Critics argue experiential learning's weaknesses lie in the reflective observation phase; the authors counter that trainers can develop observation skills¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Green and Tabor (1978) argue that experiential learning's problems weaken the reflective observation phase, diminishing students' ability to develop abstract concepts and generalise; the authors respond that trainers bear responsibility for developing observation skills and critical reflection. → Torkington 1996

Evidence¶

Torkington 1996¶

Torkington, Kate. (1996). The Rationale for Experiential/Participatory Learning. Working Papers in Early Childhood Development 16. Bernard van Leer Foundation. https://eric.ed.gov/?id=ED392940

q1 · i? · theoretical · r2

The paper quotes this criticism from Green and Tabor (1978), management-training commentators, and then interprets it: in the authors' view the critics "appear to have underestimated the potential of students and the role of the trainer as facilitator".

"All of these problems serve to weaken the reflective observation phase of learning, thereby diminishing students' ability to develop abstract concepts, to relate the course experiences to other concepts, and to generalise to real-life situations."

Discussion¶

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