Special issue of IRE explores how youths and adults learn through experiences gained in informal settings
Experiential learning is a process through which a learner constructs knowledge, skills, and value from direct experiences. It transforms the learning experience from passive to active, and is recognized by modern educationists as a crucial aspect of learning. The editors argue that educators must not only be aware of the general principle of how experience shapes the way we learn, but also recognize that experience leads to growth and can foster a strong learning identity.
Experiential learning transfers abstract teaching and learning into more meaningful learning situations. It changes the role of the teacher from a transmitter of knowledge to a facilitator of knowledge acquisition, thus enabling a more systematic, effective learning outcome. It includes the elements of choice, voluntarism and informality to encourage active student learning. As the six articles in this special issue demonstrate, experiential learning can support a more holistic approach to education and help to meet the needs of diverse student groups, including disadvantaged students, adult learners, students from multilingual and multicultural backgrounds and students with different religious and ethnic requirements.
- How experiential learning in an informal setting promotes class equity and social and economic justice for children from “communities at promise”: An Australian perspective
- Experiential learning and values education at a school youth camp: Maintaining Jewish culture and heritage
- Encountering the past in the present: An exploratory study of educational heritage tourism
- “I experienced freedom within the frame of my own narrative”: The contribution of psychodrama techniques to experiential learning in teacher training
- “I find it odd that people have to highlight other people’s differences – even when there are none”: Experiential learning and interculturality in teacher education
- The implementation of industrial training in tertiary education in Malaysia: Objectives, realisations and outputs in the case of foreign language students