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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. [6]
Schön advocated two types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at the positives from that interaction.
As defined by Thomasina Borkman (Emeritus Professor of Sociology, George Mason University) experiential knowledge is the cornerstone of therapy in self-help groups, [12] as opposed to both lay (general) and professional knowledge. Sharing in such groups is the narration of significant life experiences in a process through which the knowledge ...
The individual understands or knows how to do something. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill. However, demonstrating the skill or knowledge requires concentration, and if it is broken, they lapse into incompetence. [1] Unconscious competence
The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. [2] Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. [3]
Mayer (2004) argues that unassisted discovery learning tasks do not help learners discover problem-solving rules, conservation strategies, or programming concepts. He does acknowledge, however that while under some circumstances constructivist-based approaches may be beneficial, pure discovery learning lacks structure in nature and hence will ...
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". [1] The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning. [2]
Learning by doing is a theory that places heavy emphasis on student engagement and is a hands-on, task-oriented, process to education. [1] The theory refers to the process in which students actively participate in more practical and imaginative ways of learning.