Towards a theory of e-learning: Experiential e-learning

E-learning is frequently technology-led rather than theory-led. In order to provide a deeper theoretical foundation for the development of e-learning, this case study uses a model developed from experiential learning theory as the practical basis for the design of an induction CD-Rom for students. In moving from a face-to-face experience to an electronic experience, video content was added to text-based induction handouts, with film and text carefully used to simulate a 'real experience' to engage the learners. An experiential model informed the filming sequences and script development, which was then evaluated through the use of questionnaires, interviews and reflective writing with postgraduate students. This action research, concerned with 'what works', had the central question: is it possible to transfer a successful face-to-face experience into an e-learning format? While the results point to the need for further research, the CD-Rom was well received by learners and was significantly advantageous to them. The experiential model provided a solid application to the design of the e-learning experience. Experiential learning closely involves the person, whereas e-learning, through its very nature, is an electronically mediated interaction. To bridge these differences, the two forms of learning are combined to introduce the concept of experiential e-learning (E-2 learning). While these e-learning materials were initially developed for distance learning students who were unable to experience the face-to-face event, the e-material is now being used by: 1) distance learning students; 2) on-site students as a reinforcement of seminars and lectures; and 3) other universities and HE institutions.