ABSTRACT

In general terms, the distinguishing features of experiential learning are that it refers to the organizing and construction of learning from observations that have been made in some practical situation, with the implication that the learning can then lead to action (or improved action). A factor that is noticeable in many studies is the evangelical presentation of experiential learning, or 'learning by doing' (Gibbs, 1988). It would appear that this approach is often used in order to press the contrast to its favour, with classroom or book-based learning. Kolb says: 'experiential learning is not just a series of techniques to be applied in current practice, but a program for profoundly re-creating our personal lives and social systems' (Kolb, 1984).