Running head: EXPLORING EXPERENTIAL LEARNING IN DISTANCE EDUCATION

Exploring Experiential Learning in Distance Education Robin Armstead Boise State University

EXPERENTIAL LEARNING Abstract This paper focuses on Deweys theory of experiential learning and the Kolb model of experiential learning in the virtual classroom. According to many educational theorists, learning is best facilitated through real life application and problem solving. In a virtual classroom, this

may present unique challenges due to the nature of distance education. The purpose of this paper is to examine how distance education meets these challenges and supports experiential learning.

EXPERENTIAL LEARNING Exploring Experiential Learning in Distance Education There has been a significant rise in the amount of distance learning students over the last 20 years. Part of this increase is due to the advancements in technology that facilitate greater communication and have become a part of everyday life. In the educational setting, distance learning seeks to simulate a real classroom environment; however the capabilities have been found to go far beyond that by applying new technologies and repurposing others to facilitate an enhanced learning experience. Distance education programs facilitated through the internet and educational technology are able to meet the challenges of real world application to the learning process. Experiential Learning Explanation of Experiential Learning Experiential learning is a theory advanced by John Dewey and later supported by David Kolb. The basic premise of the theory according to both is that learning is facilitated by ones experiences. This paper will use the theoretical framework advanced by Dewey and the four stage cyclic model advanced by Kolb to demonstrate its support and use in distance education. As Dewey serves as the foundation for experiential learning, this paper will begin with an explanation of his perspective first before moving on to the Kolb model. According to Dewey, knowledge is socially constructed based on ones experience. It does not happen in a vacuum, but is the result of interaction with the environment and its transformation that happens as a result of the interaction is the learning (Grady, 2003). Dewey emphasized that learners should be given real life tasks and challenges for the learning to be

EXPERENTIAL LEARNING meaningful; and a true transformation takes place aside from rote memorization which is the acquisition of knowledge, but not true learning. To these ends, Dewey sees the role of the educator as one who facilitates the students learning experience based on the subject matter and student readiness. Educators function as a guide in a socially rich environment where a holistic approach is taken with the students (Braid, 2008). The instruction has a positive effect on the students future learning so that they will be able to apply what they have learned to future situations. Presenting students with real life problem solving applications and interactions assists this main goal of experiential learning.

Kolb keeps with the original tenants proposed by Dewey extending them into a model for experiential learning. He describes experiential learning as the process whereby knowledge is created through the transformation of experience (Murphey, 2010, p.213). While Dewey describes learning as a series of experiences in which knowledge is gained and built upon, Kolb theorizes that learning is cyclic in nature and happens in four stages. First, the learner has the concrete experience where the knowledge is first gleaned; then the learner observes and reflects on that experience; next the learner thinks about the experience, and finally the learner tests the knowledge or concept in a new situation different from what was originally experienced. Challenges to Experiential Learning in Distance Education Experiential learning has presented challenges in brick and mortar classrooms, however these issues seem to be amplified in the online environment. One of the main challenges is social interaction. In the brick and mortar classroom, students are able to interact with each other and collaborate in a face to face environment. Here, there are many cues that one can pick up on like body language, facial expression, and tone of voice. Part of experiencing real life is the ability to

EXPERENTIAL LEARNING

pick up on these social cues that can lead or guide a person during an interaction (Yuanqiong and Breman, 2009). Online environments have sought to find a way to facilitate student to instructor and student to student interactions. There is also a learning curve in distance education. Although many students are familiar with basic technology used for the internet and word processing, learning new technology to embody experiential learning may require students to use software and interfaces that are very unfamiliar and takes time to adequately operate (Yuanqiong and Breman, 2009). This can add significant frustration to the learner impeding or restricting the use of the technology that is meant to enhance learning (Gu, Zhang, Lin, and Song, 2009). Distance education designers and instructors must be mindful that a certain amount of training may be necessary depending on the technology that is used. One last challenge to experimental learning and distance education is providing real life application. While this is mostly done through assignments or work that is given to the learner, it may be difficult for the learner to have an authentic interactive learning experience with the material and be able to transfer this information to a new situation. Learners can be insecure about the material and desire feedback or validation from the instructor and peers (Yuanqiong and Breman, 2009). Learners may also have a feeling of isolation and therefore the learning experience does not feel as real as if in a brick and mortar classroom. It is imperative that online educators find ways to decrease the learners negative perceptions of online education by proving multiple opportunities for collaboration and timely feedback. Technology Tools

EXPERENTIAL LEARNING There are many tools that online educators can use to create or increase the experiential learning experience of the student. A majority of these technology tools are multipurpose and easily available to the general public. As previously mentioned, some of these tools have a

learning curve that may frustrate learners; however a majority of students, once comfortable with using the tools, found that they greatly enhanced their experience (Murphrey, 2008). These tools were used to increase visibility of the students, foster connections, and express creativity. Web Conferencing Web conferencing tools allow one to use a web cam and microphone in order to have visual and auditory interaction with another person or people with the same capabilities. Distance education programs use web conferencing programs such as Skype and Centra to recreate a brick and mortar classroom where students are able to make easier connections. In study conducted by Murphrey (2008) students revealed that the use of Centra made them feel closer to the instructor and other students. The distance part of their education no longer presented an obstacle to having a socially rich experience. While web conferencing cannot replace face to face interactions, it certainly helped students communicate better, and to build and continue relationships with colleagues. Using web conferencing tools in distance education supports experiential learning in several ways. Students are provided with a rich social environment where learning can take place through interaction with others as well as the material. With the social environment being pivotal to experiential learning, web conferencing allows students to pick up on sensory cues and eliminates the feeling of isolation whether real or perceived. Students experience greater and more profound levels of collaboration from being familiar with each other.

EXPERENTIAL LEARNING Multimedia Multimedia tools can also be used to support experiential learning. Camtasia, Snag it, Voice Thread, and Movie Maker software such as Windows Live Movie Maker allows students to share visual and auditory interpretations of their work. These enhance the distance learning environment as students are able to get to know each other by using very important visual and

auditory sensory inputs. Since experiential learning depends on interaction with the environment, these types of assignments and presentations add depth and meaning to the experience, thereby increasing the quality and likelihood of transferring the information to a new situation. One of the unexpected consequences of using these types of technologies in distance education is the reported continued of multimedia tool in other environments. While experiential learning focuses on transferring knowledge to a new situation, the learner who uses these technologies is also likely to use the technology in settings outside of education (Yuanqiong and Breman, 2009). Not only has experiential learning been supported through creating authentic collaborative learning experiences, but through continued use of new technology in new situations. Distance education is able to support multi facets of experiential learning in this manner. Simulated Environments Computer simulated environments are becoming a greater part of the online experience. These environments involve digital software programs that allow the user to interact with it; the software provides real time feedback and analysis to the user (Stewart, et. al, 2006). Simulations usually include video, audio, and flash affects to simulate a real experience. Thorough the use of virtual reality, some simulations have advanced to the point where the users movements are

EXPERENTIAL LEARNING included as a part of the simulation responses, and the software returns a physical effect to the user. Computer simulations are used so the learners can work through real life problems and apply acquired knowledge to problem solving. Dewey and Kolb assert that through these real life application experiences, the quality of the learning is increased exponentially. The key to using computer simulations as learning tools is developing a narrative. The real life application ability develops when learners are engrossed in the task as it relates to what

happens in the real world (Walsh, 2010). There are many ways that a believable narrative can be created using the technologies listed above, but also including blogs, podcasts, and actual reports that would appear in the setting. When developing a good narrative, the learner is placed in a situation that mimics the real world and therefore is required to use critical thinking that mirrors it. Direct Application One of the first organizations to use computerized simulations is the United States Military. By examining the use of computerized simulations in the military, researchers were able to ascertain its long term effects on learners (Stewart et al, 2006). When learners are placed in environments that allow repeatable focused learning, the quality of the experience is increased and the application of knowledge is more likely to be transferred to the same and similar experiences in the real world. Another example of use of computer simulated environments for learning is in health care. Students use computer simulation software like Stillwell that allows learners to practice their clinical skills using role playing, interactive videos, and mannequins. When faced with real life problems, learners will already have practiced these skills and built a level of confidence.

EXPERENTIAL LEARNING Edutainment Another way educators are using computer assisted simulations is through gaming.

Stewart et al (2006) reports as much as 60% of Americans play some sort of interactive game on a regular basis (p. 378). Educators are able to take advantage of this information to choose software that can enhance learning. Some gaming programs are specifically built for this purpose, while others can be created from shells or templates that have predetermined components and can be manipulated by the instructor or designer with little to no programing experience. This type of computer simulation engages the learner much like the direct application method; only it provides motivation through a reward system offered through the game. This type of environment works well with younger students who may benefit from external motivational strategies offered by computer games. Computer simulated environments support many aspects of experiential learning. Through direct application learners are able to complete Kolbs cyclic model several times while in the simulated environment. The experience is reinforced through using theoretical knowledge to make decisions, answer questions, or solve problems (Walsh, 2010). Lastly, Dewey proposed that learning should translate into the learner using the information to contribute to society (Grady, 2003). In practicing real life scenarios in the military and health care settings for example, the learners are better prepared to handle these situations in the real working world. Virtual Worlds Virtual worlds, referred to as multiuser virtual environments (MUVE) are distinguished from traditional simulated environments in its level of activity. The best example of this type of environment is exemplified through the program known as Second Life. This is a program that

EXPERENTIAL LEARNING

10

provides an environment where the user has an avatar, a pictorial representation of the user, and is able to interact with other people and manipulate objects. The platform is easily manipulated by the user and it does not take any special knowledge of computer programing languages to make changes, build, or create areas. Users are able to move around in the environment, interact with others, and use voice or messages to communicate. In this 3D world, there are many educational possibilities. In many ways, this is experiential learning at its best. The distance in distance education is virtually sealed off through the level of interactivity available in this type of environment. Not only is there a high level of social interaction facilitated through voice chat and messaging, but the user has the ability to mimic movement, and manipulate objects to complete real life tasks. Students are required to be more active in listening and completing assignments, often with other classmates depending on their participation (Yuanqiong and Breman, 2009). Learners have reported that using programs such as this breaks down social barriers and makes one feel more present in the classroom (Luo and Kemp, 2008). MUVEs give educators the most flexible options for tailor making an environment for the students to learn, while learners are able to use many of their senses and critical thinking skills to participate in the experience. MUVEs are widely used by private individuals and in public education institutions. Approximately 80% of online users are reported to have an avatar presence in a virtual world (Yuanqiong and Breman, 2009). Universities, such as San Jose State University that opened a 16 acre virtual campus and the 71 educational institutions that purchased land in Second Life, are starting to explore how this type of environment can enhance student learning and simulate the real world (Luo and Kemp, 2008). While some think this type of learning environment is a passing fad, the possibilities to create real life application scenarios that would be difficult to

EXPERENTIAL LEARNING

11

duplicate, even in the real world, has attracted the attention of distance and traditional educators alike. Conclusion Experiential learning proposes that learning happens as a result of ones experiences. Experiences are enhanced by the use of ones senses including touch, hearing, and seeing all reliant on the social environment. Through real life application of problems, the learner is able to retain knowledge and apply it to new situations through a cycle that builds on one experience after another requiring the learner to experience, observe, think, and apply in a perpetual cycle. The greater and more meaningful the experience is for the learner, the more the quality of information and transfer that takes place. The distance learning community is at an advantage when it comes to experiential learning. Through the use of simulated environments, learners are able to use real life application problems to support theoretical knowledge. These experiences are repeatable and provide feedback in a safe environment. Using MUVEs, even higher levels of social interaction and real life problem solving occurs through the creation of specialized environments that mimic the real world but may be difficult to duplicate in a brick and mortar setting. Lastly, with multimedia tools, learners are able to increase their level of social interaction while using tools that are common both in and out of the classroom. Distance learning supports experiential learning in any many ways. While it attempts to mimic the real classroom, in many ways it has surpassed it. The technology being used in distance education is now common platforms in business and personnel settings. By using these technologies in the educational setting, many students are preparing for their future and learning

EXPERENTIAL LEARNING technology that is used in everyday life and can help them in the business setting. Experiential learning and distance education are extremely compatible, providing students with authentic learning experiences.

12

EXPERENTIAL LEARNING References

13

Braid, B. (2008). Majoring in the minor: A closer look at experiential learning. Honors In Practice, 437-42.

Gu, X., Zhang, B. B., Lin, X., & Song, X. (2009). Evaluating online solutions for experiential support of distance learning by teachers in China. Journal Of Computer Assisted Learning, 25(2), 114-125.

Grady, T. (2003). An interpretation of Deweys Experiential Learning Theory. Opinion Papers, 120.

Luo, L., & Kemp, J. (2008). Second Life: Exploring the immersive instructional venue for Library and Information Science Education. Journal of Education for Library and Information Science, 49(3), 147-166.

Murphrey, T. (2010). A case study of e-learning: Using technology to create and facilitate experiential learning. Quarterly Review of Distance Education, 11(4), 211-221.

Stewart, B. L., Ezell, S., DeMartino, D., Rifai, R., & Gatterson, B. (2006). Virtual technology and education. Quarterly Review Of Distance Education, 7(4), 377-385.

Walsh, M. (2010). Using a simulated learning environment. Emergency Nurse, 18(2), 12-16.

Yuanqiong, W., & Braman, J. (2009). Extending the classroom through Second Life. Journal Of Information Systems Education, 20(2), 235-247.