Sedi Minachi PIDP 4150 Dec 11, 2013
Constructivist Learning Theory: John Dewey’s Experiential Learning
Introduction: Highlights of John Dewey’s Experiential Learning
In reading about learning theories and theorists in the Online Teaching Survival Guide (2010), I
easily find myself in agreement with Lev Vygotsky’s theory of social development, John Dewey’s
experiential learning theory, Jean Piaget’s genetic epistemology, Jerome Bruner’s constructivist
theory and John Seely Brown’s cognitive apprenticeship theory. All of these theories are grounded in
the constructivist’s viewpoint and share the idea that “… learners actively construct and build
knowledge structure from the interaction of what they already know with what they pay attention to
in their environment, including language, people, and images” ( Boettcher and Conrad, 2010, p. 12).
Lewis and Williams (1994) define experiential learning theory as:
“In its simplest form, experiential learning means learning from experience or learning by
doing. Experiential education first immerses learners in an experience and then encourages
reflection about the experience to develop new skills, new attitudes, or new ways of thinking.
(p. 5)”
Although the original experiential learning theorists lived before social media and the formal
education system in their countries of origin followed traditional ways of teaching and instruction,
these theorists were far ahead of their time and challenged their educational systems by demanding
reform to the roles of learners and instructors while also calling for changes to the delivery of
instruction. The model of experiential learning or “learning by doing” (Lewis and Williams, 1994) they
advocated, was slowly introduced into the formal education system in the advanced industrial
countries where they had influence. As a result, the majority of humanity and social science faculties
adopted experiential learning model in their curriculums since late twentieth century. It is beyond
the scope of this paper to explore the strong resistance to – and backlash against ‐ adopting the new
approach to teaching promoted by experiential learning theorists in the 19th and 20th century. This
paper does, however, explore John Dewey’s experiential learning theory by highlighting the key
concepts of his theory and relating them to e‐learning model of education.
E‐learning and Experiential Learning
In applying experiential learning to e‐learning, I argue that this model makes formal education
accessible to learners globally and that learners can use it to reach their own potentials more often by
learning how to apply instruction to real life, and by engaging in a variety of exercises to build
knowledge and develop all kinds of skills. Also, in adopting experiential learning, e‐learners can apply
their academic understanding to real word situations and develop critical thinking and reflective skills
as well as strengthen their confidence to overcome difficulties and obstacles in life.
We are the first generation to use new technology which facilitates creating and connecting a
global community. Those of us aiming to develop skills to advance our careers in the global market
have great opportunities to become global educators by taking advantage of e‐learning based on the
experiential learning model. Constructivist theorist Driscoll (2000) states that learners actively process
knowledge through practical experiences and that knowledge creation is a lengthy process. Stephen
Downes, who wrote (2007) on ‘Connectivism’ as a learning theory for the digital age, argues that
“knowledge is distributed across a network of connections which makes the learner gain knowledge
through a diverse network of ideas. Wikipedia describes ‘connectivism’ as a theory of learning which
brings forward the role of social and cultural experiences in our lives. Downes (2013) further argues
that the distribution of knowledge across connected networks and learning consists of the ability to
construct those networks.
Reform in the Education System
American educator and philosopher John Dewey (1859‐1952) played a major role in reforming
the education system wherever he worked, advocating for social and education reforms in his
writings, and making him one of the influential educators of the 20th century. To me his experiential
learning theory created a silent revolution in his era. The themes of Dewey’s experiential learning are
based on education and learning as social and interactive processes, and he understood the
important role played by schools in socializing learners and creating social reform.
He believed that students should interact with the curriculum and that all students should
have the opportunity to take part in their own learning (Wikipedia). He argued that in order for
education to be effective, content must be presented in a way that allows students to relate the
knowledge to their life experiences and make connections with the new knowledge (Boettcher and
Conrad, 2010). In other words, he advocated for students to be at the center of their education by
playing an active role in gaining knowledge. According to Dewey (1897), the teacher should not stand
at the front of the classroom lecturing as students observe passively. Instead, he believed the
teacher's role should be that of facilitator and guide in the learning process. As Dewey (1897) explains
it:
The teacher’s role is not to impose certain ideas or to form certain habits in the child, but is
there as a member of the community to select the influences which shall affect the child and
to assist him in properly responding to them. Thus the teacher becomes a partner in the
learning process, guiding students to independently discover meaning within the subject area.
This philosophy has become an increasingly popular idea within present‐day teacher
preparatory programs. (p. 4)
Non‐hierarchical approach to education
Dewey’s experiential learning theory resonates for me because I believe in non‐hierarchical
relationships between learners and the instructor, where both are active learners as the instructor
acts as a facilitator by actively involving the learners in solving problems, presenting subjects of
interest to their peers, and finding answers to their questions. When learners interact with each other
in a non‐rigid classroom setting, when learners observe information with a critical lens, when learners
are challenged by real tasks, and when learners cooperate with each other instead of competing, the
process of learning is more pleasant, rewarding and transformative – important indicators of a more
effective learning environment conducive to knowledge generation and transfer.
The role of the instructor
E‐learning instructors have the option of playing a facilitating/leading role when adopting
experiential learning. As experiential learning instructors, their role is not to transfer knowledge to
learners through lectures and expecting students to passively listen or observe. New technology
provides great opportunities for learners to connect to a variety of sources via the internet and social
media to gain knowledge and information. We can easily access the learners’ community and experts
from every corner of the globe.
The benefits of applying experiential learning theory to e‐learning curriculum design and
instruction empower the instructor to more effectively facilitate a multi‐dimensional learning
experience capable of effectively engaging diverse groups of learners by directing learners to search
for answers and apply knowledge within their own experiences. In my perspective, the role of the
instructor is to provide both course content and effective feedback to learners which strengthens
their ability to assimilate knowledge by helping them better understand their strengths and
weaknesses. Another role e‐learning instructors play is as an online community guide encouraging,
empowering and engaging learners to take greater responsibility for their own education.
Instructors adopting experiential learning theory provide increased opportunities to learners
to develop their own ideas by exploring subjects applied to real‐life situations and by interacting with
peers for collaborative group work. Engaged learners make the classroom environment dynamic and
create opportunities for them to explore their own potentials and strengths while learning new
knowledge. In this environment, e‐learners can develop critical thinking skills, and reflect critically on
different experiences while learning skills such as how to create an open dialogue with those in
disagreement, problem solving, decision making, and how to share their findings with others in a safe
environment.
The role of the learner
Great learning can happen when the focus of e‐learners is on reflecting on their own
experiences and transforming their experiences into new, useful knowledge based on their
understanding of and engagement with course content. As argued earlier in this paper, John Dewey’s
experiential theory has direct relevancy to an e‐learning/online model of learning because it increases
students’ motivation to learn and actively engage with the learners’ community. This empowers
learners to take part in discussion and play a role in solving problems. In my experience, the
experiential learning model makes e‐learners more creative and provides them with an opportunity to
achieve higher grades while advancing their expertise on the subject. In this regard, Schwartz (2007),
states: “In experiential learning, the student manages their own learning, rather than being told what
to do and when to do it. (p. 1)”
Conclusion
The new reality of the digital age and the advancement of new technology such as computers
and the internet changed our lives over the past two decades and revolutionized people’s
communication style worldwide. The availability of the internet provides a significant global
opportunity for e‐learners applying e‐learning to experiential learning.
John Dewey’s experiential learning theory is relevant to the e‐learning model of learning
because it gives learners the flexibility of gaining knowledge from a variety of sources. In fact, as
argued by all constructivist theorists, learning is a process and we gain knowledge from institutions,
family members, friends, media, through technological interactions, as well as through social and
cultural interactions. In applying the experiential learning theory to teaching, instructors today use elearning
to create direct dialogue between learners and their peers, as well between the instructor
and the learners, making the instructor an active facilitator guiding learners to achieve their learning
objectives in a collaborative and supportive environment.
References
Boettcher, J. & Conrad, Ri. M. (2010). The Online Teaching Survival Guide: Simple and Practical
Pedagogical Tools. Jessey‐Bass: Sanfrancisco
Connectivism, Wikipedia: http://en.wikipedia.org/wiki/Connectivism last retrieved Dec 5, 2013
Dawnes, S. (2007). What Connectivism is. http://halfanhour.blogspot.ca/2007/02/whatconnectivism‐
is.html last retrieved Dec 5, 2013
Dewey, J. (1897). My Pedagogic Creed. Retrieved from:
http://playpen.meraka.csir.co.za/~acdc/education/Dr_Anvind_Gupa/Learners_Library_7_March_200
7/Resources/books/readings/17.pdf last visited on Dec 10, 2013
Driscoll, S. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.
Lewis, L.H. & Williams, C.J. (1994). In Jackson, L. & Caffarella, R.S. (Eds.). Experiential Learning: A New Approach (pp. 5‐16). San Francisco: Jossey‐Bass
http://en.wikipedia.org/wiki/John_Dewey last visited Dec 9, 2013
Schwartz, M. Best Practices in Experiential Learning. The Learning and Teaching Office. Retrieved from
http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf last
visited on Dec 10, 2013
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