Structuring Experiential Learning Through Experimentation

Abstract

The article focuses on an experimental approach to experiential learning. An undergraduate course about group problem solving was restructured around the scientific method of inquiry. A model developed by the class contained three categories of variables that impact an individual's behavior in problem-solving groups--individual or personality, interpersonal or role, and environmental or task characteristics. An example is given of students' interpretations of the effect of group-decision strategies. Six steps for implementing an experiential course include: structuring phenomena in a conceptual model; selecting exercises that will illustrate variables; and developing standard observation methods, as well as a system for data analysis.