Experiential Learning - What Do We Know? A Meta-Analysis of 40 Years of Research

Abstract

Experiential exercises have been used for decades under the assumption that more active forms of curriculum delivery result in better learning outcomes. This study evaluates every article published in the ABSEL Proceedings over the past 40 years to identify the true level of learning as evaluated by both objective measures and all student perceptions. The results show strong support for continued use of experiential exercises and also the need to continue to conduct empirical analysis grounded in sound measures and using control groups.