Self-Directed Learning
Self-directed learning occurs when the learner reflects on the achieved milestone and makes a decision on what to do next. The learners exercise their freedom through self-evaluation and plan the course to achieve the set goals. The instructional strategy for this mode of learning is through teacher guidance that the learner can follow to attain certain goals.
Transformative Learning
Transformative learning occurs when new ideas arise and there is a need to match up. Jack Mezirow developed this theory after a study on adult women who went back to school. Since these women had already adopted the outside school life, they were still able to transform and adapt to the new ideas. The theory focuses on instrumental learning and communication learning. Instrumental learning focuses on problem-solving, and cause and effect evaluation. The instructional strategy for this mode of learning is through direct instruction and individual/independent study. The teachers may issue an instruction that needs to be followed to achieve the set goal. Similarly, the adults involved are in a place to reflect on their past perceptions and thinking and decide on the best practice to follow to achieve a certain goal. The application of the strategy is to have the students take responsibility for their learning. A test can be used to assess learning outcomes and effectiveness.
Experiential Learning
This type of learning occurs due to personal experience as it is also known as learning through reflection on doing. As people engage in different actions, they learn more and improve their knowledge of the process. The instructional strategy for this learning is through direct and individual/independent strategies. The application for the process is to gain employment expertise in the field allocated. The strategy to assess learning is through the evaluation of the past and current skills which make the difference.
Experimental Learning
Experimental learning is a learning strategy mostly employed in an industrial setting where new hires have to go through system orientation to gain the required expertise on the process to better suit the workforce. For instance, a new hire fresh from college has theoretical know-how in the field of their study. When they are finally hired, they need job shadowing by the managers or supervisors to help them get familiar with the product to boost productivity. To attain the required knowledge, the new hires are trained while they practically engage in the process which sharpens their skills to the required level by the management.
The learning environment for this type of learning has to be on the job site where the actual application is needed. This is because it is the environment that the learner is expected to work from and learning while working is a crucial way of gaining relevant expertise. With the guidance of the managers or supervisors, new hires are capable of quickly adapting to the required skills and assimilation to the workforce is made easy.
Desired Outcome
After undergoing the experimental learning process, the learner is expected to be fully conversant with the process due to continuous interaction with the work environment from which they would finally be working.
The justification for use of this process is to achieve the outcome
While new hires have a concrete theoretical qualifications but lack adequate practical skills, experimental learning helps them acquire the needed knowledge to align them to the organization’s goals.
Instructor role or strategies Used
The trainer’s role is to give guidance, demonstrate and supervise as the learners do the practice.
How Learning Or Growth Will Be Measured
The measure of learning is measured through the difference in the initial skills and final capability. A test for the knowledge gained through a checklist can reveal the milestone achieved by the learning process.
Resources
Boström, M., Andersson, E., Berg, M., Gustafsson, K., Gustavsson, E., Hysing, E.,… & Ă–hman, J. (2018). Conditions for transformative learning for sustainable development: A theoretical review and approach. Sustainability, 10(12), 4479. Web.
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44. Web.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4). Web.