Experiential Learning
Experiential learning (EL) is the pedagogical approach underlying it. It is a process through which individuals acquire knowledge, skills, and values by direct experience. It emphasises active involvement in a task, reflection on that experience, and application of the insights gained.
Based on David Kolb’s Experiential Learning Theory (ELT), the process typically follows a four-stage cycle:
- Concrete Experience – the learner actively experiences an activity (e.g., a lab experiment, field trip, role-play).
- Reflective Observation – the learner reflects on the experience and notes what was observed or felt.
- Abstract Conceptualisation – the learner draws conclusions and learns from the experience, forming theories or generalisations.
- Active Experimentation – the learner applies what was learned to new situations, testing the theories or concepts.
Key Characteristics
- Learner-centred: Places the learner at the heart of the process.
- Contextualised: Often involves real-world or simulated environments.
- Reflective: Emphasises learning from doing and reflecting on it.
- Iterative: Learning is a cycle that builds on past experiences.
Examples of Experiential Learning include Internships or apprenticeships, simulations and role-playing (e.g., Tabletop Exercises), service learning or volunteering, problem-based or project-based learning, and lab experiments and field work.
Case Study Example: Training Nursing Students with a Text-Based Virtual Parkinson’s Patient
Context:
A nursing school uses a text-based simulation platform where students interact with a virtual Pp named Mr. Tan. The platform is designed to mimic real patient conversations, and it employs conversational AI to simulate Mr. Tan’s speech delays, tremors, medication timing, and emotional states.
Application of Kolb’s Experiential Learning Cycle
| Stage | Description | Example in Simulation |
| 1. Concrete Experience | Students roleplay as nurses conversing with Mr. Tan, asking questions about his symptoms and care. | A student types, “Good morning, Mr. Tan. How are you feeling today?” and gets a slow, shaky reply: “Tired… missed… meds.” |
| 2. Reflective Observation | After the session, students reflect on their experience. | The student notes that Mr. Tan seemed anxious and had difficulty expressing himself. |
| 3. Abstract Conceptualisation | Students link the experience to medical knowledge and patient care theories. | They identify signs of medication non-compliance and relate it to Parkinson’s symptom worsening. |
| 4. Active Experimentation | Students revise their approach for future interactions or simulations. | Next time, the student checks medication adherence early and uses simpler phrasing. |
Learning Outcomes
- Recognise Parkinson’s symptoms from text cues (e.g. tremors, bradykinesia, sleep issues)
- Practice therapeutic communication
- Adapt communication strategies for neurodegenerative conditions
- Reflect on patient-centred care in chronic disease management
Using Kolb’s framework
| Concrete Experience | Reflective Observation | Abstract Conceptualization | Active Experimentation |
| Chat with Mr. Tan (text) | Reflect on his delays, tone, and responses | Link behaviour to Pp medication timing and training | Adjust the following conversation: e.g., simplify questions |
It is paramount that the application hinges on a sound and proven pedagogy/andragogy that provides structure to the learning.
Experiencing [Concrete Experience] (1) through a conversation with the Virtual Parkinson’s patient brings knowledge and lesson reinforcement through reflecting on the experience (2). The user then attempts to derive his/her strategies to see if they work in this safe environment (3). Finally, they can equate the experience by formulating their theories and concepts [4].