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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]
There are a number of group types. [4] [5] Task groups focus on the here and now, involving learning through doing, activity and processing; and involves daily living skills and work skills. Evaluative groups focus on evaluating the skills, behaviors, needs, and functions of a group and is the first step in a group process.
The development of experiential education as a philosophy has been intertwined with the development of these other educational theories but there are differences between them. John Dewey was the most famous proponent of hands-on learning or experiential education, [2] which was discussed in his book Experience and Education, published in 1938 ...
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.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
Learning theorist David A. Kolb was highly influenced by the earlier research conducted by John Dewey and Jean Piaget. [citation needed] Kolb's reflective model, which also draws from the works of Kurt Lewin, [17] highlights the concept of experiential learning and is centered on the transformation of information into knowledge. [18]
Through the method of learning-by-doing, it is expected that the learner develops his capacities and interests so that they empower him to assume the role of constructive participant in the life of the wider society. [11] The experimentalist's view emphasizes the importance of life experience as the basis of what is learned.
Praxis is used by educators to describe a recurring passage through a cyclical process of experiential learning, such as the cycle described and popularised by David A. Kolb. [ 24 ] Paulo Freire defines praxis in Pedagogy of the Oppressed as "reflection and action directed at the structures to be transformed."