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The Learning WayMeta-cognitive Aspects of Experiential LearningCase Western Reserve University, USA, aykolb{at}msn.com
Case Western Reserve University, USA, dak5{at}msn.com Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process—William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's contributions are foundational for experiential learning and research on meta-cognition. Research on meta-cognition and the role it plays in the learning process are described. The meta-cognitive model is used to describe how fundamental concepts of experiential learning theory—a learning self-identity, the learning spiral, learning style, and learning spaces—can guide meta-cognitive monitoring and control of learning. Meta-cognitive strategies to help individuals improve their learning effectiveness are outlined. Learners can chart their path on the learning way by developing their meta-cognitive learning capacities, and educators can pave the way by placing learning about learning on the agenda of their educational programs.
Key Words: experiential learning theory • games • Kolb Learning Style Inventory • learning self-identity • learning space • learning spiral • learning style • meta-cognition
This version was published on June
1, 2009 Simulation & Gaming, Vol. 40, No. 3,
297-327 (2009) |
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