Experiential learning is based on the idea learning occurs best when individuals construct knowledge and meaning from real-world experience. Within this theory are some competing branches originating from different philosophical views of knowledge and helping explain how individuals learn differently based on individual perceptions. Interconnected with the concept is the social learning theory, focusing on learning socially and culturally rather than individually and highlighting the importance of environmental factors in the learning process. Experiential learning is instrumental in fields such as medical education, as active participation gives learners significant experience and deepens their understanding of the learned content. In other contexts, though, the theory is still extremely valuable, as new experiences and previous ones are linked in a personal and meaningful way. 

This approach doesn’t perfectly align with my group’s chosen topic of workplace stress management, as the course will be operated online and it’s difficult to incorporate hands-on learning with the course content. However, the goal of our designed course is to improve learners’ understanding of stressors and build the skills to healthily manage these challenges in the workplace. When a course is built around enhancing understanding rather than simply passing along facts, experiential learning is inherently part of the design. Without learners bridging the gap between what’s being taught and how it applies to their day-to-day lives, a firm understanding cannot be built. Due to this factor, it will have a place in our final interactive learning design.

References:

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), 161–164. https://doi.org/10.3109/0142159X.2012.643264