Carl Rogers

Experiential Learning

1. Experiential Learning (Carl Rogers)

2. Carl Rogers - Experiential Learning Theory Rogers refers to applied knowledge such as learning about engines in order to repair a car. The key to the distinction is that experiential learning addresses the needs and wants of the learner. Rogers lists these qualities of experiential learning: personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner.

3. Experiential Learning ( contd ….) To Rogers, experiential learning is equivalent to personal change and growth. Rogers feels that all human beings have a natural propensity to learn; the role of the teacher is to facilitate such learning. This includes: (1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3) organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating.

4. APPLICATION OF THE THEORY Roger's theory of learning originates from his views about psychotherapy and humanistic approach to psychology. It applies primarily to adult learners and has influenced other theories of adult learning such as Knowle s and Cross . Combs (1982) which examines the significance of Roger's work to education. Rogers & Frieberg (1994) discuss applications of the experiential learning framework to the classroom.

5. PRINCIPLES OF THE THEORY Principles Significant learning takes place when the subject matter is relevant to the personal interests of the student Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum Learning proceeds faster when the threat to the self is low Self-initiated learning is the most lasting and pervasive.

6. REFERENCE Combs, A.W. (1982). Affective education or none at all. Educational Leadership, 39(7), 494-497. Patterson, C.H. (1973). Humanistic Education. Engelwood Cliffs, NJ: Prentice-Hall. Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill. Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan.

7. Operant Conditioning (B.F. Skinner) Theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operant conditioning relative to previous forms of behaviorism (e.g., connectionism , drive reduction ) is that the organism can emit responses instead of only eliciting response due to an external stimulus.

8. Operant Conditioning ( Contd ….) Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The theory also covers negative reinforces -- any stimulus that results in the increased frequency of a response when it is withdrawn (different from aversive stimuli -- punishment -- which result in reduced responses). A great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects on establishing and maintaining behavior.

9. EXAMPLES By way of example, consider the implications of reinforcement theory as applied to the development of programmed instruction ( Markle , 1969; Skinner, 1968) 1. Practice should take the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps. 2. Require that the learner make a response for every frame and receive immediate feedback. 3. Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement . 4. Ensure that good performance in the lesson is paired with secondary reinforces such as verbal praise, prizes and good grades.

10. PRINCIPLES OF THE THEORY Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective Information should be presented in small amounts so that responses can be reinforced ("shaping") Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning

11. REFERENCES Skinner, B.F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216. Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan. Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86-97. Skinner, B.F. (1957). Verbal Learning. New York: Appleton-Century-Crofts.