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The experience sampling method (ESM), [1] also referred to as a daily diary method, or ecological momentary assessment (EMA), is an intensive longitudinal research methodology that involves asking participants to report on their thoughts, feelings, behaviors, and/or environment on multiple occasions over time. [2]
Experiential learning can occur without a teacher and relates solely to the meaning-making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements. [6]
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their ...
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
Within the intuitive-experiential system, imagining an experience can have cognitive and behavioral effects similar to experience itself. [6] In this way, imagination also plays a primary role in the experiential system, which learns primarily through experience. [4] Emotion is the third facet of the intuitive-experiential system.
Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön.
Reflective: students' reflection on the meaning of what is learned. Negotiated: negotiation of goals and methods of learning between students and teachers. Critical: students appreciate different ways and means of learning the content. Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.