SAFILT Underpinning Learning Theories: Experiential Learning (Carl Rogers)

Overview:

Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). The first is to do with academic knowledge, such as learning vocabulary or multiplication tables and the second is about applied knowledge such as learning about engines in order to repair a car. What makes experiential learning distinctive is that it addresses the needs and wants of the learner. Rogers identifies four qualities in relation to this; i) experiential learning; ii) personal involvement; iii) self-initiated, evaluated by learner, and; iv) pervasive effects on the learner.

Rogers’ suggestion is that all human beings have a natural propensity to learn; the role of the teacher (or in this case facilitator) 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 learning resources available, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating. In a sense, what we have here in a nutshell are all of the constituents of good clinical scenario debriefing.

However, whilst Rogers rather simplistically separates out cognitive and experiential learning, it is argued that with regard to debriefing scenarios for learners, it is important that these two areas are brought together, connecting academic knowledge and applied knowledge in such a way that they become synergized as two different sides of one entity – clinical practice and an appreciation of what makes good clinical practice.

According to Rogers, learning is facilitated when: (1) the learner engages completely in the learning process and has control over its nature and direction, (2) it is mainly focused on direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. Rogers also emphasizes the importance of learning to learn and an openness to change.

Scenario Debriefing

In relation to debriefing of scenarios, there are some necessary limitations to the three areas above. Whilst ideally learners should be in control of the learning process this needs guidance (particularly FY1 and FY2 doctors) in order to ensure its appropriate direction and nature. Facilitation in this sense may mean focusing and re-directing learning as required, responding as needed, and asking questions that prompt further thinking. Whilst also using questions as a method to evaluate thinking and knowledge, creating a climate for self-evaluation as praxis (theory and its application), for future learning is a skill worth engendering in learners.

Below is a synergized example of differing theorist’s approach to the experiential learning cycle. Each stage provides an opportunity for some evaluation as well as the conceptualization of actions and thinking at each stage. Combined they make for an interesting and useable cycle in itself.

Principles:

1. Significant learning takes place when the subject matter is relevant to the personal interests of the learner
2. Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum
3. Learning proceeds faster when the threat to the self is low Self-initiated learning is the most lasting.

Click here to go to the next section

References and further reading:
Lyon, H. C., Jr., and C. R. Rogers. On Becoming a Teacher. Columbus, Ohio: Charles E. Merrill, 1981.
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, Carl R. Freedom to Learn: A View of What Education Might Become. Columbus, Ohio: Charles E. Merrill, 1969.
Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan.
Rogers, Carl R. “Bringing Together Ideas and Feelings in Learning.” Learning
Today 5 (Spring 1972): 32–43. 
Valett, R.E. (1977). Humanistic Education. St Louis, MO: Mosby.
Relevant Web Sites:
For more about Rogers and his work, see:
http://oprf.com/Rogers
http://www.infed.org/thinkers/et-rogers.htm
http://www.ship.edu/~cgboeree/rogers.html

Drawing of Carl Rogers attributed to Didius under a creative commons generic licence. Source: http://commons.wikimedia.org/wiki/File:Carl_Ransom_Rogers.jpg