Designing and using experiential exercises

Introduction: Experiential learning refers to learning which uses the learner’s experience as a base. This definition implies an active and personal approach to learning. A more operational definition is provided below. While experiential learning has been gaining rapidly in popularity, the evidence on its value is mixed. Wolfe [1] presents evidence suggesting that experiential learning is not superior to traditional methods for transmitting knowledge. Similar results were found by Cherryholmes [2] in a survey of what would appear to be experiential methods; participants did not learn more facts, nor did they retain more facts, nor did they develop more critical thinking abilities. On the other hand, the participants did report more interest in the subject and there was more attitude change. Rather than asking whether experiential learning is superior, one might recast the question in terms of when experiential learning is superior. This paper describes the conditions under which experiential learning is useful. This description is followed by a discussion of how to design an experiential exercise. It concludes with suggestions on how experiential learning may be introduced into current educational systems. Relevant empirical literature is described. Comments Published in M. D. DeLozier, D. M. Lewison, and R. Andress (eds.), Experiential Learning in Marketing Education, Occasional Studies, Number 11, March 1977, pages 8-17, Division of Research, College of Business Administration, University of South Carolina. The author has asserted his/her right to include this material in ScholarlyCommons@Penn. This book chapter is available at ScholarlyCommons: http://repository.upenn.edu/marketing_papers/26 Published in Experiential Learning in Marketing Education, M. D. DeLozier, D. M. Lewison, and R. Andress (eds.). Occasional Studies, No. 11, March 1977, Division of Research, College of Business Administration, University of South Carolina, pp. 8-17. Designing and Using Experiential Exercises J. Scott Armstrong The Wharton School, University of Pennsylvania Introduction Experiential learning refers to learning which uses the learner’s experience as a base. This definition implies an active and personal approach to learning. A more operational definition is provided below. While experiential learning has been gaining rapidly in popularity, the evidence on its value is mixed. Wolfe [1] presents evidence suggesting that experiential learning is not superior to traditional methods for transmitting knowledge. Similar results were found by Cherryholmes [2] in a survey of what would appear to be experiential methods; participants did not learn more facts, nor did they retain more facts, nor did they develop more critical thinking abilities. On the other hand, the participants did report more interest in the subject and there was more attitude change. Rather than asking whether experiential learning is superior, one might recast the question in terms of when experiential learning is superior. This paper describes the conditions under which experiential learning is useful. This description is followed by a discussion of how to design an experiential exercise. It concludes with suggestions on how experiential learning may be introduced into current educational systems. Relevant empirical literature is described. Conditions Favoring Experiential Learning.: Learner Responsibility Traditional education 1s designed to transmit a fixed body of knowledge; i.e., the goal is “content.” In contrast, experiential learning 1s designed to help people to modify attitudes and behavior; henceforth, this will be referred to as a “skill” orientation. There is little reason, therefore, to expect that experiential learning should be superior for content. Learner Responsibility Traditiona1 education places responsibility for learning upon the teacher. This seems to be an acceptable procedure when the goal is content. It is not acceptable, however, when the goal is to modify skills. A teacher-responsible program aimed at attitude or behavior change would be viewed as “manipulative” or “brainwashing.” Serious problems are likely to arise if experiential exercises are used in a traditional program unless these exercises are restricted to rather trivial things in the life of the participant. Powell and Reed [3] suggest that favorable reactions to a university program are more likely if the program has little impact upon participants. An educational strategy which aims at skill training is expected to be successful if the learner assumes responsibility. People are more willing to change various aspects of their behavior if they have responsibility for (and control over) the change process. This responsibility would ideally extend to the entire change process. That is, the learner would be responsible for: