Experiential Learning: A Safe Space for Learning

Abstract

Experiential learning is currently a well-utilized instructional method in higher education. When students feel safe to speak or to share their experiences in a class, it makes the experiential learning effective. This qualitative study aims to describe components of a safe space that supports experiential learning and changes of students and teachers from the experiential learning. Key informants were teachers and undergraduate students. Data collection included in-depth interviews and focus groups. Content analysis was used for data analysis. The findings revealed 1) strategies for creating a safe learning environment consisting of a circular seating arrangement in the classroom, deep listening, and agreement on ground rules. 2) The changes in the students happened in multi-dimensions, including the understanding of self and others, the ability to be assertive, and the ability to apply knowledge to daily life. 3) The changes in the teachers increase in a closer relationship with students. Recommendations from this study are that education institutions should support faculty members by providing training workshops on experiential learning and provide space for experiential learning.