What is Experiential Learning?

Experiential learning is at the core of GWSB’s approach to preparing students for today’s complex, global business environment. By integrating academic theory with direct experience, these programs allow students to apply knowledge in real-world contexts—deepening learning, strengthening critical thinking, and building practical skills.

If you’re considering proposing a short-term program, understanding the range of experiential learning approaches can help you shape a course that is both academically rigorous and highly impactful. From consulting-based projects to immersive site visits and service learning, there are many ways to design meaningful off-campus experiences.

The Experiential Learning Pedagogy

All short-term courses are to a degree experiential learning courses as the majority of time spent in these courses is outside traditional classroom teaching, including engaging in problem or project-based learning, site visits, client meetings and/or service-learning projects. The experiential learning content and activities are ultimately up to the faculty member to decide, design and implement in their course. 

What is experiential education?

David Kolb (1984), who many view as one of the seminal American educational theorists of experiential education describes optimal learning as “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p.38). Thus, experiential education is meant to be an immersive, highly engaging experience which emphasizes learning by doing. There are several different ways to organize experiential education courses, and many different types of courses which can be classified as experiential. Here we briefly discuss types of experiential education and then further detail two particular types of experiential education: (i) Problem Based and (ii) Project Based given their particularly good fit into business education.

What is Problem-Based and Project-Based learning?

Project Based Learning and Problem Based Learning approaches are similar and the two methods are prone to conflation particularly given that they share the same acronym. The similarities and differences are illustrated in the table below developed by the Buck Institute of Education (BIE). The approach between the two is quite similar in that both emphasize an open-ended question or task as the foundation for the course, however the scope and end result can look different given the heavier emphasis on an actual product as part of the Project Based Learning approach. 

Project Based Learning vs Problem Based Learning
Similarities:
Focus on an open-ended question or task Provide authentic applications of content and skills Build 21st century 4 C’s competencies (critical thinking, collaboration, communication, creativity/innovation) Emphasize student independence and inquiry Are longer and more multifaceted than traditional lessons or assignments
Differences:
Project Based Learning  Often multi-disciplinary May be lengthy (weeks or months) Follows general, variously named steps Includes the creation of a product Often involves real-world fully authentic tasks and settings	Problem Based Learning  More often single-subject Tend to be shorter Follows specific traditionally prescribed steps The “product” may simply be a proposed solution, expressed in writing or orally More often uses case studies or fictitious scenarios as “ill-structured problems”

Source: John Larmer, Buck Institute of Education (BIE) via Edutopia 

Learn More: Problem Based Learning 

Problem based learning is grounded in the progressive movement and the theory of John Dewey that learning begins with the curiosity of the learner and emphasizes thinking through complex problems rather than abstractions. The approach was traditionally used in medical schools as a response to criticisms that curriculum was not adequately equipping future professionals to develop problem solving skills and get exposure to real world problems. The approach is now used throughout all levels of education including in specific disciplines such as business administration (see Stinson & Milter, 1996) in order to apply course content to real world problems, and develop analytical and problem-solving skills.

According to Barrows and Tamblyn (1980) and Engel (1997) as well as the Buck Institute of Education (BIE) problem based learning can facilitate adaptation and participation in change, the ability to holistically view problems, develop critical thinking skills, appreciate different viewpoints, collaborate effectively in a team, communicate effectively, apply problem solving skills, develop leadership skills, effectively scope problems and use resources to come up with solution, learn to drive the process through self-directed learning. Essentially students learn in depth about a particular subject by working collaboratively to solve a complex, open-ended problem.

The problem itself is at the forefront of the learning and differs from traditional learning in that the problem is presented first, rather than after students have all of the tools/knowledge to solve it. In the problem based learning approach the aim is not only to solve the problem, but also to go through the process of identifying what kind of information the students will need to know in order to approach it. This is crucial to professional programs since employees need to not only work toward solving a problem but also identify gaps in information and what is necessary to effectively solve the issue. The approach does not necessarily improve problem solving abilities but helps students identify gaps in their knowledge and (hopefully) directs them toward filling these gaps. The diagram below captures the problem based learning process. 

Understand the Problem	Meet the problem Identify what the team knows/needs to know Define the problem statement
Explore the Issue	Gather Information Share Information Generate Possible Solutions
Resolve the Problem	Determine best fit solution Present the Solution Debrief the Problem

Source: IMSA Problem Based Learning Model 

Learn More: Project Based Learning

Like Problem Based Learning, Project Based Learning is typically also centered on a key question and is focused on a real-world, complex problem.  John Thomas (2000) explains that project-based learning requires “complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over […] periods of time; and culminate in realistic products or presentations.” It is easy to see why such an approach would be particularly useful to business school students focusing on a real-world scenario or problem which can capture the often complex interaction of business and society. 

The key steps that define the Project Based Learning pedagogical approach are outlined below. The process has been adapted from the Center for Project Based Learning at Sam Houston State and the Buck Institute of Education (BIE) with supporting examples developed by the GWSB Global and Experiential Education Office: 

Project Based Learning Process
Description of Step	Example
1. Significant Content
Serves as the basis for any Project Based Learning assignment. Addressing a singular need of a significant problem is particularly useful as the content helps to define the expected outcomes and allows students to assimilate ideas of relevance to a topic.	Overview of social, political, economic, and legal frameworks in Ghana as well as information regarding export promotion as an activity.
2. An Introductory Stage
Sets the tone, motivates learners and draws them in with the relevance of the material. There is normally some kind of “event” such as a narrative assignment, video, or site visit to familiarize the student with the overall expectation and project process as well as serving as an entry point into the topic.	Introduction to the experience of a practitioner working to promote their product for export in Ghana.  This could be an initial virtual meeting or a recorded session.
3. A Driving Question
Serves as key to the assignment and challenges the group of students toward answering the question. In Project Based Learning typically the process toward answering that question is more driven by the student than the teacher.	What is a viable strategy to improve exports of handicrafts for Company X in Ghana?
4. Voice and Choice
Characterize the process as students collaboratively choose how to address the problem and what “product” or “project” to develop as a potential solution. Students work to narrow the topic and receive feedback from the instructor but not overly explicit directions on the exact nature of the project or product as navigating the process is meant to be a part of the learning.	Students must do research, and recommend and defend a position in groups. The professor leads the students through an exercise in recording the knowledge that they already have (known) and still require (need to know) to assess what kind of additional information they need to arrive at an answer to the driving question.
5. Development of Skills
Skills necessary to the workplace are emphasized such as collaboration and communication. Various collaborative web applications such as google, skype, Facetime, etc. allow students to work in real time or asynchronously prior to and during the duration of the course.	Group work on the topic before and during the course is emphasized (regular team meetings, project management skills, etc) in order to successfully deliver the project at the end of the DC based course.
6. Feedback and Revision
Feedback is crucial to the process and is a key role of the instructor who provides feedback and pushes new thinking or rethinking. Typically some kind of check in and time for revision would be built into the process to push for even better project/product development. Peer feedback can also play a role and tends to be useful.	Peer review of project proposals is recommended as is feedback sessions with the faculty member.  Complementary site visits to source further information and help contextualize the debate are extremely useful (for example, visits to export promotion agencies, vendors, suppliers and customers).
7. Publicly Presented Product
Helps engage students and ups the stakes. In a way this becomes the key event of the course. It not only forces students to present, address questions, and thoroughly learn the concept to be able to effectively respond and react as they present the project but also gives them a clear takeaway that they can then use to market themselves for future employment (i.e. describing to a future employer that they have developed a set of policy recommendations, developed a website, a marketing campaign, etc).	Proposals are presented to a panel ideally made up of experts, who are assessing the thoroughness and quality of the argument being presented OR by a live client that the students have partnered with for the duration of the program.

References

Experiential Education

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development, Englewood Cliffs, NJ : Prentice-Hall.

Problem Based Learning

Stinson, J.E. & Milter, R.G. (1996). Problem based learning in business education: Curriculum design and implementation issues. In L. Wilkerson and W.H. Giselaers (Eds.); Bringing problem based learning to higher education: Theory and Practice. New Directions for Teaching and Learning Series, No. 68 (pp.32-42) San Francisco: Jossey-Bass.

PBL 2023 Developing and Revising problems, University of Delaware Institute for Transforming University Education

Problem Based Learning, Cornell University Center for Teaching Innovation

Project Based Learning

Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation.

 Once you’ve explored these approaches, the next step is to understand how short-term programs are typically structured at GW Business.

Explore Short-Term Program Structures