A reformulation of the theory of experiential learning appropriate for instruction in formal business education

Abstract

The difficulty of integrating experiential learning with methods usually adopted in formal classroom instruction derives from the linkage of its principle with past industrial training practices, such as the T-group, and to some methods of psychotherapy. In fact, a more critical problem facing the classroom teacher is that of evolving a clear definition or conceptual base upon which experiential learning methods can be made attractive for the purpose of effective instruction. In a bid to grapple with this problem, a careful examination is made here to explain what seems to pass for existing theories of experiential learning. Thus, in formulating a more explicit, classroom-directed theory, reference is made to a variety of sources, the result of which is the development of criteria for presenting experiential learning as meaningful or discovery learning. The article further engages the issue of internal organisation of meaning within the cognitive structure, as well as how classroom instruction on business education courses could be approached experientially.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 15 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.