Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses
The roots and foundation of Experiential Learning come from the work of Dewey (1938) and Kolb (1984). Both authors emphasise the important role that experience can bring to learning, especially in adult learning. Particular relevance is given to Kolb’s Learning Cycle, which outlines the four stages...
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| Format: | Article |
| Language: | English |
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Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University
2014
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| Online Access: | https://repository.londonmet.ac.uk/326/1/InvestigationsInUniversityTeachingAndLearning%20v9%20p8-14.pdf |
| _version_ | 1804071506294079488 |
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| author | Garlick, Ashley |
| author_facet | Garlick, Ashley |
| author_sort | Garlick, Ashley |
| collection | LMU |
| description | The roots and foundation of Experiential Learning come from the work of Dewey (1938) and Kolb (1984). Both authors emphasise the important role that experience can bring to learning, especially in adult learning. Particular relevance is given to Kolb’s Learning Cycle, which outlines the four stages that need to be considered for effective learning to take place: Concrete experience; Reflection; Abstract conceptualisation; Active experimentation.
Experiential Learning is interpreted in a variety of ways, which can sometimes make it difficult to interpret. Different authors have provided pervasive and wide ranging definitions that cover a huge variety of techniques (Henry, 1989). Many of these represent similar key themes, and so despite the different terminology, it is possible to consider the important aspects that need to be considered. Wurdinger and Carlson (2010) outline five approaches for experiential learning: Active Learning; Problem-based Learning; Project-Based Learning; Service-learning; Place-based Learning. These five approaches will be used as a framework with which to analyse and discuss the different aspects of experiential learning |
| first_indexed | 2024-07-09T03:44:20Z |
| format | Article |
| id | oai:repository.londonmet.ac.uk:326 |
| institution | London Metropolitan University |
| language | English |
| last_indexed | 2024-07-09T03:44:20Z |
| publishDate | 2014 |
| publisher | Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University |
| record_format | eprints |
| spelling | oai:repository.londonmet.ac.uk:3262016-10-19T09:41:09Z http://repository.londonmet.ac.uk/326/ Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses Garlick, Ashley 370 Education 640 Home & family management The roots and foundation of Experiential Learning come from the work of Dewey (1938) and Kolb (1984). Both authors emphasise the important role that experience can bring to learning, especially in adult learning. Particular relevance is given to Kolb’s Learning Cycle, which outlines the four stages that need to be considered for effective learning to take place: Concrete experience; Reflection; Abstract conceptualisation; Active experimentation. Experiential Learning is interpreted in a variety of ways, which can sometimes make it difficult to interpret. Different authors have provided pervasive and wide ranging definitions that cover a huge variety of techniques (Henry, 1989). Many of these represent similar key themes, and so despite the different terminology, it is possible to consider the important aspects that need to be considered. Wurdinger and Carlson (2010) outline five approaches for experiential learning: Active Learning; Problem-based Learning; Project-Based Learning; Service-learning; Place-based Learning. These five approaches will be used as a framework with which to analyse and discuss the different aspects of experiential learning Centre for the Enhancement of Learning and Teaching (CELT), London Metropolitan University 2014 Article NonPeerReviewed text en https://repository.londonmet.ac.uk/326/1/InvestigationsInUniversityTeachingAndLearning%20v9%20p8-14.pdf Garlick, Ashley (2014) Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses. Investigations in university teaching and learning, 9. pp. 8-14. ISSN 1740-5106 |
| spellingShingle | 370 Education 640 Home & family management Garlick, Ashley Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses |
| title | Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses |
| title_full | Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses |
| title_fullStr | Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses |
| title_full_unstemmed | Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses |
| title_short | Experiential Learning: rationale, approaches and implications for practice in Events Management and Hospitality courses |
| title_sort | experiential learning rationale approaches and implications for practice in events management and hospitality courses |
| topic | 370 Education 640 Home & family management |
| url | https://repository.londonmet.ac.uk/326/1/InvestigationsInUniversityTeachingAndLearning%20v9%20p8-14.pdf |
| work_keys_str_mv | AT garlickashley experientiallearningrationaleapproachesandimplicationsforpracticeineventsmanagementandhospitalitycourses |