Active learning dates back to when we first learnt how to walk. As toddlers, we would initially fall and try again and again. To avoid the initial painful experience, we might try standing up from another position based on our observation from other toddlers or from our prior experiences. Through a few trial and errors, we eventually figured out how it worked and started walking successfully.
Based on Kolb’s experiential learning theory (University of Texas Austin, 2016), students are directly engaged in the activities which enable them to reflect on their experiences, analyzing what works and what don’t. To avoid making the same mistakes, they may reach out to experts for advice and guidance or even conduct further research. Through exploration and investigation, students modify existing ideas along the process and in some cases, it may trigger new ideas in solving the problems.
This model provides a deeper learning experience for adult learners where they have the opportunity to apply what they learn in solving real-world problems. However it assumes that all adults have the same motivational levels and experiences. This is not the case as no two adults are alike.
A good example was when both my husband and I were learning how to play golf. According to our golf instructor, some of the skills required for playing golf are similar to baseball. My husband is an avid baseball player, coupled with the fact that he is interested in this game because his buddy is a golf fanatic. During our golf lessons, my husband would examine every shot he made and figure out solutions on how to make the next shot better. He even came up with some creative home-made practice solutions to help him perfect his shot. On the other hand, I was the complete opposite and at the end of it, I was disappointed and frustrated as my golf shots weren’t getting any better despite all the practices and training lessons I had done. In order to apply Kolb’s theory in adult learning, the instructor has to:
Engage the learners by making the connection between one context and another.
Support the learners including providing a safe environment both emotionally and physically for learning.
Select appropriate experiences that will allow the learners to experiment and discover solutions.
Establish boundaries and provide adequate resources to the learners.
References
Sleigh, J. (2008, March 15). Retrieved from SlideShare: http://www.slideshare.net/jbsleigh/kolb
cycle
Sprouts. (2015, October 12). Retrieved from YouTube: https://www.youtube.com/watch
v=aF63HHVbpQ8
The University of Texas Austin. (n.d.). Experiential Learning Defined. Retrieved from
Faculty Innovation Centre The University of Texas Austin:
https://facultyinnovate.utexas.edu/teaching/engagement/experiential-learning/defined