Experiential Learning

Enhancing Academic Validity of Experiential Learning in

In spite of the fact that experiential learning that consists of "practicum experiences, credit for prior learning and service learning" (Hickcox, 2002) has become increasingly popular in recent years, it is still stigmatized as an informal and invalid form of academic learning. According to traditional educators, experiential learning, unlike formal learning, cannot ensure that all the relevant content of the course has been covered (Hickcox, 2002). Moreover, the learning outcomes for the students also cannot be easily ascertained through experiential learning, thus further undermining its academic validity (Dinmore, 1997).

At the same time, many adult educators recognize that adult students should be able to convert their significant work and life experiences from non-academic settings into college credit. In other words, these work and life experiences should be considered a legitimate form of learning that is on par with formal education. Moreover, unlike younger students who are used to formal instruction, adult students prefer to engage in experiential learning in which they are able to apply their learning in practical activities or real-life settings. Essentially, adult students want their learning to have practical value in their life (Dinmore, 1997).

In order to reconcile these two seemingly perspectives on experiential learning in adult education, it is vital to cons

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ould think back about the experience. During this cognitive process, students should strive to identify prominent events, the relationship of events to one another, as well as their roles and the roles of others within the organizations. "Conceptualization": Conceptualization involves applying the ideas and concepts of the discipline to the understanding of the learning experience and their own reactions. "Active Experimentation": Based on their newly acquired knowledge and skills, students should follow up by engaging in practical activities that demonstrate their learning (p. 176). By undergoing these four processes, adult students, whether in their prior or current learning, will be able to acquire and demonstrate the type of learning and thinking that is related to their disciplines, which is equivalent to traditional learning. A similar instructional and assessment strategy that can increase the academic validity of experiential learning is Eyler's (2002) reflection map. Arguing that the "amount and type of reflection" is central to the quality of service-learning programs (Eyler, 2002, p. 518), Eyler (2002) has created a reflection map to guide the teachers and the students during the three different stages of the se

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