Program Investigation

Neary commented on Group 1 & 2 Program Investigations. 

Program Investigation- The Experiential Learning Theory

Katelyn R. Neary

Ball State University

Program Investigation- Experiential Learning Theory

Introduction

Centuries ago, the infamous Aristotle attributed, “For the things we have to learn before we can do them, we learn by doing them” (Byum, 2005). Aristotle highlights one of the richest resources viable to a learner: experience. Adult learners in particular have many experiences that provide a major advantage over other learners. Use of experience in an educational setting is identified as the Experiential Learning Theory. Many renowned scholars have contributed to experiential learning including: John Dewey, David Kolb, Malcolm Knowles, just to name a few. After a review of the literature, various reliable and noteworthy scholars have identified that incorporating experience in the classroom is a proven method to help learners. A program investigation was performed to examine programs that have used the experiential learning theory. The influence of experience cannot be ignored and neither can its impact on the adult learner, this can specifically be seen in the two programs selected for investigation. In the first program, “Contracts in the classroom- Providing undergraduate business students with important ‘real life’ skills” provides learners an opportunity to work collectively with their peers on a contract negotiation exercise that replicates one found in the workplace. The second program, “Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education” concentrates on providing graduate students applicable environments to submit theory to practice. The purpose of this investigation was to identify various programs use of the experiential learning theory with learners; therefore, to configure the most effective and efficient way to apply these key features into a program design.

Contracts in the classroom

To better meet the needs of adult learners identified in the literature review, the experiential learning theory can be used; therefore, the program, “Contracts in the classroom” was investigated to determine applicable features when designing a program design using the experiential learning theory.

The exercise involved a contract negotiation exercise that provides students with not only the rules of contract law, but also the practices of providing a personal experience. To replicate the ‘real world’ in the classroom setting the students were required to work collaboratively in small groups. This exercise was created by Susan Denbo to help her undergraduate students at Rider University in Lawrence Township, New Jersey. The exercise allows students to understand contract law and negotiation strategies based upon personal experience, instead of a more superficial understanding based upon memorization of a particular subject.

The “Contracts in the classroom” exercise has been implemented numerous times on a variety of undergraduate business students at Rider University.

There are no pre-requisites for this course and any required information is reviewed by the professor before assigning the exercise. The learning objectives of this program are focused on the ability to demonstrate the difficulty of drafting contracts that accurately reflect the party’s negotiated agreement.

The program objectives included:

1.     provide students with the opportunity to work collaboratively in small groups to develop negotiation skills,

2.     enable students to apply their knowledge of contact law and thereby develop an appreciation of the unique dynamics of employment contacts and the potential difficulty of drafting contracts that accurately reflect the parties’ negotiated agreement,

3.     and assist students in honing their written communication skills.

The ‘Contracts in the classroom’ exercise was specifically designed to realize the objectives stated above.

The exercise was implemented over a semester long course in an undergraduate business class. Students were required to do a majority of the work outside of class and with their ‘team members’. They were allotted about twenty minutes a week of in-class time to work on the exercise. Students were allowed to select their own groups. In some cases, the professor put together groups of those who couldn’t form their own for one reason or another. Although students are in ‘teams’ individual grades were allocated depending on the assignment. This allowed the instructor to evaluate and provide individual feedback to each group, negotiating team, and individual’s contract and experience.

The students were required to review their peers work and write a critique to the professor. Following the critique, each group must revise its agreement with the student and instructor comments included. In addition to the critiques the students are required to reflect throughout the semester on their experience with the exercise. One of the reflections focuses on the evaluation of another group’s negotiated employment agreement. This requires students to interpret the terms of a contract that they did not draft. In reviewing their peer’s contracts, students are able to recognize and identify how their own contracts could be improved in certain areas.

The final product of ‘Contracts in the classroom’ exercise is to create an enforceable employment agreement. Using this method provides the students with so much more than just another ‘homework assignment’, but a real experience.

Main Features of Contracts in the classroom

Many great features were identified from the “Contracts in the classroom” program that will be very beneficial in the creation of a program design using the experiential learning theory.

One feature would involve use of an active learning environment rather than traditional lecture instruction. The ‘contracts in the classroom’ exercise allowed students to act as real contract negotiators that needed to produce an enforceable and agreeable contract. Doing this allowed the students to partake in active group work with their peers. The instructor only allowed 20-minutes in-class time per week to work on the exercise. It was mandatory that students work together outside of the classroom, which also shaped the learning environment. Participation from the instructor and peers from the critiques allowed the students to all vigorously work together and ultimately grow and learn together. Requiring the students to collaborate is replicable to the environment they will encounter in the workplace.

Another great feature provided from this exercise is the use of reflections. Through the exercise, the students were required to reflect on their progress toward the final contract. Various reflections were assigned including: individual, team and entire class reflection. The professor identified one of the reflections as being the most beneficial aspect of the entire exercise; furthermore, this is because in reviewing their peer’s contracts, students often recognize how their contracts could be improved in certain areas. Use of reflections is a known enhancement when using the experiential learning theory, but combining peer review with it is a great idea. This is a key feature because this exposes students to other ideas, while improving their own.

Discussing the rationality of implementation is another important feature. If the program cannot be implemented due to restraints, it will not be effective or helpful to anyone. To limit restraints especially using the experiential learning theory is critical. Many feel that to use experiential learning theory it always very expensive and time consuming. This exercise is able to accomplish its stated objectives while providing students hands on experience. All without sacrificing substantial amounts of class time, money, or imposing significant grading burdens upon the instructor. The exercise reached its stated objectives under these conditions in a very effective and efficient manner. The instructor made it possible while still providing a very meaningful and educative experience to students.

Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education

The second program investigated, “Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education” focuses on using an immersion experience to help graduate students apply theory to practice in early childhood education. Using the experiential learning theory allows students to combine coursework and fieldwork; therefore, resulting in opportunities for students to apply what they learn in class to real experiences. Teacher education and learning is enhanced when fieldwork and coursework are combined (Clawson & Shinn, 2000).

The course was constructed to incorporate theory, application, and reflection and reconstruction; furthermore, exemplifying of the experiential learning theory and Kolb’s learning cycle, both of which were identified in the literature review.

The program is instructed within a course at Oakland University’s Lowry Center For Early Childhood Education in Rochester, Michigan. The course has been taught using combined coursework and practicum experience for six years. The course title, EC 645, “The Observation and Assessment of the Young Child” is a requirement for graduate students in the middle of their sequence of classes earning a Master’s Degree in Early Childhood Education Program. Also, one of the requirements by the State of Michigan for a teaching certificate. The course is offered only during the summer semester. A majority of the students are already full-time teachers at area schools; therefore, the summer is the only time conducive to complete a day class practicum.

The course was designed using co-constructivist methods which are employed by the five faculty involved during the course to maximize the potential that students will put theoretical perspectives into practice through the experience. Outside of this course, it is rare that students have the opportunity to make connections between theory and practice, while having access to faculty.

The graduate students enrolled in the course are expected to apply knowledge of key learning objectives for young children and use national and State of Michigan curriculum standards to plan and create meaningful learning experiences. The course is broken-down in two-parts. First, students complete coursework in a 4-day segment. Then, following coursework completion students participate in a 2-week fieldwork experience with campers (young children) for 5 hours a day with additional 2-hours of collaboration time with team members.

The graduate course in Early Childhood Education was designed and implemented using constructivist principles and practice. The courses main objective was to apply key components to theory in the most effective way possible. Selected are some of the key components including:

·       the relationship of the coursework to the setting;

·       intensive faculty involvement;

·       the co-constructivist collaborative nature of the faculty team;

·       collaborative practice for students;

·       embedded assessment

·       formative assessment;

·       informed teaching (on-going use of student feedback);

·       tools provided to assist students.

Multiple methods were used by faculty to facilitate learning in this course including: lecture, discussion, co-operative learning exercises, individual conferences and reflection. Course instructors focused on key teaching and learning strategies for the coursework portion to prepare the students for the practicum experience.

A pre-assessment was given to the graduate students at the start of the course. This pre-assessment was intended to show the students the importance of a pre-assessment when introducing a new topic and/or experience. Following completion of the pre-assessment the instructors used it to modify the teaching plan based on the prior knowledge of the class. This also provided a model to students to show how input (or feedback) can shape a course content and delivery.

Through the course a model identified as the cycle of learning and teaching to introduce the students to a conceptual understanding of the learning cycle. The instructors felt the more exposure the students had to it the more they would use it when working with the young children and in the future. It was found that the students typically did not fully understand the model until they had repeated experiences with use of it, and instructors were available to point out illustrated examples during the practicum field experience.

Through participation in this course, students gained a more conceptual understanding of the role of assessment and how to use tools for inquiry, collaboration, and reflection that are likely to assist in future personal professional growth.

Course faculty believe that these teaching methods and this combination of course and fieldwork nudge students beyond their comfort zone. In using this method it forces the students to make links between theory and practice, examine more clearly the relationship between their own backgrounds and beliefs and their teaching practice, and to learn some tools and strategies to implement in the future.

Main Features of Beyond the comfort zone

Numerous applicable features were discovered from the “Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education” program that will be helpful when designing the program design using the experiential learning theory.

One feature suggestion used in this program that was critical to its success was the use of pre-and post-assessment strategies. The pre-assessment was used to provide instructors with the graduate students previous knowledge and experience in relation to course topics. The instructors then used the pre-assessment information to modify the teaching plan based on the class’s experience. The importance of a pre-assessment was modeled to the students by their use and showed them how use them can help better shape a course content and delivery based on the participants. At the end of the course, the instructor and graduate students revisited the pre-assessments to show what they learned from the course. Following this a post-assessment was given to capture their thoughts and progress. Use of a pre-and-post assessment also allows one to reflect back. This was discussed in the literature review and identified as reflective learning, which involves one to “plan, monitor and reflect upon experiences” (Jarvis, 2001, p.52). The use of the assessments both at the beginning and conclusion of the course helps the learners document their growth and development.

Another key feature to the course was the use of application exercises. These application exercises allowed the students to engage in a variety of experiences in a small co-operative group to explore course concepts and encourage their application through their field work. Numerous application exercises were used in the course including: planning experiences for children and classifying them into the learning cycle categories; and focus questions from the required readings to allow students to read, explore ideas, synthesize, analyze, and apply theory to their teaching practice. These application exercises provided on-going information to instructors about what students were learning and what apply in the fieldwork. This also meets Kolb’s active experimentation components of the learning cycle. Being able to take what was taught in the course and complete the application exercises is the last stage of the learning cycle according to Kolb. The application exercises also provided an opportunity for the graduate students. According to Robert Kegan, “People grow best where they continuously experience an ingenious blend of challenge and support” (Kegan, 1994, p. 42). These exercises provided the course participants with a challenge when completing the fieldwork, but the support of faculty members if needed. Also, use of small co-operative groups provided the students with a supportive environment.

The final main feature from this program involves the use of reflective journals. Written reflections are an effective resource of learning how to take theory and apply it to practice. This course required students to write daily reflective journals each day. Journal writing allows students to take their writing and learning to another level. The journal was seen by students as a way to review challenges and note improvements over time or continued problems. The instructors were available to help students at any point during the course. The journals also allowed the students to identify on going issues by physically documenting each day. If the journals were only used at the end of the course, they would be less effective and efficient. It would be difficult to fully describe what happened each day after 2 weeks of fieldwork looking back. This helps the learners organize their thoughts and experiences. Also, according to Knowles assumptions about adult learners, adults can achieve more realistic conclusions by having appropriate observations and reflections (Knowles, 1980). The reflections would not be accurate if they were not noted daily. This course also required that the journaling be done using Smyth’s model (Smyth, 1989). The Smyth’s model provided students a framework to adhere to daily. The requirements included each students to describe, inform, confront and reconstruct, taking an event through full analysis with the socio-political considerations and implications for future practice. Using a journaling format ensures that the students completely document most aspects of their fieldwork experience in a comprehensive manner. Without the requirements it might allow some experiences to be overlooked by students. This format helps the students identify and reflect on their learning experiences within the course. Overall, the course evaluations at the end of the semester have shown that the journal use allowed the students to feel more confident in their role and experience within the course.

Application of key features in the future

For any of the following features to be considered to be implemented into the program design, minimal burdens and realistic implementation criteria are required. These requirements include: limited use of class-time, money, and grading burdens upon the course facilitator. Any features adapted in the program design must meet these requirements; furthermore, this will ensue a more effective and efficient program design.

The use of pre-and-post assessments would provide participants the opportunity to effectively document where they start and finish the course in relation to growth. This would also allow the course instructor awareness of the course participant’s previous knowledge and experience. After the pre-assessment the instructor could modify the course to better meet the needs of the learners. For example, if a majority of the participants have minimal financial knowledge. The instructor could offer an additional section on financials prior. The use of pre-and-post assessments helps the instructor adapt the learner into the environment.

Journals could allow individuals the opportunity to continuously document progress throughout the course. Unlike, the pre-and-post assessment, the journals have no expiration date. Providing a required format for the journal helps focus the student’s ideas and expressions in relation to the main topics of the course. The guidelines will help standardize the journals and make it ‘simpler’ for an instructor to navigate through, compared to a ‘free write’ journal with no structure. Thus structured journals are able to minimize restraints made on the instructor, to offer a more realistic application to a program design.

Application exercises can be used to create an active learning environment, thus providing active experimentation. These exercises will help encourage students to support and challenge each other. Active learning environments enhance communication skills through a collaborative environment. It is critical that students and instructors are both available to support and collaborate together to get the most out of application exercises.

CONCLUSION

The programs investigated provide excellent features for which an effective program design can be built upon. Knowles’ assumptions of the adult learner and Kolb’s learning cycle will be given consideration while construction the program. The program will try to create a learning environment conducive to adult learners while using the experiential learning theory.  

TABLE 1. Summary of Program Investigation

Main Features of the Programs	Contracts in the classroom	Beyond the comfort zone	Features you may adapt (check applications)
Feature 1	Rational Implementation- Still Meet objectives without sacrificing experience.	Pre-and Post-Assessment: Discussion of pre/post learning progress to help learners.	Using rational implementations for all features. Use of pre-and-post assessment to track learner’s progress.
Feature 2	Reflections: Provide students documentation of exercise and learning experience.	Reflective Journal: Provide format guidelines for journaling.	Use reflective journals with required format guidelines
Feature 3	Active Learning Environment: Building communication skills through collaborative environment.	Application Exercises: Encourage students to support and challenge each other.	Use application exercises to create an active learning environment.

References

Bynum, W.F. & Porter, R. (2005). Oxford Dictionary of Scientific Quotations. Oxford University Press. (Vol. 21).

Clawson, M., & Shinn, M. (2000). Developing student field experiences through university/community collaborations. Journal of Early Childhood Teacher Education, 21 (1), 65-74.

Denbo, S. M. (2005). Contracts in the classroom- Providing undergraduate business students with important “real life” skills. The Journal of Legal Studies Education, 22(2), 149-167.

Jarvis, P. (2001). Learning in later life: An introduction for educators and careers. London: Kogan Page.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.

McNair, S., Sullivan, R., & Hill, D. (2002). Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education. Journal of Early Childhood Teacher Education, 23(1), 11-18.

Smyth, J. (1989). An alternative vision and an “educator’s” agenda for supervision as a field of study. Journal of Curriculum and Supervision, 4(2), 162-177.