Theory

I chose to look at Carl Rogers’ Experiential Learning. One of the reasons that using the internet and other technologies in the classroom are growing in popularity is that it puts the learner in control in many ways, and the teacher is simply a guide. This idea parallels Rogers’ theory of Experiential Learning in that Rogers believes when the learner is in control, significant or experiential learning takes places, and this is the learning that stays with the student throughout time, as opposed to simply memorizing and regurgitating facts. As stated in the article, Rogers’ theory applies primarily to adult learners. While I believe that it is still applicable in a K-12 setting, I have chosen to look into the efficacy of web-based (distance) learning for my research project and will focus primarily on adult learners.

According to Rogers, all humans have the ability to learn, and the teacher is simply a facilitator of this learning. It is a teacher’s responsibility to (1) set a positive climate (2) clarify purposes of the learner (3) organize and make available resources (4) balance intellectual and emotional components of learning and (5) share feelings and thoughts with learners without dominating. This approach to teaching differs greatly in many ways from methods traditionally used in a classroom, but web-based learning is directed at a different kind of learner. These students are (or should be) more self-directed. If a teacher will provide the material, the support, and the encouragement, the web-based learner will have the necessary tools to be successful at distance learning. To facilitate the learner as needed is the primary responsibility for a web-based teacher, and the type of facilitation or support needed will vary from student to student.

When a person enrolls in distance learning, they are initiating the learning process. Assuming a person is enrolling in classes that are interesting to them or that will serve a purpose for them in the future, I believe this would qualify as the student fully participating in the learning process and having control of its nature and direction. Rogers also believed that the student should have direct confrontation with realistic problems. Because web-based learners are not restricted to the classroom for learning, opportunities are limitless for this confrontation to take place. Whether it is through virtual gaming, real-time problem solving, or field research, the learner is in control. The final principal Rogers believes facilitates learning is self-evaluation. Although web-based learners may be tested and graded by the teacher, these students are constantly responsible for the comprehension of the material; therefore self-evaluation is a never-ending process.

Finally, we will look at the 4 principles of Rogers’ Experiential Learning. Rogers believed that significant learning takes place when the subject matter is relevant to the personal interests of the student. As mentioned above, this concept is appropriately applicable to distance learning. Typically, distance learners are either attempting to reach a goal through their learning or are simply furthering their knowledge of a particular subject, meaning that hopefully the subject is of interest to the learner therefore making significant learning possible. Principle two and three deal mostly with decreasing the external threat to the learner. Classrooms are very social environments. The distance learner has the capability of learning from the comfort of their own home or office. Any social anxieties a learner may possess are practically eliminated with web-based classes. If, for instance, a student has a question, a simple, private email to the teacher will produce an answer without fear of judgment from either classmates or teacher.  Removing these outside threats, Rogers believes, increases the speed of learning, possibly making distance learning more productive for students. Lastly, self-initiated learning is the most lasting and pervasive. Obviously if a student is interested in the material they will be more motivated to learn, but according to Rogers they will also be more likely to retain and use the information.

Experiential Learning is all about the learner. When a student is interested in the material, they are more likely to learn. When they are able to control the pace and methods used to learn, they are more likely to retain. When external threats are decreased, they are more likely to learn quickly. And when learning is self-initiated, the learning is more lasting and pervasive. I believe that distance learning offers the learner all of these qualities and could possibly produce well-rounded, self-efficient students.