The experiential learning approach (Dewey, 1938), in which students develop critical methods of thought, is the foundation of other similar approaches such as problem-based learning, inquiry-based learning, and transformative learning (Chew, 2015). Dewey was an American philosopher and the founding voice of student-centered experiential learning (Jenlink, 2004; Tarrant & Thiele, 2015). He suggested that children learn best when they interact with their environments and are actively engaged with learning outcomes. The theory of experiential and interactive learning emphasizes that the process of learning “is embedded in social practice, which means that learning involves changes in both social practice and individuals engaged in continuous reorganization and reconstruction of their experience” (Easterly-Smith et al., 2001, p. 85). Although learning takes place in social situations, individuals learn by linking their previous experiences and knowledge to present content (Dewey, 1944 as cited in Wheeler, 2016). As a consequence, learning results in growth and happens when a person reflects on actions from experiences and the resulting consequences of those experiences. Dewey (1938) suggested that the outcome of active experience and reflection culminates in cognition when it has meaning.

https://www.pedagogy4change.org/john-dewey/

The interactivity of technology has created a marked division between old and new learning experiences (Lievrouw & Livingstone, 2006). Technology has shifted pedagogy from analog instruction using presentations and lectures to collaborative and inquiry-based lessons where teachers become facilitators or supervisors of the learning experience. Using technology, teachers can shift their focus from planning for teaching to planning for learning where teachers’ activities decrease and the pupils’ activities increase. Experiential and interactive learning is immersed in transformative instruction and is learner-centered. Activities focus on the interests of students and are reflective of their experiences and prior knowledge.

References

Chew, R. (2015). Transformative influences: The long shadow of John Dewey. Journal of Transformative Learning, 3(2), 9-14. Retrieved from https://search-proquest.com.seu.idm.oclc.org/docview/2193152964

Dewey, J. (1938). Experience and education. New York: Free Press.

Easterly-Smith, M., Araujo, L., & Burgoyne, J. (2001). Organizational learning and the learning organization: Developments in theory and practice. Thousand Oaks, CA: Sage.

Jenlink, P. P. (2004). The pragmatics of educational systems design: a critical examination. Systemic Practice and Action Research, 17(4), 323-340. doi:1094-429X/04/0800-0323/0

Lievrouw, L. A., & Livingstone, S. (2006). Handbook of new media: Social shaping and social consequences of ICTs. London: Sage.

Tarrant, S. P., & Thiele, L. (2015). Practice make pedagogy: John Dewey and skills-based sustainability education. International Journal of Sustainability in Higher Education, 17(1), 54-67. doi: 10.1108/IJSHE-09-2014-0127

Wheeler, S. (2016, January 23). The pedagogy of John Dewey: A summary [Web log post]. Retrieved from https://www.teachthought.com/learning/pedagogy-john-dewey-summary