View source for Experiential learning

{{Short description|Learn by reflect on active involvement}}
[[File:Shimer_College_Home_Economics_cooking_1942.jpg|thumb|[[Shimer College]] students learning to cook by cooking, 1942]]
'''Experiential learning''' ('''ExL''') is the process of [[learning]] through [[experience]], and is more narrowly defined as "learning through reflection on doing".<ref>{{Cite book|title=Handbook of Research on Improving Learning and Motivation|url=https://books.google.com/books?isbn=1609604962|isbn=978-1609604967|last=Felicia|first=Patrick|year=2011|page=1003| publisher=IGI Global }}</ref> '''Hands-on learning''' can be a form of experiential learning, but does not necessarily involve students reflecting on their product.<ref>[https://www.edutopia.org/blog/out-of-eden-experiential-learning-homa-tavangar ''The Out of Eden Walk: An Experiential Learning Journey from the Virtual to the Real'', Edutopia, January 3, 2014].  Retrieved 2016-03-16</ref><ref>[http://mitsloan.mit.edu/mba/program-components/hands-on-learning/ ''Action Learning – How does it work in practice?''  MIT Sloan Management].  Retrieved 2016-03-16 {{Webarchive|url=https://web.archive.org/web/20160308105240/http://mitsloan.mit.edu/mba/program-components/hands-on-learning/ |date=2016-03-08 }}</ref><ref>[http://njaes.rutgers.edu/learnbydoing/ ''The Power of Experiential Learning'', 4-H Cooperative Curriculum System]. Retrieved 2016-03-16 {{Webarchive|url=https://web.archive.org/web/20160306093751/http://njaes.rutgers.edu/learnbydoing/ |date=2016-03-06 }}</ref>  Experiential learning is distinct from [[Rote learning|rote]] or [[Didactic method|didactic]] learning, in which the learner plays a comparatively passive role.<ref>{{cite book|title=The Experiential Learning Toolkit: Blending Practice with Concepts|first=Colin|last=Beard|page=20|url=https://books.google.com/books?id=DAhYlaZhRI8C&pg=PA20|isbn=9780749459345|year=2010|publisher=Kogan Page Publishers }}</ref> It is related to, but not synonymous with, other forms of [[active learning]] such as [[action learning]], [[adventure learning]], free-choice learning, [[cooperative learning]], [[service-learning]], and [[situated learning]].<ref name=itin>Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. ''The Journal of Physical Education'' 22(2), p. 91-98.</ref>

Experiential learning is often used synonymously with the term "[[experiential education]]", but while experiential education is a broader [[philosophy]] of education, experiential learning considers the individual learning process.<ref>{{Cite book|first=Mary C.|last=Breunig|chapter-url=https://books.google.com/books?id=XHmJdHRbYQQC&pg=PA122|page=122|chapter=Teaching Dewey's ''Experience and Education'' Experientially|title=Teaching Adventure Education Theory: Best Practices|editor=Stremba, Bob |editor2=Bisson, Christian A.|year=2009|publisher=Human Kinetics |isbn=9780736071260}}</ref> As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context. Experiences "stick out" in the mind and assist with information retention.<ref>{{Cite web |date=2021-08-11 |title=Experiential Learning Theory |url=https://www.wgu.edu/blog/experiential-learning-theory2006.html |access-date=2024-05-11 |website=Western Governors University |language=en}}</ref> 

The general concept of learning through experience is ancient.  Around 350 BC, [[Aristotle]] wrote in the ''[[s:Nicomachean Ethics (Chase)/Book Two|Nicomachean Ethics]]'' "for the things we have to learn before we can do them, we learn by doing them".<ref>''Nicomachean Ethics'', Book 2, [[D. P. Chase|Chase]] translation (1911).</ref> But as an articulated educational approach, experiential learning is of much more recent origin.  Beginning in the 1970s, [[David A. Kolb]] helped develop the modern theory of experiential learning, drawing heavily on the work of [[John Dewey]], [[Kurt Lewin]], and [[Jean Piaget]].<ref>{{Cite book|chapter=Learning Style|first1=Nancy M.|last1=Dixon|first2=Doris E.|last2=Adams|first3=Richard|last3=Cullins|title=Assessment, Development, and Measurement|chapter-url=https://books.google.com/books?id=g8_yKiqe6JwC&pg=PA41|page=41|year=1997|publisher=American Society for Training and Development |isbn=9781562860493}}</ref>

Experiential learning has significant teaching advantages. [[Peter Senge]], author of ''[[The Fifth Discipline]]'' (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.<ref>{{cite journal|journal=Journal of Economic Education|volume=38|issue=2|date=2007|pages=143–152|last1=Hawtrey|first1=Kim|title=Using Experiential Learning Techniques|doi=10.3200/JECE.38.2.143-152 |s2cid=144914124 |id={{ProQuest|235244213}}}}</ref>

Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room imparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.

==Kolb's experiential learning model==

Experiential learning focuses on the learning process for the individual. One example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. Likewise, in [[business school]], [[internship]], and [[Job shadow|job-shadowing]], opportunities in a student's field of interest can provide valuable experiential learning which contributes significantly to the student's overall understanding of the real-world environment.<ref>McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are Not Enough: Integrating Experiential Learning Into Business Curricula. Journal of Education for Business, 81(4), pp. 201–204.</ref>

A third example of experiential learning involves learning how to ride a [[bicycle|bike]],<ref>Kraft, R. G. (1994).Bike riding and the art of learning.In L. B. Barnes, C. Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case method.Boston: Harvard Business School Press.</ref> a process which can illustrate the four-step experiential learning model (ELM) as set forth by Kolb<ref>Loo, R. (2002). A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors. Journal of Education for Business, 77:5, 252–256</ref> and outlined in Figure 1 below. Following this example, in the "concrete experience" stage, the learner physically interacts with the bike in the "here and now".<ref name=kolb>Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Englewood  Cliffs, NJ: Prentice Hall. p. 21</ref>  This experience forms "the basis for observation and reflection" and the learner has the opportunity to consider what is working or failing (reflective observation), formulate a generalized theory or idea about riding a bike in general (abstract conceptualization) and to think about ways to improve on the next attempt made at riding (active experimentation). Every new attempt to ride is informed by a cyclical pattern of previous experience, thought and reflection.<ref name=kolb />

'''Figure 1 – David Kolb's Experiential Learning Model (ELM)'''<ref>{{cite web |url=http://www2.le.ac.uk/departments/gradschool/training/resources/teaching/theories/kolb |title=A Leading UK University &#124; University of Leicester |website=www2.le.ac.uk |access-date=October 28, 2012 |archive-date=May 16, 2013 |archive-url=https://web.archive.org/web/20130516020500/http://www2.le.ac.uk/departments/gradschool/training/resources/teaching/theories/kolb |url-status=dead }}</ref>

{| align=center style="border:1px solid gray; padding:4px"
|-
|||<big>⮣</big> || align=center | Concrete Experience || <big>⮧</big>||   
|-
|Active Experimentation||||                  ||||Reflective Observation
|-
|||<big>⮤</big> || Abstract Conceptualization || <big>⮠</big> ||
|}

===Elements===

Experiential learning can occur without a teacher and relates solely to the [[meaning-making]] process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements.<ref name=itin /> According to Kolb, knowledge is continuously gained through both personal and environmental experiences.<ref>[[Sharan Merriam|Merriam, S. B.]], Caffarella, R. S., & Baumgartner, L. M. (2007). ''Learning in adulthood: a comprehensive guide''. San Francisco: John Wiley & Sons, Inc.</ref> Kolb states that in order to gain genuine knowledge from an experience, the learner must have four abilities:

*The learner must be willing to be actively involved in the experience;
*The learner must be able to reflect on the experience;
*The learner must possess and use analytical skills to conceptualize the experience; and
*The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.

==Implementation==
Experiential learning requires self-initiative, an "intention to learn" and an "active phase of learning".<ref name=moon /> Kolb's cycle of experiential [[learning]] can be used as a framework for considering the different stages involved.<ref>{{cite book|last=Kolb|first=D|title=Experiential Learning as the Science of Learning and Development|year=1984|publisher=Prentice Hall|location=Englewood Cliffs, NJ}}</ref> Jennifer A. Moon has elaborated on this cycle to argue that experiential learning is most effective when it involves: 1) a "reflective learning phase" 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) "a further phase of learning from feedback".<ref name=moon /> This process of learning can result in "changes in judgment, feeling or skills" for the individual<ref>{{cite book|last=Chickering|first=A|title=Experience and Learning|year=1977|publisher=Change Magazine Press|location=New York|pages=63}}</ref> and can provide direction for the "making of judgments as a guide to choice and action".<ref>{{cite book|last=Hutton|first=M.|title=Learning from action: a conceptual framework, in S. Warner Weil and M. McGill (eds) Making Sense of Experiential Learning.|year=1980|publisher=SRHE/Open University Press|location=Milton Keynes|pages=50–9, p. 51}}</ref>

Most [[educator]]s understand the important role [[experience]] plays in the learning process. The role of [[emotion]] and feelings in learning from experience has been recognised as an important part of experiential learning.<ref name=moon>{{cite book|last=Moon|first=J.|title=A Handbook of Reflective and Experiential Learning:Theory and Practice|year=2004|publisher=Routledge Falmer|location=London|pages=126}}</ref> While those factors may improve the likelihood of experiential learning occurring, it can occur without them. Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytic skills, in order that they gain a better understanding of the new knowledge and retain the information for a longer time.

Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. Dewey wrote that "successive portions of reflective thought grow out of one another and support one another", creating a scaffold for further learning, and allowing for further experiences and reflection.<ref>Kompf, M., & Bond, R. (2001). Critical reflection in adult education. In T. Barer-Stein & M. Kompf (Eds.), The craft of teaching adults (p. 55). Toronto, ON: Irwin.</ref> This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience. Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning".<ref name=ruddy>Jacobson, M. & Ruddy, M. (2004) Open to outcome (p. 2). Oklahoma City, OK: Wood 'N' Barnes.</ref> Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model<ref name=kolb /> and Pfeiffer and Jones's five stage Experiential Learning Cycle,<ref>Pfeiffer, W. & Jones, J. E. (1975). ''A Handbook of Structured Experiences for Human Relations Training''. La Jolla, California: University Associates.</ref> took these theoretical frameworks and created a simple, practical questioning model for [[facilitator]]s to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows:<ref name=ruddy />
* Did you notice?
* Why did that happen?
* Does that happen in life?
* Why does that happen?
* How can you use that?

These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding of how they can apply the learning to their own life.<ref name=ruddy /> Although the questions are simple, they allow a relatively inexperienced facilitator to apply the theories of Kolb, Pfeiffer, and Jones, and deepen the learning of the group.

While it is the learner's experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation. However, while a facilitator, or "teacher", may improve the likelihood of experiential learning occurring, a facilitator is not essential to experiential learning. Rather, the mechanism of experiential learning is the learner's reflection on experiences using analytic skills. This can occur without the presence of a facilitator, meaning that experiential learning is not defined by the presence of a facilitator. Yet, by considering experiential learning in developing course or program content, it provides an opportunity to develop a framework for adapting varying [[teaching]]/learning techniques into the classroom.<ref>Rodrigues, C. A. (2004). The importance level of ten teaching/learning techniques as rated by university business students and instructors. Journal of Management Development, 23(2), pp. 169–182.</ref>

== In schools ==
{{Further|Experiential education}}{{See also|Outdoor education|Vocational education|Career and technical education|Sandwich degree}}

Experiential learning is supported in different [[school organizational models]] and [[learning environment]]s.

* [[Hyper Island]] is a global, constructivist school originally from Sweden, with a range of school and executive education programs grounded in experience-based learning, and with reflection taught as key skill to learn for life.
* [[Think Global School|THINK Global School]] is a four-year traveling high school that holds classes in a new country each term. Students engage in experiential learning through activities such as workshops, cultural exchanges, museum tours, and nature expeditions.
*In the ELENA-Project, the follow-up project of "animals live", experiential learning with living animals will be developed. Together with project partners from Romania, Hungary and Georgia, the Bavarian Academy of Nature Conservation and Landscape Management in Germany brings living animals in the lessons of European schools. The aim is to brief children for the context of the biological diversity and to support them to develop ecologically oriented values.<ref>[https://www.anl.bayern.de/english/research/elena/index.htm ELENA project leader]</ref>
*Loving High School in [[Loving, New Mexico]], publishes career and technical education opportunities for students. These include internship for students who are interested in science, STEM majors, or architecture. The school is making good connections with local businesses, which helps students get used to working in such environments.
* The Work Experience Builders project connect work to learning by helping students gain real-world work experience and experiential knowledge within a mentored project-based learning environment.<ref>[https://www.certificationpoint.org/ CertificationPoint]</ref>
*Chicago Public Schools operates eight early college STEM high schools through its Early College STEM School Initiative. The eight high schools offer four-years of computer science classes to every student. Additionally, students are able to earn college credits from local community colleges. Each school partners with a technology company which offers students internships and mentors from the company to expose students to jobs in STEM fields.<ref>{{cite web|last1=Staff|first1=Noodle|title=41 Choose Your Future: Early College STEM Schools|url=https://chooseyourfuture.cps.edu/early-college-stem-schools/|access-date=2019-09-19}}</ref>
*[[Robert H. Smith School of Business]] offers select [[undergraduate students]] a year-round advanced course whereby students conduct financial analyses and security trades to manage real investment dollars in the [[Lemma Senbet Fund]].
* Nonprofits such as Out Teach,<ref>[https://www.out-teach.org/ Out Teach]</ref> Life Lab,<ref>[https://www.lifelab.org/ Life Lab]</ref> Nature Explore,<ref>[https://natureexplore.org/ Nature Explore]</ref> and the National Wildlife Federation,<ref>[https://www.nwf.org/Educational-Resources/Education-Programs/ National Wildlife Federation]</ref> provide training for teachers on how to use outdoor spaces for experiential learning.
* Many European schools take part in intercultural educational programs, such as the [[European Youth Parliament]], which uses experience-based learning to promote intercultural understanding among young students, through indoor and outdoor activities, discussions and debates.<ref>[https://eyp.org/what-we-do/ The European Youth Parliament]</ref>

==In business education==
As higher education continues to adapt to new expectations from students, experiential learning in business and accounting programs has become more important. For example, Clark & White (2010) point out that "a quality university business education program must include an experiential learning component".<ref>Clark, J., & White, G. (2010). "Experiential Learning: A Definitive Edge In The Job Market". ''American Journal of Business Education'', 3(2), pp. 115–118.</ref>  With reference to this study, employers note that graduating students need to build skills in "professionalism" – which can be taught via experiential learning. Students value this learning as much as industry. 

[[Learning style]]s also impact business education in the classroom. Kolb positions four learning styles, ''Diverger, Assimilator, Accommodator '' and ''Converger'', atop the Experiential Learning Model, using the four experiential learning stages to carve out "four quadrants", one for each learning style. An individual's dominant learning style can be identified by taking Kolb's Learning Style Inventory (LSI). More recent researchers have argued that learning styles are a [https://en.wiktionary.org/wiki/neuromyth#English neuromyth], and that categorising learners according to styles is unhelpful and inaccurate.<ref>{{Cite web|url=https://www.learningscientists.org/blog/2017/5/25-1/|title = Learning Styles: A Misguided Attempt to Highlight Individual Differences in Learners|date = 25 May 2017}}</ref> 

Robert Loo (2002) undertook a meta-analysis of 8 studies which revealed that Kolb's learning styles were not equally distributed among business majors in the sample.<ref name=loo>Loo, R. (2002). "A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors". ''Journal of Education for Business'', 77:5, 252–256</ref> More specifically, results indicated that there appears to be a high proportion of assimilators and a lower proportion of accommodators than expected for business majors. Not surprisingly, within the accounting sub-sample there was a higher proportion of convergers and a lower proportion of accommodators. Similarly, in the finance sub-sample, a higher proportion of assimilators and lower proportion of divergers was apparent. Within the marketing sub-sample there was an equal distribution of styles. This would provide some evidence to suggest that while it is useful for educators to be aware of common learning styles within business and accounting programs, they should be encouraging students to use all four learning styles appropriately and students should use a wide range of learning methods.<ref name=loo />

Professional education applications, also known as management training or [[organizational development]], apply experiential learning techniques in training employees at all levels within the business and professional environment. Interactive, role-play based customer service training is often used in large retail chains.<ref>{{Cite web|url=https://multimediaplus.com/experiential-learning/|title = Experiential Learning|date = 8 July 2014}}</ref> Training board games simulating business and professional situations such as the [[Beer Distribution Game]] used to teach supply chain management, and the [[Friday Night at the ER]] game used to teach [[systems thinking]], are used in business training efforts.<ref>{{cite book
  | last = Faria
  | first = Anthony J.
  | title = ''Business Simulation Games after Thirty Years: Current Usage Levels in the United States'' in Gentry (ed.) Guide to Business Gaming and Experiential Learning
  | publisher = Nichols/GP Pub., 1990
  | location = The University of Michigan
  | pages = 36–47
  | chapter = 4
  | chapter-url = http://sbaweb.wayne.edu/~absel/bkl/BG/BGb2.pdf
  | isbn = 978-0893973698
  | access-date = 12 March 2014
  | date = December 1990
  | archive-date = 20 May 2014
  | archive-url = https://web.archive.org/web/20140520110837/http://sbaweb.wayne.edu/~absel/bkl/BG/BGb2.pdf
  | url-status = dead
  }}</ref>

==In business==
{{Anchor|Experiential business learning}}<!-- Experiential business learning redirects here -->

{{See also|Entrepreneurship}}

'''Experiential business learning''' is the process of learning and developing business skills through the medium of shared experience.  The main point of difference between this and academic learning is more “real-life” experience for the recipient.<ref>{{Cite news|url=https://infed.org/mobi/david-a-kolb-on-experiential-learning/|title=David A. Kolb on experiential learning.|date=2013-04-26|work=infed.org|access-date=2018-10-15|language=en-US}}</ref><ref>{{Cite web|url=https://www.reviewing.co.uk/research/experiential.learning.htm|title=Experiential learning articles + critiques of David Kolb's theory|last=Greenaway|first=Tim Pickles and Roger|website=www.reviewing.co.uk|access-date=2018-10-15}}</ref><ref>{{Cite news|url=https://www.forbes.com/sites/theyec/2018/05/08/seven-mentorship-methods-and-opportunities-entrepreneurs-should-remember/#7663ca7f63b4|title=Seven Mentorship Methods And Opportunities Entrepreneurs Should Remember|last=Council|first=Young Entrepreneur|work=Forbes|access-date=2018-10-15|language=en}}</ref>

This may include for example, learning gained from a [[expert network|network]] of business leaders sharing best practice, or individuals being [[Mentoring|mentored]] or coached by a person who has faced similar challenges and issues, or simply listening to an [[expert]] or [[thought leader]] in current business thinking.

Providers of this type of experiential business learning often include membership organisations who offer product offerings such as peer group learning, professional business networking, expert/speaker sessions, mentoring and/or coaching.

==Comparisons==
Experiential learning is most easily compared with [[academic|academic learning]], the process of acquiring information through the study of a subject without the necessity for direct experience. While the dimensions of experiential learning are [[analysis]], [[Popular initiative|initiative]], and immersion, the dimensions of academic learning are [[Constructivism (learning theory)|constructive learning]] and reproductive learning.<ref>Stavenga de Jong, J. A., Wierstra, R. F. A. and Hermanussen, J. (2006) "An exploration of the relationship between academic and experiential learning approaches in vocational education", ''British Journal of Educational Psychology''. 76;1. pp. 155–169.</ref> Though both methods aim to instill new knowledge in the learner, academic learning does so through more abstract, classroom-based techniques, whereas experiential learning actively involves the learner in a concrete experience.

==Benefits==
* Experience real world: For example, students who major in Chemistry may have chances to interact with the chemical environment. Learners who have a desire to become businesspeople will have the opportunity to experience the manager position.
* Improved on-the-job performance: For example, municipal bus drivers trained via high-fidelity simulation training (instead of just classroom training) showed significant decreases in accidents and fuel consumption.<ref>{{cite web |title=Bus Driver Simulation Training |url=https://www.faac.com/simulation-training/transportation/bus-driver-training/ |website=FAAC |access-date=13 January 2020}}</ref>
* Opportunities for creativity: There is always more than one solution for a problem in the real world. Students will have a better chance to learn that lesson when they get to interact with real life experiences.<ref>{{cite web|title=The Benefits of Experiential Learning|url=https://www.envisionexperience.com/blog/the-benefits-of-experiential-learning}}</ref>

==See also==
{{Wikiversity}}

===People===
*[[Jean Marc Gaspard Itard]]
*[[Édouard Séguin]]
*[[Johann Heinrich Pestalozzi]]
*[[Friedrich Fröbel]]
* {{annotated link|John Dewey}}
* {{annotated link|Paulo Freire}}
* {{annotated link|Kurt Hahn}}
* {{annotated link|David A. Kolb}}
* {{annotated link|Maria Montessori}}
* {{annotated link|Jean Piaget}}
* {{annotated link|Carl Rogers}}
* {{annotated link|Rudolf Steiner}}
* [[Emile Jaques-Dalcroze]] - Swiss musician, composer and pedagogue

===Subjects===
{{div col}}
*[[4-H]]
*[[Active learning]]
* {{annotated link|Adult education}}
* {{annotated link|Adventure education}}
* {{annotated link|Alternative education}}
* {{annotated link|Appreciative inquiry}}
* [[Apprenticeship]]
* {{annotated link|Business game}}
* {{annotated link|Case method}}
* {{annotated link|Constructivism (philosophy of education)}}
* [[Context-based learning]]
* [[Contextual learning]]
* {{annotated link|Cooperative education}}
* {{annotated link|Design-based learning}}
* {{annotated link|Discovery learning}}
* [[Dual education system]]
* {{annotated link|Farmer field school}}
* {{annotated link|Integrative learning}}
* {{annotated link|Junior Achievement}}
* {{annotated link|Large-group capacitation}}
* [[Learning by doing]]
* [[Learning by teaching]]
* {{annotated link|Outward Bound}}
* {{annotated link|Phenomenon-based learning}}
* {{annotated link|Problem-based learning}}
* {{annotated link|Project-based learning}}
* {{annotated link|Public sphere pedagogy}}
* {{annotated link|Reflective practice}}
* {{annotated link|Reggio Emilia approach}}
* {{annotated link|Ropes course}}
* {{annotated link|Sloyd}}
* {{annotated link|Science, technology, engineering, and mathematics|STEM fields}}
* {{annotated link|Sudbury school}}
* {{annotated link|Team building}}
* {{annotated link|Training simulation}}
*[[Trial and error]]
*[[Vocational education]]
{{div col end}}

==References==
{{Reflist}}

{{Learning}}
{{Education}}
{{Authority control}}

{{DEFAULTSORT:Experiential Learning}}
[[Category:Experiential learning| ]]
[[Category:Alternative education]]
[[Category:Learning methods]]
[[Category:Experiential learning schools]]