Let's Do It! Examining Engagement Strategies of Experiential Learning

Constructivism is an educational philosophy that describes learning as a process based in the making, or constructing, of something, and deriving meaning from that process (Wilson, 2018). It is a theory centered around active learning, and many branches exist beneath this overarching structure. One such branch is that of experiential learning, often referred to as “learning by doing.” In experiential learning, the objective is not just to complete the assigned tasks but also to reflect on the experiences gained by doing the work. Experiential learning theory has been described by Kolb (2014) as an aggregate of learning theories that can be applied to numerous academic disciplines, but at its core is a cyclical process through which learners progress from experiencing, to reflecting, to thinking, to acting, and then back to experiencing again. One of the most impactful forms of learning is through experience, and reflection on doing (Sprouts, 2015). Without examining the cognitive elements in this process and applying new concepts derived from this analysis, learning by doing becomes just doing for its own sake. 

In this case study, we will examine the strategies inherent in experiential learning that encourage engagement in learners and tie these concepts back to the motivational strategies described by Keller and Deimann (2018). In doing so, we will explore methods of inspiring motivation in learners that can be carried forward into future instructional design work. 

Curiosity

In many theories of learning, leveraging a learner’s epistemic curiosity towards the presented learning materials is a core aspect of the motivation to learn said materials (Keller & Deimann, 2018). After all, it is difficult to pay attention to things one is not interested in, and students can struggle to learn when bored (TEDx Talks, 2013). To help alleviate boredom and inspire curiosity, an instructional designer may choose to incorporate various forms of multimodal engagement. According to Bolliger and Martin (2021), multimodal engagement refers to the delivery of content through various forms of media, from text to imagery, from audio to video, and includes many forms of interactive learning as well. In a study by Turk et al. (2024) it was found that multimodal strategies employed by both instructors and students not only increased student engagement with course materials, but also improved the overall learning experience for students. 

It is possible to connect an interesting and engaging method of information delivery back to experiential learning through curiosity. When using attention-catching methods to deliver information, it is easier to capture initial interest but the information itself must serve to fill a perceived gap in learner understanding. In wanting to fill that gap, the learner then acts to engage with the information and make use of it as directed by their instructor. Afterwards, the student can be encouraged to reflect on their experience of knowledge application and think about how to utilize that knowledge in the future, perpetuating the experiential learning cycle. 

Relevance

Students are more motivated to learn not when provided information that is thought to be useful, but when the provided information is viewed as relevant to their personal goals (Keller & Deimann, 2018). And, as written by Wilson (2018), “Because of its emphasis on authentic performance in realistic settings, constructivist learning can be more relevant to out-of-the-classroom needs” (p. 63). This real-world application of experience to educational goals has been correlated to a strong increase in the academic performance of students in addition to helping to curate an overall more positive attitude towards the learning subjects (Matriano, 2020). It was also found that active learning methodologies, which include experiential learning, improve the development of critical thinking, creativity, teamwork, communication, and data analysis in students (Araújo Santos et al., 2024). 

Regarding teamwork, of particular note is the effect that collaboration can have on engagement in an experiential environment. Collaboration is listed as a key principle of constructivism by Wilson (2018), and Wei et al. (2023) describe collaborative engagement as having had a significant positive effect on educational outcomes for students. Not only does learning by doing—itself a central tenet of experiential learning—help to improve engagement and outcomes, but working with others to achieve meaningful goals can strengthen motivation and increase the yield of these learning processes. Connecting a learner’s educational experiences with their interests or goals can also bolster intrinsic motivation (Kolb, 2014). 

Confidence

A learner’s belief in their own success can often be linked to their belief that their achievements are due to their own capabilities, rather than luck or outside influences beyond their control (Keller & Deimann, 2018). Related to this aspect of confidence is the idea of self-efficacy, which can be described as a self-reported level of confidence and belief in the ability to complete specific tasks (Wei et al., 2023). In order to foster a stronger sense of control and confidence in learners, experiential learning offers the tactic of student-centered active learning. According to Wilson (2018), learning itself is an active process centered around the learner’s experiences and interactions with the world. Matriano (2020) found that experiential learning models enhanced student engagement with the presented material and resulted in learners coming away with more confidence and motivation than did other learning models. Another study discovered that placing students in control of their own learning processes led to increased levels of motivation in the classroom (Blackwell et al., 2007, as cited in Kolb, 2014). 

With these results in mind, it can be argued that experiential learning has built-in systems that can be used to increase confidence in learners, thereby increasing learner engagement. Students are encouraged to interact with their own education through active learning strategies, satisfying the Active Experimentation phase of Kolb’s (2014) model of experiential learning. Continuing on this cycle, through increased confidence learners are then more motivated to examine their experiences and reflect on the lessons gleaned from them. 

Satisfaction

When learners expect and experience satisfying educational outcomes, they are more motivated to engage and learn (Keller & Deimann, 2018). In experiential learning, there are numerous ways to design learning environments such that students are guided towards outcomes that satisfy their goals. Connecting educational goals to real-world scenarios has been previously discussed, but this strategy is also relevant to the motivation learners derive from satisfying outcomes. Araújo Santos et al. (2024) reported a high level of satisfaction among students during a study examining the implementation of problem-based learning, a constructivist learning style that is linked closely to experiential learning and is used to direct students towards applying knowledge to solve real-world problems. Students appear to view this process as both relevant and satisfying, impacting their motivation. 

Another tactic that can increase learner satisfaction, and therefore motivation to learn, is that of instructor engagement and useful feedback from instructors. It has been found that the support of an instructor is important for students working through the processes of reflection and extraction regarding their experiences, as well as working to interpret and share their findings (Mughal & Zafar, 2011). Bolliger and Martin (2021) discovered that students rated instructor involvement in the learning process very highly, and Turk et al. (2024) noted that genuine feedback from instructors impacted learner engagement. Referred to as “learner-instructor interaction” by Moore (1989), this type of engagement is often viewed by students as valuable due to the ability to draw from the instructor’s experiences in addition to their own. 

Conclusion

As stated in the video by EBLS (2019), learning is not only a cyclical process but an endlessly recurring one, a never-ending loop of experiencing, reflecting, thinking, and acting. Whether based in academic environments or real-world scenarios, through experience human beings are always learning and growing, and the experiential learning theory provides a strong framework for lifelong learning (Kolb, 2014). Being able to utilize life experiences in order to build a stronger foundation for future education is an important aspect of this learning philosophy. 

In the examination of the experiential learning model as it applies to motivation, this case study has found multiple ways that core aspects of the experiential cycle are able to engage and encourage learners. From multimodal engagement strategies designed to pique curiosity, to the delivery of genuine feedback from instructors to impart the satisfaction of a job well done, experiential learning has a lot to offer instructional designers who aim to increase student engagement. 

References

Araújo Santos, L., Ribeiro, V. C., & Proença, S. (2024). Students’ perceptions on the implementation of innovative learning practices in higher education. Journal of Global Business & Technology, 20(2), 74–87. 

Bolliger, D.U., & Martin, F. (2021). Factors underlying the perceived importance of online student engagement strategies. Journal of Applied Research in Higher Education, 13(2), 404–419. https://doi.org/10.1108/JARHE-02-2020-0045 

EBLS. (2019, August 3). 8 Things to know about the experiential learning cycle [Video]. YouTube. https://youtu.be/v74nRbWSNqk 

Keller, J.M., & Deimann, M. (2018). Motivation, volition, and performance. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 78–84). New York, NY: Pearson.

Kolb, D. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.

Matriano, E. A. (2020). Ensuring student-centered, constructivist and project-based experiential learning applying the exploration, research, interaction and creation (ERIC) learning model. International Online Journal of Education and Teaching, 7(1), 214–227.

Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659 

Mughal, F., & Zafar, A. (2011). Experiential learning from a constructivist perspective: Reconceptualizing the Kolbian cycle. International Journal of Learning and Development, 1(2), 27–37. 

Sprouts. (2015, October 12). Experiential learning: How we all learn naturally (Full) [Video]. YouTube. https://youtu.be/aF63HHVbpQ8 

TEDx Talks. (2013, March 15). Inspired learning by doing: Dr. Darren Kruisselbrink at TEDxBishopsU [Video]. YouTube. https://youtu.be/ekEyd2IdbmY 

Turk, M., Toraman Turk, S., Muftuoglu, A. C., Karakaya, O., & Karakaya, K. (2024). Students’ expectations and experiences about engagement strategies in online courses: A mixed methods study. Online Learning, 28(2), 1–29. https://doi.org/10.24059/olj.v28i2.3937 

Wei, W., Liu, J., Xu, X., Kolletar-Zhu, K., & Zhang, Y. (2023). Effective interactive engagement strategies for MOOC forum discussion: A self-efficacy perspective. PLoS ONE, 18(11), 1–15. https://doi.org/10.1371/journal.pone.0293668  

Wilson, B.G. (2018). Constructivism for active, authentic learning. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 61–67). New York, NY: Pearson.