The paper "Experiential Learning Theory" is a perfect example of an annotated bibliography on education. Andreu-Andres, M. A., & Garcia-Casas, M. Perceptions of Gaming as Experiential Learning by Engineering Students. International Journal of Engineering Education, 27(4), 795-804.This work was undertaken by Andreu-Andres and Garcia-Casas. In this paper, they have tried to explore whether a game may be considered as a source of experiential learning. In this paper provides a comprehensive outlook of gaming technology by defining ‘ game’ , its origins and characteristics then proposing the notion that gaming methodologies may be considered a source of experiential learning.
Gaming has been introduced as a technique in the gaming methodology and simulation by various associations like SAGSET, ISAGA, JASAG, NASAGA, or ABSEL. This research provides the perceptions of a sample of 47 engineering students at the Universitat Politecnica de Valencia (Spain) involving the usage of games in various supports as function of their activities to acquire knowledge in their major subjects during a semester, to help students in the development of teamwork, communication and problem solving skills and to reinforce previously studied course work, and to help learners develop problem-solving skills, communication, and teamwork skills.
Conducting the statistical analysis of the survey results, it was concluded that the students assured they learned and enjoyed by the application of gaming within the classroom. Bethell, S., & Morgan, K. (2011). Problem-based and experiential learning: Engaging students in an undergraduate physical education module. Journal of Hospitality Leisure Sport & Tourism Education, 10(1), 128-134. DOI: 10.3794/johlste. 101.365 Sally Bethel works as a senior lecturer at UWIC School of Education and Dr. Kevin Morgan works at the same post at UWIC School of Sport.
This study employee a combined experiential learning theory and problem-based learning methodology to involve students on sport pedagogy and an undergraduate physical education module. The Focus groups technique was employed to explore the tutors’ and students responses to the proposed teaching approach. It was concluded that teaching methodology was found to be related with students experiencing confidence in their critical knowledge and apprehension of modern-day issues in physical education, their discussion skills and presentation skills, and positive participation with the module. Eickmann, P., Kolb, A., & Kolb, D.
A. (2004). Designing learning. R. J. Boland & F. Collopy, (Eds. ). Managing as designing. Stanford: Stanford University Press. Paul Eickmann works at Cleveland Institute of Art, Alice Kolb works at Experience Based Learning Systems and David Kolb at Case Western Reserve University. In the given study, learning is examined to be designed as a learning space with the prospect as an educational process that incorporates scientific and artistic learning. Experiential learning space has nine regions each of which is proposed to be linked with particular learning processes. The explorations of this study provide an implication for the faculty, student and curriculum development.
As recommended by the authors, curriculum development demands to keep in view the learning processes effective for ascertaining the contents along with the content objectives. Student empowering is recommended so that they may assume personally liable for their learning by discerning the methods that help in their learning as well the skills needed to improve their learning in weaker regions. Faculty has also been recommended to understand the learning regions that are most suitable to their respective courses as well as the individual student’ s learning style, in order to enhance their capability of teaching the course content. Jarvis, P.
(2012). Towards a Comprehensive Theory of Human Learning. Routledge. This book provides an insight into the theories pertaining to lifelong learning as a serious academic area. The author provides a deep understanding of the lifelong human learning processes. It has been argued that since it is an existential phenomenon so its study should be interdisciplinary and complex. So the author has proposed an integrated and complex theory of human learning, keeping into consideration the existing theories.
He has developed the model considering the change of experiences, learning and its implementation, the outcomes associated with learning, emotions and learning, cognitive theories and experiential learning. Kolb, A.Y. , & Kolb, D.A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education, and development. S.J. Armstrong, and C. V. Fukami, (Eds. ). Handbook of Management Learning, Education and Development. London: Sage Publications. The authors have taken into account the experiential theory which is based on the grounds of works of John Dewey, Kurt Lewin, and others.
It provides a dynamic perspective grounded on a learning cycle that is driven by the settlement of the dual philosophies of experience/abstraction and action/reflection. These two perspectives provide a comprehensive learning space in which learning transactions occur between the environment and individuals. This study provides a thorough description of this dual dialect of experiential theory by going through the contemporary studies on managerial problem solving, individual learning styles and the team and organizational learning processes. The ELT has been recommended to serve as a functional framework to plan and enforce higher education management programs and managerial training and development. Leonard, David C.
(2002). Learning Theories, A to Z. Greenwood Publishing Group. David C. Leonard has worked at Mercer University, Assistant Dean. In this book, he has focused on the continuous changes occurring in the educational technology that are leading the transformations in the society and the ways knowledge is transferred in the digital world. Learning theories are an essential component of education studies for individuals involved with pupils from all education levels and corporate training. This book provides a dictionary of more than 500 terms pertaining to learning environments and theories.
Each definition ranges from around one hundred to seven hundred words, along with the identification of each term by the principal learning theory to which it employs: constructivism, cognitivism, humanism, organizational learning or behaviorism. Moreover, it provides an annotated bibliography of the most significant resources of work regarding learning theories.