences and are tied very closely to the student's academic work. During the co-op experience students will receive ongoing advising and the co-op will be structured to meet the student's academic and/or career goals. Co-op experience usually is included on a student's transcript in addition to being awarded designated credit hours for its completion.

Fellowship Experiences provide tuition or aid to support the training of students for a period of time, usually between 6 months to one year. They are usually made by educational institutions, corporations, or foundations to assist individuals pursuing a course of study or research. Post-graduate fellowships assist students at the graduate level while post-doctorate fellowships provide monies for those who have already achieved their doctorate degree.

Field Work Experiences allow students to explore and apply content learned in the classroom in a specified field experience away from the classroom. Field work experiences bridge educational experiences with an outside community which can range from neighborhoods and schools to anthropological dig sites and laboratory settings.

Internship Experiences are job-related and provide students and job changers with an opportunity to test the waters in a career field and also gain some valuable work experience. Internships can be for credit, not for credit, paid or unpaid .

Practicum Experiences are often a required component of a course of study and place students in a supervised and often paid situation. Students develop competencies and apply previously studied theory and content such as school library media students working in a high school library or marketing majors working in a marketing research firm. Practicum experiences also allow students to design and develop a project in which they apply knowledge and develop skills such as a doctoral student preparing the components of an online course.

Service Learning Experiences are distinguished by being mutually beneficial for both student and community. Service learning is growing rapidly and is considered a part of experiential education by its very nature of learning, performing a job within the community, and serious reflection by the student. Service learning involves solving some of society's issues; such as, homelessness, poverty, lack of quality education, pollution, etc. One of the goals of service learning is to help students become aware of these issues and develop good citizenship in learning how to help solve some of these problems.

Service Learning Experiences are distinguished by being mutually beneficial for both student and community.

Student Teaching Experiences provides student candidates with an opportunity to put into practice the knowledge and skills he or she has been developing in the preparation program. Student teaching typically involves an on-site experience in a partner school and opportunities for formal and informal candidate reflection on their teaching experience.

The on-site teaching portion of this experience can range from ten to sixteen weeks, depending on the program.

Study Abroad Experiences offer students a unique opportunity to learn in another culture, within the security of a host family and a host institution carefully chosen to allow the transfer of credit to a student’s degree program. Students studying a foreign language will perfect the accent and greatly expand their vocabulary--a skill retained for life. Making new friends, and travel and decision making, are also key parts of the study abroad experience.  

Volunteer Experiences allow students to serve in a community primarily because they choose to do so. Many serve through a non-profit organization – sometimes referred to as formal volunteering, but a significant number also serve less formally, either individually or as part of a group. Because these informal volunteers are much harder to identify, they may not be included in research and statistics on volunteering.

Experiential Learning Opportunities at Northern Illinois University

The Office of Student Engagement and Experiential Learning (OSEEL) provides “opportunities for undergraduates to engage in hands-on learning. Through OSEEL's undergraduate research, service learning, themed learning communities, and other high impact practices, NIU students will develop critical thinking, use creativity, and employ multiple communication strategies while applying their skills to real-world problems. As an outgrowth of the Curricular Innovations strategic plan, OSEEL works collaboratively across university divisions and colleges to create sustainable, relevant, student-centered, research-based programming which utilizes experiential learning, both in and out of the classroom to promote and sustain student academic success. Each of OSEEL’s programs align directly with the eight student learning outcomes of the Baccalaureate Review as NIU seeks to enhance the cognitive, social, and academic skills of its students to prepare them to be life-long students and responsible citizens in our ever-changing, global society” (OSEEL, 2011, para. 1).  

Since 2000, the Experiential Learning Center (ELC) in the College of Business has been connecting “teams of NIU students with organizations to tackle real-world business issues. From software evaluation to emerging market analysis projects, students serve as consultants addressing non-mission critical, cross functional business issues. Throughout the 16-week semester, Business ELC teams are guided by a faculty coach and assisted by an organizational sponsor. To each unique project, teams apply the Business ELC project methodology, as well as the knowledge, skills and theories learned in the classroom” (ELC 2001).   

Experiential learning experiences help to complete students’ preparation for their chosen careers which reinforce course content and theory. Students learn through student- rather than instructor-centered experiences by doing, discovering,  reflecting and applying. Through these experiences students develop communication skills and self-confidence and gain and strengthen decision-making skills by responding to and solving real world problems and processes.

Association for Experiential Education.  https://www.aee.org/

George Mason University. Center for Teaching Excellence (2011). About teaching: Experiential learning . http://cte.gmu.edu/Teaching/experiental_learning.html

Haynes, C. (2007). Experiential learning: Learning by doing.  http://adulteducation.wikibook.us/index.php?title=Experiential_Learning_-_Learning_by_Doing 

Loretto, P. (2011). Learning by experience. https://internships.about.com/od/internships101/p/TypesExperEd.htm

Northern Illinois University, College of Business Experiential Learning Center (2011) (ELC).  https://www.cob.niu.edu/experiences/experiential-learning-center/index.shtml  

Northern Illinois University, Office of Student Engagement and Experiential Learning OSEEL (2011). About the office of student engagement and experiential learning (2011). https://www.niu.edu/teachercertification/teachercert/tcp_st.shtml

Northern Illinois University, Office of Teacher Certification OTC (2011). Student teaching. https://www.niu.edu/teachercertification/teachercert/tcp_st.shtml

Northern Illinois University, Study Abroad Program SAP (2011). A parent’s guide to study abroad programs. https://www.niu.edu/studyabroad/audiences/parents.shtml

University of California Davis (UC Davis). (2011). 5-step experiential learning cycle definitions. https://www.experientiallearning.ucdavis.edu/module1/el1_40-5step-definitions.pdf

Wurdinger, S. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman & Littlefield Education.

Selected Resources

International Consortium for Experiential Learning https://www.icel.org.uk

Journal of Experiential Education https://journals.sagepub.com/home/jee

National Society for Experiential Education https://www.nsee.org

Neill, J. (2006). Experiential learning & experiential education: Philosophy, theory, practice & resources. http://www.wilderdom.com/experiential/

The Council for Adult and Experiential Learning https://www.cael.org

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Experiential learning. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

Phone: 815-753-0595 Email: [email protected]

Connect with us on

Facebook page Twitter page YouTube page Instagram page LinkedIn page

Essay on Importance of Learning

Students are often asked to write an essay on Importance of Learning in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Learning

The value of learning.

Learning is a crucial part of our lives. It helps us understand the world, make informed decisions, and grow as individuals.

Knowledge and Skills

Learning equips us with knowledge and skills. It makes us competent and confident, enabling us to face challenges and solve problems.

Personal Growth

Learning stimulates personal growth. It encourages curiosity and creativity, fostering a lifelong love for exploration and discovery.

Building Connections

Learning helps us connect with others. It promotes empathy and understanding, strengthening our relationships and communities.

In conclusion, learning is essential for our development, success, and happiness.

250 Words Essay on Importance of Learning

The power of learning.

Learning is an integral part of human existence. It is a process that starts at birth and continues throughout our lives, shaping our understanding of the world and our place within it. Learning is not confined to the acquisition of knowledge in a formal education setting. It extends to our daily interactions, experiences, and the continuous process of personal and professional development.

Learning and Personal Growth

Learning is the cornerstone of personal growth and self-improvement. It broadens our perspectives, fosters curiosity, and encourages us to question the status quo. Our ability to learn and adapt is what has allowed humankind to evolve and progress over time. Learning cultivates critical thinking skills, enabling us to analyze situations, solve problems, and make informed decisions.

The Socio-economic Impact of Learning

Learning also plays a significant role in socio-economic development. Education equips individuals with the skills needed to contribute to the workforce effectively, thereby driving economic growth. Moreover, it promotes social cohesion by fostering a shared understanding of societal values and norms.

Learning and Technological Advancements

In the era of rapid technological advancements, the importance of learning cannot be overstated. With the advent of AI and automation, the job market is in a constant state of flux, and the ability to learn new skills is more crucial than ever. Lifelong learning is now a necessity, not a luxury.

In conclusion, learning is a powerful tool that not only enriches our personal lives but also contributes to societal progress. It is the key to unlocking our potential and adapting to the ever-changing world around us.

500 Words Essay on Importance of Learning

The essence of learning.

Learning is a fundamental aspect of human life, serving as the foundation upon which we build our understanding of the world. It is an ongoing process that begins at birth and continues throughout our lives, shaping our perspectives, abilities, and actions. This essay explores the importance of learning, delving into its impact on personal growth, societal development, and the broader global context.

Personal Growth and Development

Learning is essential for personal growth and development. It equips us with the knowledge and skills necessary to navigate life effectively. Through learning, we acquire the ability to think critically, solve problems, and make informed decisions. It fosters creativity and innovation, enabling us to generate new ideas and solutions. Learning also facilitates emotional growth, helping us understand ourselves better, manage our emotions, and build strong interpersonal relationships.

Contributions to Society

On a societal level, learning plays a crucial role in driving progress and development. It is through learning that we gain an understanding of societal norms, values, and structures, enabling us to function effectively within our communities. Additionally, learning fosters social cohesion by promoting mutual understanding and respect among diverse groups. It equips us with the tools to challenge societal injustices and contribute to social change.

Global Impact

In the broader global context, learning is indispensable for addressing complex global challenges. It equips us with the knowledge and skills to understand these challenges, develop innovative solutions, and drive sustainable development. For instance, through learning, we can gain an understanding of climate change, develop sustainable technologies, and promote environmentally responsible behaviors.

The Role of Lifelong Learning

In an era marked by rapid technological advancement and societal change, lifelong learning has become increasingly important. It enables us to stay relevant and competitive in the evolving job market, adapt to technological advancements, and navigate societal changes effectively. Lifelong learning fosters resilience, adaptability, and a growth mindset, qualities that are crucial for success in the 21st century.

In conclusion, learning is a vital aspect of human life that shapes our personal growth, contributes to societal development, and drives global progress. It equips us with the knowledge, skills, and values necessary to navigate life effectively, foster social cohesion, and address global challenges. In the face of rapid technological and societal change, lifelong learning has emerged as a critical component of learning, enabling us to adapt and thrive in the evolving world. Therefore, it is essential that we embrace learning as a lifelong pursuit, striving to expand our knowledge, enhance our skills, and deepen our understanding of the world around us.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Impact of Digital Economy on Student Learning
• Essay on Learning From Others
• Essay on Tuberculosis

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

2 Minute Speech On The Importance Of Learning Through Experience In English

Good morning everyone present here, today I am going to give a speech on the importance of learning through experience. Without a doubt, experience is a requirement for both learning and mental development. In our daily lives, we frequently observe adults acting more responsibly than children. Compared to the younger ones, they are far more effective at addressing a crisis. The gap in experience is the only thing separating the more mature from the less mature. Well, experience is nothing more than a collection of the effects of life’s blunders.

Man learns best through mistakes. Experience is the act of having made more mathematical errors simply by becoming older. The more mistakes you make, the more knowledge you get about what is good and wrong. When dealing with subsequent scenarios, that info comes in handy. For instance, a youngster who has already burned his hand handling a candle will be more cautious than a baby who has never handled one. The same is true for other circumstances.

Even in classrooms, no matter how smart the teacher is until the students themselves make efforts and blunders in grasping a topic, his intellect won’t help the pupils. Learning happens by doing. And the acting is nothing more than amassing knowledge of errors. Whether you are learning to drive, ride a bicycle, or swim, you must have some experience before you can truly perform the action you are learning. Therefore, the only way to learn is by experience. Thank you. 

Related Posts:

• Random Compound Word Generator
• Random Ability Generator Pokemon
• Common Conversational Phrases in English [List of 939]
• Who Understands Me but Me Poem by Jimmy Santiago Baca Summary, Notes and Line by Line Explanation in English for Students
• Short Speech on Generation Gap in English for Students and Children
• Random University Name Generator