important learning experience essay

What Is Learning? Essay about Learning Importance

What Is learning? 👨‍🎓️ Why is learning important? Find the answers here! 🔤 This essay on learning describes its outcomes and importance in one’s life.

Introduction

• The Key Concepts

Learning is a continuous process that involves the transformation of information and experience into abilities and knowledge. Learning, according to me, is a two way process that involves the learner and the educator leading to knowledge acquisition as well as capability.

It informs my educational sector by making sure that both the students and the teacher participate during the learning process to make it more real and enjoyable so that the learners can clearly understand. There are many and different learning concepts held by students and ways in which the different views affect teaching and learning.

What Is Learning? The Key Concepts

One of the learning concept held by students is, presentation of learning material that is precise. This means that any material that is meant for learning should be very clear put in a language that the learners comprehend (Blackman & Benson 2003). The material should also be detailed with many examples that are relevant to the prior knowledge of the learner.

This means that the learner must have pertinent prior knowledge. This can be obtained by the teacher explaining new ideas and words that are to be encountered in a certain field or topic that might take more consecutive lessons. Different examples assist the students in approaching ideas in many perspectives.

The learner is able to get similarities from the many examples given thus leading to a better understanding of a concept since the ideas are related and linked.

Secondly, new meanings should be incorporated into the students’ prior knowledge, instead of remembering only the definitions or procedures. Therefore, to promote expressive learning, instructional methods that relate new information to the learner’s prior knowledge should be used.

Moreover, significant learning involves the use of evaluation methods that inspire learners to relate their existing knowledge with new ideas. For the students to comprehend complex ideas, they must be combined with the simple ideas they know.

Teaching becomes very easy when a lesson starts with simple concepts that the students are familiar with. The students should start by understanding what they know so that they can use the ideas in comprehending complex concepts. This makes learning smooth and easy for both the learner and the educator (Chermak& Weiss 1999).

Thirdly, acquisition of the basic concepts is very essential for the student to understand the threshold concepts. This is because; the basic concepts act as a foundation in learning a certain topic or procedure. So, the basic concepts must be comprehended first before proceeding to the incorporation of the threshold concepts.

This makes the student to have a clear understanding of each stage due to the possession of initial knowledge (Felder &Brent 1996). A deeper foundation of the study may also be achieved through getting the differences between various concepts clearly and by knowing the necessary as well as the unnecessary aspects. Basic concepts are normally taught in the lower classes of each level.

They include defining terms in each discipline. These terms aid in teaching in all the levels because they act as a foundation. The stage of acquiring the basics determines the students’ success in the rest of their studies.

This is because lack of basics leads to failure since the students can not understand the rest of the context in that discipline, which depends mostly on the basics. For learning to become effective to the students, the basics must be well understood as well as their applications.

Learning by use of models to explain certain procedures or ideas in a certain discipline is also another learning concept held by students. Models are helpful in explaining complex procedures and they assist the students in understanding better (Blackman & Benson 2003).

For instance, in economics, there are many models that are used by the students so that they can comprehend the essential interrelationships in that discipline. A model known as comparative static is used by the students who do economics to understand how equilibrium is used in economic reason as well as the forces that bring back equilibrium after it has been moved.

The students must know the importance of using such kind of models, the main aspect in the model and its relationship with the visual representation. A model is one of the important devices that must be used by a learner to acquire knowledge. They are mainly presented in a diagram form using symbols or arrows.

It simplifies teaching especially to the slow learners who get the concept slowly but clearly. It is the easiest and most effective method of learning complex procedures or directions. Most models are in form of flowcharts.

Learners should get used to learning incomplete ideas so that they can make more complete ideas available to them and enjoy going ahead. This is because, in the process of acquiring the threshold concepts, the prior knowledge acquired previously might be transformed.

So, the students must be ready to admit that every stage in the learning process they get an understanding that is temporary. This problem intensifies when the understanding of an idea acquired currently changes the understanding of an idea that had been taught previously.

This leads to confusion that can make the weak students lose hope. That is why the teacher should always state clear similarities as well as differences of various concepts. On the other hand, the student should be able to compare different concepts and stating their similarities as well as differences (Watkins & Regmy 1992).

The student should also be careful when dealing with concepts that seem similar and must always be attentive to get the first hand information from the teacher. Teaching and learning becomes very hard when learners do not concentrate by paying attention to what the teacher is explaining. For the serious students, learning becomes enjoyable and they do not get confused.

According to Chemkar and Weiss (1999), learners must not just sit down and listen, but they must involve themselves in some other activities such as reading, writing, discussing or solving problems. Basically, they must be very active and concentrate on what they are doing. These techniques are very essential because they have a great impact to the learners.

Students always support learning that is active than the traditional lecture methods because they master the content well and aids in the development of most skills such as writing and reading. So methods that enhance active learning motivate the learners since they also get more information from their fellow learners through discussions.

Students engage themselves in discussion groups or class presentations to break the monotony of lecture method of learning. Learning is a two way process and so both the teacher and the student must be involved.

Active learning removes boredom in the class and the students get so much involved thus improving understanding. This arouses the mind of the student leading to more concentration. During a lecture, the student should write down some of the important points that can later be expounded on.

Involvement in challenging tasks by the learners is so much important. The task should not be very difficult but rather it should just be slightly above the learner’s level of mastery. This makes the learner to get motivated and instills confidence. It leads to success of the learner due to the self confidence that aids in problem solving.

For instance, when a learner tackles a question that deemed hard and gets the answer correct, it becomes the best kind of encouragement ever. The learner gets the confidence that he can make it and this motivates him to achieve even more.

This kind of encouragement mostly occurs to the quick learners because the slow learners fail in most cases. This makes the slow learners fear tackling many problems. So, the concept might not apply to all the learners but for the slow learners who are determined, they can always seek for help incase of such a problem.

Moreover, another concept held by students is repetition because, the most essential factor in learning is efficient time in a task. For a student to study well he or she should consider repetition, that is, looking at the same material over and over again.

For instance, before a teacher comes for the lesson, the student can review notes and then review the same notes after the teacher gets out of class. So, the student reviews the notes many times thus improving the understanding level (Felder & Brent 1996). This simplifies revising for an exam because the student does not need to cram for it.

Reviewing the same material makes teaching very easy since the teacher does not need to go back to the previous material and start explaining again. It becomes very hard for those students who do not review their work at all because they do not understand the teacher well and are faced by a hard time when preparing for examinations.

Basically, learning requires quite enough time so that it can be effective. It also becomes a very big problem for those who do not sacrifice their time in reviews.

Acquisition of the main points improves understanding of the material to the student. Everything that is learnt or taught may not be of importance. Therefore, the student must be very keen to identify the main points when learning. These points should be written down or underlined because they become useful when reviewing notes before doing an exam. It helps in saving time and leads to success.

For those students who do not pay attention, it becomes very difficult for them to highlight the main points. They read for the sake of it and make the teacher undergo a very hard time during teaching. To overcome this problem, the students must be taught how to study so that learning can be effective.

Cooperative learning is also another concept held by the students. It is more detailed than a group work because when used properly, it leads to remarkable results. This is very encouraging in teaching and the learning environment as well.

The students should not work with their friends so that learning can be productive, instead every group should have at least one top level student who can assist the weak students. The groups assist them in achieving academic as well as social abilities due to the interaction. This learning concept benefits the students more because, a fellow student can explain a concept in a better way than how the teacher can explain in class.

Assignments are then given to these groups through a selected group leader (Felder& Brent 1996). Every member must be active in contributing ideas and respect of one’s ideas is necessary. It becomes very easy for the teacher to mark such kind of assignments since they are fewer than marking for each individual.

Learning becomes enjoyable because every student is given a chance to express his or her ideas freely and in a constructive manner. Teaching is also easier because the students encounter very many new ideas during the discussions. Some students deem it as time wastage but it is necessary in every discipline.

Every group member should be given a chance to become the group’s facilitator whose work is to distribute and collect assignments. Dormant students are forced to become active because every group member must contribute his or her points. Cooperative learning is a concept that requires proper planning and organization.

Completion of assignments is another student held learning concept. Its main aim is to assist the student in knowing whether the main concepts in a certain topic were understood. This acts as a kind of self evaluation to the student and also assists the teacher to know whether the students understood a certain topic. The assignments must be submitted to the respective teacher for marking.

Those students who are focused follow the teacher after the assignments have been marked for clarification purposes. This enhances learning and the student understands better. Many students differ with this idea because they do not like relating with the teacher (Marton &Beaty 1993). This leads to very poor grades since communication is a very essential factor in learning.

Teaching becomes easier and enjoyable when there is a student- teacher relationship. Assignment corrections are necessary to both the student and the teacher since the student comprehends the right method of solving a certain problem that he or she could not before.

Lazy students who do not do corrections make teaching hard for the teacher because they make the other students to lag behind. Learning may also become ineffective for them due to low levels of understanding.

Acquisition of facts is still another student held concept that aims at understanding reality. Students capture the essential facts so that they can understand how they suit in another context. Many students fail to obtain the facts because they think that they can get everything taught in class or read from books.

When studying, the student must clearly understand the topic so that he or she can develop a theme. This helps in making short notes by eliminating unnecessary information. So, the facts must always be identified and well understood in order to apply them where necessary. Teaching becomes easier when the facts are well comprehended by the students because it enhances effective learning.

Effective learning occurs when a student possesses strong emotions. A strong memory that lasts for long is linked with the emotional condition of the learner. This means that the learners will always remember well when learning is incorporated with strong emotions. Emotions develop when the students have a positive attitude towards learning (Marton& Beaty 1993).

This is because they will find learning enjoyable and exciting unlike those with a negative attitude who will find learning boring and of no use to them. Emotions affect teaching since a teacher will like to teach those students with a positive attitude towards what he is teaching rather than those with a negative attitude.

The positive attitude leads to effective learning because the students get interested in what they are learning and eventually leads to success. Learning does not become effective where students portray a negative attitude since they are not interested thus leading to failure.

Furthermore, learning through hearing is another student held concept. This concept enables them to understand what they hear thus calling for more attention and concentration. They prefer instructions that are given orally and are very keen but they also participate by speaking. Teaching becomes very enjoyable since the students contribute a lot through talking and interviewing.

Learning occurs effectively because the students involve themselves in oral reading as well as listening to recorded information. In this concept, learning is mostly enhanced by debating, presenting reports orally and interviewing people. Those students who do not prefer this concept as a method of learning do not involve themselves in debates or oral discussions but use other learning concepts.

Learners may also use the concept of seeing to understand better. This makes them remember what they saw and most of them prefer using written materials (Van Rosum & Schenk 1984). Unlike the auditory learners who grasp the concept through hearing, visual learners understand better by seeing.

They use their sight to learn and do it quietly. They prefer watching things like videos and learn from what they see. Learning occurs effectively since the memory is usually connected with visual images. Teaching becomes very easy when visual images are incorporated. They include such things like pictures, objects, graphs.

A teacher can use charts during instruction thus improving the students’ understanding level or present a demonstration for the students to see. Diagrams are also necessary because most students learn through seeing.

Use of visual images makes learning to look real and the student gets the concept better than those who learn through imaginations. This concept makes the students to use text that has got many pictures, diagrams, graphics, maps and graphs.

In learning students may also use the tactile concept whereby they gain knowledge and skills through touching. They gain knowledge mostly through manipulative. Teaching becomes more effective when students are left to handle equipments for themselves for instance in a laboratory practical. Students tend to understand better because they are able to follow instructions (Watkins & Regmy 1992).

After applying this concept, the students are able to engage themselves in making perfect drawings, making models and following procedures to make something. Learning may not take place effectively to those students who do not like manipulating because it arouses the memory and the students comprehends the concept in a better way.

Learning through analysis is also another concept held by students because they are able to plan their work in an organized manner which is based on logic ideas only. It requires individual learning and effective learning occurs when information is given in steps. This makes the teacher to structure the lessons properly and the goals should be clear.

This method of organizing ideas makes learning to become effective thus leading to success and achievement of the objectives. Analysis improves understanding of concepts to the learners (Watkins & Regmy 1992). They also understand certain procedures used in various topics because they are sequential.

Teaching and learning becomes very hard for those students who do not know how to analyze their work. Such students learn in a haphazard way thus leading to failure.

If all the learning concepts held by students are incorporated, then remarkable results can be obtained. A lot information and knowledge can be obtained through learning as long as the learner uses the best concepts for learning. Learners are also different because there are those who understand better by seeing while others understand through listening or touching.

So, it is necessary for each learner to understand the best concept to use in order to improve the understanding level. For the slow learners, extra time should be taken while studying and explanations must be clear to avoid confusion. There are also those who follow written instructions better than those instructions that are given orally. Basically, learners are not the same and so require different techniques.

Reference List

Benson, A., & Blackman, D., 2003. Can research methods ever be interesting? Active Learning in Higher Education, Vol. 4, No. 1, 39-55.

Chermak, S., & Weiss, A., 1999. Activity-based learning of statistics: Using practical applications to improve students’ learning. Journal of Criminal Justice Education , Vol. 10, No. 2, pp. 361-371.

Felder, R., & Brent, R., 1996. Navigating the bumpy road to student-centered instruction. College Teaching , Vol. 44, No. 2, pp. 43-47.

Marton, F. & Beaty, E., 1993. Conceptions of learning. International Journal of Educational Research , Vol. 19, pp. 277-300.

Van Rossum, E., & Schenk, S., 1984. The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology , Vol. 54, No.1, pp. 73-85.

Watkins, D., & Regmy, M., 1992. How universal are student conceptions of learning? A Nepalese investigation. Psychologia , Vol. 25, No. 2, pp. 101-110.

What Is Learning? FAQ

• Why Is Learning Important? Learning means gaining new knowledge, skills, and values, both in a group or on one’s own. It helps a person to develop, maintain their interest in life, and adapt to changes.
• Why Is Online Learning Good? Online learning has a number of advantages over traditional learning. First, it allows you to collaborate with top experts in your area of interest, no matter where you are located geographically. Secondly, it encourages independence and helps you develop time management skills. Last but not least, it saves time on transport.
• How to Overcome Challenges in Online Learning? The most challenging aspects of distant learning are the lack of face-to-face communication and the lack of feedback. The key to overcoming these challenges is effective communication with teachers and classmates through videoconferencing, email, and chats.
• How to Motivate Students to Learn Essay
• Apple’s iBook Using in Schools
• Narrative Essay as a Teaching Instrument
• Concept of Learning Geometry in School
• Distance Learning OL and Interactive Video in Higher Education
• Taxonomy of Learning Objectives
• Importance of social interaction to learning
• Comparing learning theories
• Chicago (A-D)
• Chicago (N-B)

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Real Learning Takes Place Through Experience (Essay Sample)

Table of Contents

Introduction

Formal or academic learning starts at preschool and continues even after college. But mostly, the hardest yet most valuable lessons can be had only through real-life experiences. Learning through experiences shapes us as a person. The idea of having to live with the consequences of one’s decision can be scary and daunting. But the way you will change and evolve is a continuous process that’s worth it.

If you need to write about learning through experiences, it is best to look up an essay writing service provider who could help bring your ideas to life.

Essay on Importance of Learning Through Experience

We oftentimes limit our understanding of learning as everything we process inside a classroom. The different fields or subjects studied in school are applied in real life, both theoretically and practically. Subjects such as science, mathematics, language and literature, and values education are also applicable in everyday life.

Armed with academic know-how, a student can use head knowledge in decision-making and troubleshooting scenarios.

However, people who are textbook-smart are quite different from those who are known to be street-smart. There is a difference between performing in a classroom setting and responding to actual situations.

Learning through experience and in the real world can sometimes be a matter of life or death, compared with theoretical dialogues held within the four walls of a school.

That being said, it is a proven fact that people who are college-educated are known to make wiser decisions as they are able to apply what they have learned in school.

Skills in logic and critical thinking that they gleaned in the process also come in handy.

Knowledge is Power

The more you know in life, the more wisdom you have in terms of making decisions in work or job applications and career development. 

Strategic and organizational thinking also play important roles in the process of learning.

Applying What You Know

True knowledge is wisdom applied, and it must be done in the absence of any neglect or misuse.

Real learning through experience takes stock of previous experiences, gathering lessons, and learning to apply them honorably.

In life, there is always an opportunity to apply theories or theses that we bring with us from our academic education. The real test is not actually in the classroom but in the real world.

The Equally-Good Benefits of Academic Learning

Schools not only offer theories and concepts on how to survive different situations. They arm us with the techniques and skills necessary to be successful in life.

That being said, an academic education gives us an edge over other people who have not attained any degree in universities and colleges.

Education makes us smarter and tougher than the rest who have not been as fortunate to finish their schooling.

Advantages and Benefits of Life Experiences

Life experiences are treasures to learn from, as many of them are scenarios we don’t usually study about in school. At the same time, most of us make mistakes in life. Through these wrong decisions, we learn to glean lessons that we take with us moving forward.

Good or bad, life experiences can either strengthen and toughen us up or scar us for life.

The Value of Our Response

Some people are wise and humble enough to turn a negative experience into an opportunity to grow and become better. In addition, these experiences become a permanent part of our personal history.

If we respond positively, the changes we experience could help us journey with other people who go through something similar.

Learning Experiences Are Varied

There are many types of learning experiences and some of those may represent failure or weakness, causing us to sometimes be hard on ourselves.

But we have the power to change our perspective and choose to move forward with hope and optimism in the face of a bad experience.

Trauma and Becoming Better People

Healing from a traumatic experience can be tough and tedious, but when the inner work is done well, the result always benefits the person and his community.

In this light, harsh experiences are still worth going through just as much as a near-perfect experience.

While we prefer the comfort of growth without pain, pain offers a unique voice in our stories and teaches us hard things.

Learning from Life is a Community Project

Life experiences are not solo journeys. As you learn from experience, others feel the impact. You will either be a bigger blessing to them or a heavier burden, depending on how you respond to the lesson.

Real-life experiences shape and mold us in a way that affirms our identity and purpose. This is why all life experiences outside the classroom are worth keeping and remembering.

Short 1 Minute Speech on the Importance of Learning Through Experience

The learning process of a person happens throughout the course of his life. Most commonly, we think of schools as the best place for this to happen. We don’t often consider the importance of learning through experience.

There is much to be said about how learning occurs in a classroom. You have a community of co-learners and a teacher to help aid your learning curve. But informal learning also offers unexpected benefits.

Active experimentation, reflective observation and self-reflection are three things that can happen when learning through experiences. In this scenario, a person is given the opportunity to connect mind, heart, and hands.

This results in a transforming experience that reading books, while important, may not always offer. With different outcomes to consider, a person is exposed to the consequences of his actions and decisions.

Personal involvement always leads to personal growth. A concrete experience that allows someone to live through the fruits of his decisions always prunes a person.

With each learning experience comes an incredible opportunity to become better people, whether or not the outcome was favorable.

What does it mean to learn through experience?

Learning through experience means opening yourself to the certainty of growth. It also recognizes that good or bad consequences are both valuable in shaping you as a person.

Why is learning through experience important?

Taking an experience and learning from it is so beneficial to our growth as human beings. It increases our resilience and our capacity to relate with others in light of critical situations. It also encourages decision-making, accountability, and ownership.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write Stanford’s “Excited About Learning” Essay

This article was written based on the information and opinions presented by Johnathan Patin-Sauls and Vinay Bhaskara in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Choosing an idea vs. an experience, learning for the sake of learning, learning as a means to other ends, be specific.

Stanford University’s first essay prompt asks you to respond to the following:

“ The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning. (100-250 words)”

For this short answer question, your response is limited to a maximum of 250 words. In this article, we will discuss considerations for choosing to write about an idea or experience, ways to demonstrate a love or enthusiasm for learning, and why you should be as specific. For more information and guidance on writing the application essays for Stanford University, check out our post on how to write the Stanford University essays .

Regardless of if you choose either an idea or experience that makes you genuinely excited about learning as a topic, there are a few considerations for each.  

Most people gravitate towards writing about an idea. One challenge that arises with an idea-focused essay is that applicants who are passionate about an idea often become hyper focused on explaining the idea but neglect to connect this idea to who they are as a person and why this idea excites them. 

When writing about an experience, it is important to strike a balance between describing the experience and analyzing the impact of the experience on you, your goals, and your commitment to learning.

This essay question allows you to expand on your joy for learning and your genuine curiosity. Stanford is searching for students who are naturally curious and enjoy the process of learning and educating themselves. For example, a compelling essay could begin with a riveting story of getting lost while hiking the Appalachian Trail and describing how this experience led to a lifelong passion for studying primitive forms of navigation. 

There is a strong tendency among applicants to write about formal academic coursework, however, the most compelling essays will subvert expectations by taking the concept of learning beyond the classroom and demonstrating how learning manifests itself in unique contexts in your life.

If you’re someone for whom learning is a means to other ends, it is important that you convey a sense of genuine enthusiasm and purpose beyond, “I want to go to X school because it will help me get Y job for Z purpose.” You may be motivated to attend college to obtain a certain position and make a comfortable income, however these answers are not necessarily what admissions officers are looking for. Instead, it can be helpful to relate an idea or experience to something more personal to you.

Academic & Professional Trajectory

Consider relating the idea or experience you choose to a major, degree program, research initiative, or professor that interests you at Stanford. Then go beyond the academic context to explain how the idea or experience ties into your future career. 

For instance, if you are interested in the concept of universal health care, then you might describe your interest in applying to public health programs with faculty that specialize in national health care systems. You might then describe your long term career aspirations to work in the United States Senate on crafting and passing health care policy.

Personal Values & Experiences

Another way to tie the ideas in this essay back to a more personal topic is to discuss how the idea or experience informs who you are, how you treat others, or how you experience the world around you. 

You could also focus on an idea or experience that has challenged, frustrated, or even offended you, thereby reinforcing and further justifying the values you hold and your worldview.

Community Building & Social Connectedness

You may also explore how this idea or experience connects you to a particular community by helping you understand, build, and support members of the community. Stanford is looking to find students who will be engaged members of the student body and carry out the community’s core mission, values, and projects, so this essay can be an opportunity to highlight how you would contribute to Stanford. 

Be specific in your choice of idea or the way in which you describe an experience. For example, a response that focuses on the joys of learning philosophy is too broad to be particularly memorable or impactful. However, the mind-body problem looking at the debate concerning the relationship between thought and consciousness is a specific philosophical idea that lends itself to a rich discussion. 

Related CollegeVine Blog Posts

25 Learning Experiences Examples

A learning experience is any experience a student has in which they learn something. They can be both intentional and unintentional and both in and outside of schools.

Learning experiences can be structured, or unstructured, direct, or vicarious. They can come from listening to a lecture, reading, participating in an activity, or through observation.

For teachers in structured learning situations, it is often suggested that learning experiences be:

• Tied to educational objectives
• Meaningful and engaging
• Age appropriate
• Match the learning style of students
• Connected to real-life situations
• Varied and dynamic
• Culturally aware
• Designed to allow students options

Types of Learning Experiences

• Structured – These are experiences that have a clear procedure to ensure that the learning occurs. Example: A chemistry professor uses direct instruction to explain how atoms are held together by chemical bonds to form molecules.
• Unstructured – These are experiences that have learning as a goal, but allow students to find their own way to learn the lesson. Example: Students are given a set of materials such as paper towel tubes, tape, scissors, and cardboard to make their own marble runs (see also: unstructured play ).  
• Experiential – These situations involve students ‘experiencing’ what it’s like to be in a certain situation. Example: business students engage in a simulation that involves assuming different roles in a labor-contract negotiation.
• Collaborative – This involves learning that occurs alongside and with other learners. Example: Students must work in teams to develop a customer satisfaction survey, collect data, analyze the data and graph the results.
• Observational – This involves passive learning, where students come to a realization simply through watching something occur. Example: A young child observes their father cracking eggs to make breakfast and then tries to mimic the actions.
• Reading – Written text can be used as a form of instruction and therefore can facilitate learning. Example: Students are assigned to read the next chapter for homework and take the sample test at the end.
• Independent – This learning experience doesn’t involve a formal teacher, but is instigated and pursued by the learner themselves. Example: A college student takes computer programming courses online during their summer vacation.
• Blended – This type of learning involves a mix of teacher instruction and student-led inquiry. Example: The assignment involves students listening to their professor’s lecture in the classroom, supplemented with material from an online seminar.  
• Project-Based – The student is provided a project, and learning occurs through the process of completing the project. Example: Fifth graders make a poster on volcanoes that includes text, diagrams, and photos.  
• Sensory Based – This learning takes place when our senses (touch, feel, taste, smell, sight) give us stimuli that help us comprehend our world. Example: A 12-month-old grasps an unfamiliar object, examines it visually, tries to pull it apart, smells it and then puts it in its mouth to determine if it is edible.

Learning Experience Examples

• Internship: During internships, we get to learn what it’s like to do a certain job and whether we’d enjoy it.
• Apprenticeship: During apprenticeships, we learn on the job, which helps to develop practical rather than theoretical skills.
• Reading a good book: Reading books isn’t just fun. A good book also teaches us moral and life lessons.
• Project-based learning tasks: In this learning experience, students are given projects to complete. In the process of doing the project, learning naturally occurs.
• Inquiry-based learning task : Students are given a puzzle to investigate, and, through investigation, they gain deep knowledge.
• Lightbulb moment: A lightbulb moment is any moment where you finally reach a realization about something (see also: threshold concepts)
• Take your kid to work day: Attending a parent’s workplace is often highly educational to a child who can get an insight into what it means to work in a certain profession.
• Losing: Losing in a sporting game helps you learn to be gracious in defeat.
• Failing: In failure, we often get a chance to reflect and figure out what we did wrong so we succeed next time.
• Success: Failure often teaches more than success, but if we reflect on our successes, we can also learn what we did right to ensure we succeed again in the future.
• Observation: Observing another child getting in trouble and deciding it’s best not to misbehave.
• Conducting primary research : Research studies, such as dissertations at university, are designed to learn something new (often that no one knew before).
• Experimentation: Experiments allow us to test hypotheses that lead to new insights on a topic.
• Self-reflection : Through self-reflection, we explore how our personal experiences have educational value.
• Vicarious punishment : People see the negative consequences of someone else’s actions, so they decide not to participate in those behaviors themselves ( see also: vicarious reinforcement ).
• Writing an essay: The process of constructing an essay involves conducting research and figuring out how to structure an argument, which helps you to develop your knowledge.
• Teamwork tasks: Students are often set teamwork tasks not only to complete a curriculum outcome, but also to learn how to get along with others to reach a common goal.
• Attending a presentation: Presentations from teachers, colleagues, or mentors are designed to help structure educational information into a clear and simple learning experience.
• Professional development days: Professional development days can involve learning about the newest innovations in an industry so we can remain relevant and skilled practitioners.
• Seminars: In university, seminars are small group learning experiences that facilitate conversation between peers.
• One-to-one coaching: One to one coaching is a valuable learning experience because it’s catered directly to the student’s needs, unlike whole group instruction.
• Embarrassment: Embarrassment is often very confronting and leaves a big impression, which teaches us to avoid certain behaviors in the future.
• Play: Both children and adults engage in play to learn about ourself, our bodies, how to develop social skills , and so much more (see also: play based learning ).
• Conversation: Through one-to-one conversations, we can gather other people’s perspectives on issues, which can help us to learn more about the issues.
• Teachable moments : Teachable moments are everyday instances that can help elucidate an important lesson for students.
• Disciplinary scenarios: Good disciplinary techniques should teach a clear lesson, such as “this behavior is unacceptable” or “this action leads to this negative consequence”.

Learning Experiences Case Studies

1. inquiry-based learning experience.

According to Lee et al. (2004), inquiry-based learning is an “array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (p. 9).

For example, in a traditional anthropology course, a professor will lecture while students diligently take notes that are committed to rote memory and later regurgitated on an exam.

However, in an inquiry-based lesson, instead of telling students about cultural artifacts, their relevance to a specific culture, and what they were used for, the lesson would be reversed.

The professor gives the artifacts to the students and then says nothing.

The students then set out to examine the objects and conduct their own research. They try to identify what the objects are, what they are used for, which culture they belong to, and whatever else they can uncover.

This is a type of learning experience that is far more engaging to students. The information is processed at a much deeper level and their interest and motivation is far higher than what would occur in a traditional lecture format.  

2. Service-Oriented Learning Experience

Service-oriented learning refers to when students apply academic concepts to help address community or societal needs. This type of learning experience contains several elements of other types of learning. It is often experiential, collaborative, and project-based.

For example, the Growing Voters report by Tufts University provides institutions with a valuable framework for facilitating participation of the next generation of U. S. voters.

The framework identifies ways that educators and community leaders can “…close voting gaps, expand the electorate, and support a more equitable and representative American democracy” .

This is the type of learning experience for students that also addresses a societal need. However, it’s more than just volunteering: “…service-learning applies equal focus to both learning and the service goals . It requires an academic context and is designed so that that the service and learning goals are mutually reinforcing” (Starting Point, n.d.).

3. Performance-Based Learning Experience

Performance-based learning involves students developing specific skills related to the subject being studied. It helps them see the connection between abstract academic concepts and how those concepts manifest themselves in the real world.

For example, this group of math teachers spent a tremendous amount of time designing a learning experience called Mission Relief . The students play different roles in a simulated emergency scenario involving an airplane.

By applying mathematical formulas and various aeronautical concepts, the students are tasked with guiding the plane to safety.

Performance-based learning is far more interesting to students than traditional formats. It completely transforms the learning experience.

Students process the information more deeply and learn about the subtle nuances of a subject that can only be appreciated through experience.

4. Internships

An internship is when a student works in an organization for several months, for free. That organization could be a small business, large corporation, or non-profit organization. Internships are great ways for students to gain practical experience.

Majoring in a subject domain involves processing a lot of abstract information, taking a lot of notes, writing papers, and studying for exams.

But, there is no way for a student to know if they would actually like to have a career in that line of work without having any experience actually doing the job.

So, an internship is a valuable opportunity for students to dip their toe in the water and find out what the profession is really like.

The results can be quite surprising. Many times, a student will discover that the daily job responsibilities are completely unlike what they envisioned. In other cases, students’ career interests are affirmed, even strengthened, as they discover the job is even more exciting than they imagined.

5. Study Abroad

In the era of globalization, it has never been more important to attain some cross-cultural experience. Many occupations today and in the future will involve collaborating with people that are located in foreign lands. That’s why studying abroad is so valuable.

Many universities offer students the unique opportunity to study in a foreign country. These programs can be for as short as a few weeks or as long as an entire academic year.

Students can stay with a host family that has been carefully chosen, or live in a campus dormitory.

In addition, the credits they receive for the college courses they take transfer to their home institution.

The benefits are numerous: cultural enlightenment, development of a global perspective, forming new friendships, even becoming proficient in a second language.

Of course, not every aspect of studying abroad is super fantastic. Beware of the infamous culture shock .

There are many types of learning experiences . Students today have many options that were once never even imagined.

Educational practices have evolved to be inclusive and dynamic. Teachers and professors take into account the characteristics of their students, their learning styles, and their motivation levels.

Students can learn in the classroom, in the real world, in the virtual world, or in another country. Today, the options are limitless. 

Furco, A. and Billig, S.H., (2002) Service-Learning: The Essence of the Pedagogy . Greenwich, CT: Information Age Publishing.

Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.

Starting Point. (n.d.). What is service learning? Retrieved November 2, 2022, from https://serc.carleton.edu/introgeo/service/what.html

Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K–12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48 (5), 1157–1186. https://doi.org/10.3102/0002831211419491

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Vicarious Punishment: Definition, Examples, Pros and Cons
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 10 Sublimation Examples (in Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 10 Fixed Ratio Schedule Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 10 Sensorimotor Stage Examples

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link Cognitive Dissonance Theory: Examples and Definition
• Chris Drew (PhD) #molongui-disabled-link Vicarious Punishment: Definition, Examples, Pros and Cons
• Chris Drew (PhD) #molongui-disabled-link 10 Sublimation Examples (in Psychology)
• Chris Drew (PhD) #molongui-disabled-link Social Penetration Theory: Examples, Phases, Criticism

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Essay on OJT Learning Experience

Students are often asked to write an essay on OJT Learning Experience in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on OJT Learning Experience

Introduction to ojt.

On-the-Job Training (OJT) is a type of learning where students gain practical skills while working. It’s like learning by doing. This method is common in areas like engineering, healthcare, and business. It’s a practical way to learn and apply new skills.

Benefits of OJT

OJT has many benefits. It helps students to understand the real work environment. They learn how to interact with co-workers and deal with actual job challenges. It also boosts their confidence and prepares them for their future career.

OJT Challenges

While OJT is beneficial, it can be challenging too. Students might face issues like work pressure, meeting deadlines, and understanding complex tasks. But, these challenges help them to grow and learn.

In conclusion, OJT is a valuable learning experience. It helps students to gain real-world skills and prepare for their future careers. Despite some challenges, the benefits of OJT are numerous and significant.

250 Words Essay on OJT Learning Experience

Introduction.

On-the-Job Training (OJT) is a type of skill development where a person learns how to do the work while doing it. This method is often used in workplaces. It’s like learning to swim by actually swimming, not just reading about it.

Why OJT is Important

OJT is important because it provides real-life experience. It is not just about reading books or listening to lectures. Instead, it’s about doing the work and learning from it. This helps students to understand the work better and prepares them for their future jobs.

One of the main benefits of OJT is that it helps students to learn faster. When you learn something by doing it, you remember it better. Also, OJT allows students to apply what they have learned in school to real work situations. This makes the learning process more exciting and meaningful.

Challenges of OJT

Despite its benefits, OJT can also be challenging. Sometimes, the work can be hard and stressful. But these challenges can help students to become stronger and more resilient. They learn how to solve problems and overcome difficulties, which are important skills for their future careers.

In conclusion, OJT is a powerful way to learn. It provides practical experience, helps students to learn faster, and prepares them for their future jobs. Despite the challenges, the benefits of OJT are clear. It is an important part of the learning process that should not be overlooked.

500 Words Essay on OJT Learning Experience

Introduction to ojt learning experience.

On-the-Job Training (OJT) is a type of learning experience that happens directly in the work environment. It allows learners to gain practical skills while doing the actual job. Think of it like learning to ride a bike. You can read all about it, but until you actually sit on a bike and start pedaling, you won’t really learn how to ride. That’s what OJT is all about.

Benefits of OJT Learning Experience

OJT has many benefits. First, it’s a hands-on way to learn. This means you get to practice the skills you’re learning right away. This makes it easier to remember what you’ve learned. It’s like when you learn a new word. If you use it in a sentence right away, you’re more likely to remember it.

Second, OJT allows you to learn at your own pace. This means you can take your time to understand new concepts and skills. It’s like learning to play a new game. You can take your time to understand the rules and practice before you start playing for real.

Third, OJT lets you learn from experts. You get to work with people who are already good at what they do. This gives you a chance to ask questions and get feedback. It’s like having a personal coach who can guide you and help you improve.

Challenges of OJT Learning Experience

While OJT has many benefits, it also has some challenges. One challenge is that it can be stressful. You’re learning new things while also trying to do your job. This can feel like trying to juggle too many things at once.

Another challenge is that the quality of OJT can vary. It depends on the skills and patience of the person teaching you. If they’re not good at explaining things or if they don’t have time to help you, it can make learning difficult.

In conclusion, OJT is a valuable way to learn new skills. It allows you to practice what you’re learning, learn at your own pace, and learn from experts. But it can also be stressful and the quality can vary. Just like any learning experience, it has its ups and downs. But if you’re willing to face the challenges and make the most of the opportunities, OJT can be a powerful tool for learning and growth.

Remember, the key to a successful OJT learning experience is to be open to learning, ask questions when you’re unsure, and practice the skills you’re learning. And most importantly, don’t forget to enjoy the process. After all, learning is a journey, not a destination.

Word Count: 500

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ORIGINAL RESEARCH article

Meaningful learning experiences in everyday life during pandemics. a qualitative study.

• Department of Psychology, Institute of Educational Research, University of Girona, Girona, Spain

The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically on the meaningful learning experiences in the everyday lives of adolescents during the pandemic. 72 meaningful learning experiences were identified from 11 participants who recorded their specific learning experiences for a week by a means of a journal recorded by themselves. A content analysis was undertaken in order to identify the ecology (what, how, where, and who with) of the different learning experiences. The results show a prevalence of personal and conceptual learning, a presence of both formal and specifically informal, everyday activities among the meaningful learning experiences detected, the importance of peers, teacher and “learning experiences while alone,” and the use of digital technologies as learning resources; they also reveal the assistance of others in the learning process. The main contribution of this study illustrates how students in everyday life during pandemics are involved in a whole range of different activities both at school and at home.

Introduction

In recent decades, the impact information and communication technologies have on the transformation of both learning processes and educational practices has been documented ( Jenkins, 2009 ; Coll, 2013 ; González-Patiño and Esteban-Guitart, 2014 ; Bender and Peppler, 2019 ; Gee and Esteban-Guitart, 2019 ). In particular, recently, different studies have documented the impact of remote education, as well as the emergence of hybrid models (online-offline), on educational inequalities, as well as teaching and learning processes ( Arora and Srinivasan, 2020 ; Iglesias et al., 2020 ; Jena, 2020 ; Paudel, 2021 ). However, this literature did not address the impact of pandemics on learning experiences of the young. This article aims to contribute to the existing literature by considering the impact that the COVID-19 pandemic has on the meaningful learning experiences of young people from different socioeconomic and sociocultural conditions.

We understand meaningful learning experiences as being those that, due to their cognitive-emotional impact, the learner identifies as being especially relevant. Additionally, the learner grants a particular meaning to the set of recognized learning experiences achieved throughout the day, beyond the bounds of context and place where the learning experiences occur ( Esteban-Guitart, 2016 ; Esteban-Guitart et al., 2017 ). According to Esteban-Guitart (2016) meaningful learning experiences mean “those that the learner selects and chooses from his/her prior learning experiences, for their positive or negative impact. These experiences are the most relevant from the learner’s point of view, for whatever reason, and are connected to their needs or interests” (p. 52).

Previous research suggests that educational times and spaces have both been modified and that this is mainly due to the porosity of digital practices and cultures. In this sense, we speak not only of learning throughout life but also life-wide: the result of participation in different contexts, situations and daily educational practices, both social and in the community ( Esteban-Guitart et al., 2018 ). Based on the Bronfenbrenner’s ecological systems theory ( Bronfenbrenner, 1979 ), the notion of learning ecologies, in this sense, considers the set of physical and/or virtual activities, the help, collaboration and guidance of other people, as well as the different resources, inside and outside the school education context, as potential opportunities for learning available to a learner ( Barron, 2004 ).

Taking the very notion of “learning ecologies” as a reference ( Barron, 2004 , 2006 ), Coll (2013) argues that we are facing a profound revision of the fundamental parameters that characterize educational practice (where, when, what, who with, why and how we learn). From a model focused on universal schooling, belonging to the twentieth century, we are now in a moment of transition toward distributed and interconnected emerging models. In this sense, we speak of “local learning ecosystems” ( Hannon et al., 2019 ) to refer to a great multiplicity of interconnected educational scenarios and agents, linked to the development of basic competencies or skills for the 21st century, through participation in affinity groups or communities of practice, in different physical and digital mediums, as well as in distinct narrative formats ( DiGiacomo D. et al., 2018 ; Lacasa, 2018 ).

In a previous study, the importance of informal situations and practices was identified, as generators of even school-type learning (aspects related to the science or history curriculum, for example); the importance of the peer group, and the “self-taught” situations—learning that one claims to have undertaken alone—, as well as in digital format (for example, YouTube, social networks, Internet content search) and from the participation in communities of affinity or interest, such as a Facebook group, or online gamers, as geography/format of a large part of the meaningful learning experiences identified in adolescents aged 15 and 16 ( Esteban-Guitart et al., 2017 ).

These results are in tune with the literature linked to “connected learning” according to which, a large part of learning is currently generated from the link or connection between a certain interest and curricular, professional or civic opportunities, through collaboration and support from others, forexample through social networks ( DiGiacomo D. K. et al., 2018 ; González-Patiño and Esteban-Guitart, 2019 ; Esteban-Guitart et al., 2020a ).

However, often these learning experiences that take place in non-formal or informal spaces of activity, are neither taken advantage of, nor linked to, the curricular type learning that takes place in school. “The majority of young people do not find ways to connect learning in their online affinity networks with in-school, civic, or career-relevant opportunities” ( Ito et al., 2019 , p. 2).

In any case, it seems clear that the opportunities and sources of learning today transcend the walls and borders of the school educational context and practice, as digital mobile devices allow access, construction and exchange of knowledge, skills, and competences. What Jenkins (2009) refers to as the concept of “participatory cultures” characterized by the ability to produce and exchange content and experiences through different media such as amateur videogame design, films or songs shared through YouTube, blogs, Facebook, Instagram, or other social and digital media.

The aim of the study presented here is to identify, and analyze, meaningful learning experiences experienced over the course of a week by 16 and 17-year-old adolescents during the COVID-19 pandemic situation in order to illustrate the potential impact of the pandemic situation on learning processes and ecologies.

Materials and Methods

With the aim of achieving the aims of the research, and in accordance with the unit of analysis described in the introduction, meaningful learning experiences, a qualitative approach was used in the consideration of the identification and analysis of the subjectivity as a proposal for the generation of knowledge ( Mruck and Breuer, 2003 ). In particular, and in the same line as previous research ( Esteban-Guitart et al., 2017 ), a content analysis, described below, was carried out.

Participants

An intentional sample, deliberately chosen, of 11 participants was selected from a first-year high school class of 28 students from a state school in a neighborhood characterized by its high sociocultural diversity in Girona, Catalunya, Spain. The sample was composed of five boys and six girls between 16 and 17 years of age, balancing gender distribution. Of the total, six are of local origin (Catalan, Spanish), while five students come from abroad (two from Honduras, one from Colombia, one from Bolivia, and one from Morocco). The purpose was to reflect the diversity of both the school and context of the region. Table 1 describes the sociodemographic characteristics of the participants. For reasons of confidentiality, a code was assigned to the different participants.

Table 1. Sociodemographic characteristics of the sample.

Table 2 additional data regarding the participants in relation to their learning ecologies ( Barron, 2004 ), specifically the availability, or otherwise, of an Internet connection, together with available devices and usual practices carried out during the week as well as going to high school.

Table 2. Some characteristics of the participants’ learning ecologies.

All participants have an Internet connection, as well as personal mobile phones and seven personally owned laptop computers, in four cases shared with either siblings or parents. With regard to after-school activities, what stands out are sports and physical activities. Two participants did not report doing any after-school activity during the week (see Table 2 ).

With the aim of identifying meaningful learning experiences, an adaptation of the personal journal of meaningful learning experiences proposed by Esteban-Guitart et al. (2017) was used. The original version consisted of five questions, in our version we used four questions that the participants had to answer at the end of the day for a week (see Figure 1 ). Specifically, the data was collected between Monday, 25th January and Sunday, 31st January, 2021. The questions were: (a) What is the most important thing you learned today? (b) Where did you learn it? (c) Who with? (d) How did you learn it? The instructions were: “Using the four questions in this diary, I would like you to collect, over 7 days of a week—weekend included-, the situations, occasions or experiences where you learned something. It is important, that of all the things learned throughout the day, you focus on the one that is most relevant or important to you.”

Figure 1. Example of a personal diary of meaningful learning experiences.

With the aim of identifying some of the characteristics of the participants’ learning ecologies, information was collected via an on-line questionnaire. This information consisted of: the availability or otherwise of an internet connection, the digital devices available; as well as the after-school activities carried out during the week (see Table 2 ).

Firstly, the study was approved by the research ethics and biosafety committee (CEBRUdG) of the University of Girona. Next, the research proposal was presented to the director of the school, and to the classroom teacher of the participants. After its approval, a sample of 11 participants was taken from the class group. They were contacted and informed of the purpose of the research, and authorization was sought to participate in the study based on informed consent. Once the instrument, a personal diary of meaningful learning experiences, was provided by the research team, the participants filled it out during the week of 25th–31st January, 2021. Finally, an on-line questionnaire was administered to each participant to identify the availability or otherwise of digital devices, the availability of an Internet connection, as well as the activities carried out during the week. During this period, classes were physically attended in the formal educational context with mask and hygiene measures, although 1 day a week, on Wednesday, classes were not attended in person and were held on-line. On the other hand, there was a situation of semi-confinement, since at that time there were measures affecting bars, cultural facilities and shops in the region of Catalonia. Specifically, non-essential shops were ordered to close at weekends, as well as shopping centers of more than 400 m 2 . On the other hand, restaurants and cafes were allowed to open but only between the times of 7:30 a.m. to 9:30 a.m. and 1 p.m. to 3:30 p.m. There was a limitation to interior capacity of 30%. There was also confinement on a municipal level in that entering and leaving Girona was restricted except for a justified reason. This measure affected the mobility of the population. One of the exceptions was that of attending school. However, all university lectures were online and face-to-face classes at the university were suspended.

Data Analysis

In order to analyze the empirical data obtained, thematic content analysis procedure was used with a deductive-inductive category system procedure in a round-trip iterative process between the data and the initial categories that were enriched and modified from the analysis carried out ( Vaismoradi and Snelgrove, 2019 ). In particular, an answer was found to the research question related to the characterization of the ecology (what, where, how, who with) of meaningful learning experiences. To do this, we initially based our research on the a priori categories developed by Esteban-Guitart et al. (2017) from the parameters of the new learning ecology described by Coll (2013) . However, the category “what” was added, which was not analyzed in the study by Esteban-Guitart et al. (2017) . It was decided to include this category because although it is contemplated in the parameters of the new learning ecology ( Coll, 2013 ), it was not included in the research undertaken by Esteban-Guitart et al. (2017) . This was considered to be a limitation in itself as it was not possible to obtain any analysis about the content of the meaningful learning experiences identified. In order to operationalize this category, the conceptual, procedural, and/or personal-identity learning contents were used. To this end, the learning types described by García-Romero et al. (2018) , Lalueza and Macías-Gómez-Estern (2020) , and Macías-Gómez-Estern et al. (2019) in research on the evaluation of the learning service by university students is used. In order to readjust the previous categories inductively based on the data obtained, inclusion criteria were introduced. Table 3 shows these categories, codes and inclusion criteria finally used in the study.

Table 3. Categories, codes and inclusion criteria used.

In relation to the coding process, the codes that appear in Table 3 have been assigned to the text segments of the diaries written by the participants about their meaningful learning experiences. This analysis allows collection of the frequencies of citations associated with the different categories and analysis codes.

“High intercoder reliability” (ICR) ( Burla et al., 2008 ) is used in qualitative content analysis carried out for ensuring concordance in data analysis. In particular, transcripts were coded independently by two researchers from the categories, codes and inclusion criteria used (see Table 3 ) by two researchers, and ICR was calculated. A resulting kappa value of 0.91 can be regarded as solid.

A total of 72 meaningful learning experiences were identified as a result of the seven experiences that each participant has selected on each of the 7 days of the week; With the exception of BCT007 and BCT009, who stated, on 3 days in the first case and on 2 days in the second case, that they had not learned anything relevant throughout the day.

Regarding the content category of the meaningful learning experiences (the “What?”), the identity-personal subcategory stands out (with 32 citations), followed by conceptual (with 30) and procedural (with 10). Regarding the “Where?”, the formal educational context stands out, either at the educational institution (24 associated citations) or at home (with six citations) but in activities, such as homework, extension of time, and homework. However, most meaningful learning experiences originated in informal contexts or situations. In relation to the “Who with?” The code that obtains a greater association of citations is “Alone,” followed by the peer group and the teacher. To a lesser extent with the family. Finally, at the level of “How?” what stands out is the consideration of learning without any type of cultural mediation, without the use of artifacts; however, in the case of the use of artifacts, the digital format stands out. Finally, it is worth highlighting social interaction as a generator of a large part of the meaningful learning experiences, compared to self-learning (see Table 4 ).

Table 4. Citations associated with the different categories and analysis codes.

For the purposes and context of this research, and of this monographic issue, the presence of COVID is highlighted in four of the meaningful learning experiences reported. As can be seen in Table 5 , these are current issues in the pandemic period in which the study was carried out, for example, vaccines.

Table 5. Meaningful learning experiences associated with COVID-19.

Taken as a whole, meaningful learning experience linked to identity-personal aspects (for example, linked to the organization of tasks, values or aspects linked to knowledge about oneself) have been derived from informal situations and contexts of life and activity. For example, BCT002 (day 5) claims to have learned that doing things in advance (for example homework) frees up time for leisure. The participant says she learned it alone, at home, specifically “doing all the homework she had for the following week in order to make the most of the weekend, even though we can’t go out much.” Meanwhile the curricular-conceptual type learning takes place in the formal sphere. However, conceptual learning carried out at home is also highlighted, acting as a support and extension of school activities, as well as derived from informal situations in seven of the total experiences with formal content (30). For example, derived from a chat with friends, BCT010 claims, on the second day, to have learned the equation of the trajectory of movement. However, the majority of conceptual learning took place in the school and was basically facilitated by the teacher. While learning carried out in informal life situations or practices is associated with situations in which the learner claims to be alone, or with peers—basically connected through digital devices. In relation to this, the use of social networks such as Instagram, video games, or search engines such as Google stand out. For example, BCT008, on the seventh day, claims to have learned to play 1-min games of chess with the computer, through an online chess game; or BCT007 (day 2) claims to have learned with Instagram that the first love one must receive is one’s own love. In reality, a large part of the situations considered self-learning are characterized by the use of digital devices. For example, BCT003, on the third day, learned how to install an application on the computer without paying by searching for information on the Internet.

The exceptional situation, derived from the COVID-19 pandemic, has had an impact on different aspects of people’s daily lives. The aim of the study presented here was to identify different meaningful learning experiences in the pandemic situation. In a previous study, the importance of informal learning situations and contexts was identified, as well as the importance of social and digital media as spaces for interaction and learning ( Esteban-Guitart et al., 2017 ). This study is in tune with the previous study, despite the fact that the formal educational context also appears as relevant, perhaps as it is the main activity of young people, as well as being at home, as they are in a moment of semi-confinement; with restrictions in shops, bars and cafes and mobility. In fact, the study illustrates how the learning processes took place either in high school or at home. Highlighting learning undertaken alone. A situation that can also be explained due to the social restrictions of personal contact and mobility. However, a large number of the experiences have been categorized as resulting from social mediation (47) as opposed to those without social mediation (25), since the peer group at school and through their contact with digital devices is observed as an element which is highlighted from many of the meaningful learning experiences identified. This is in agreement with the work of DiGiacomo D. K. et al. (2018) that shows the importance of social and material conditions in the development of interests and learning objectives in adolescents and young people.

Compared with the study by Esteban-Guitart et al. (2017) , the aforementioned difference in terms of the presence of the formal environment in meaningful learning experiences (not found in that study, and considerably significant in this one), the distribution and importance of the peer group, and the situations of “Being alone” are found to have the same trend. Although in this study, these situations increase proportionally, perhaps due to the pandemic situation, as well as the presence and importance of the teacher in such learning; this aspect was not identified in the previous study. Finally, in the “how,” the presence of the digital format or tools and practices also stands out. It is important to highlight here that all the participants reported having an Internet connection as well as mobile phones and either shared, or unshared, laptop computers.

Regarding critical considerations of the study undertaken, it is necessary to consider that the qualitative nature of the study, involving 11 adolescents and young people, prevents us from reaching conclusions and generalizing the results to other contexts and situations. In addition, the categories of analysis should be reconsidered in future works, since due in large part to the porosity of digital media and devices, it is difficult to identify the border of the contexts. For example, BCT011, on the first day, claimed to have learned that they had Raynaud’s Syndrome. He learned it, in fact, in a multiplicity of situations and contexts, after, as he describes it, talking with his doctor, searching on the Internet, consulting with his family and friends, and also especially from the “My Health” digital application. In the same way, learning from the formal, school environment, although it may begin in the context of the high school, continues through the internet, with the peer group and especially in this study described here, at home.

This consideration leads us to problematize the notion of context itself, understood as a physical and/or virtual environment, more or less defined in time and space, in which the learner participates directly, adopts different roles, activities and interpersonal relationships ( Bronfenbrenner, 1979 ), toward procedural considerations that take into account the hybrid and porous nature of learning situations that in fact question the traditional separation between the formal and informal sphere ( Jornet and Erstad, 2018 ; Esteban-Guitart et al., 2020b ; González-Patiño and Esteban-Guitart, 2021 ). In any case, future research should trace, through for example, life stories and case studies, the parameters considered here under the metaphor of the new learning ecology ( Coll, 2013 ). The aforementioned research would allow us to go into greater depth regarding both the conditions and the characteristics of the learning experiences, as well as to overcome certain limitations of the categories used, for example in relation to the “how?” category. This is because by reducing this category to the mere presence or absence of cultural or social mediation does not allow for an in-depth documentation of the process of acquisition and development of the learning experience described.

The aim of the research was to examine the meaningful learning experiences throughout the unusual situation experienced during the COVID-19 pandemic. A content analysis was undertaken, following the same line of previous research ( Esteban-Guitart et al., 2017 ). This made it possible to document 72 meaningful learning experiences of 11 adolescents from 16 to 17 years old. The meaningful learning experiences were collected for a week by means of a personal diary. Using the “new learning ecology” ( Coll, 2013 ): what, where, who with and how learning happens, the content analysis was carried out. Concerning “what,” the results show a prevalence of learning experiences related to subjectivity (values, attitudes, beliefs, sentiments, and preferences) and conceptual learning (learning of facts and concepts); concerning where, there is a presence of both formal and informal learning experiences; concerning “who with,” the most frequent learning experiences are with peers, with teachers and alone; and concerning “how,” the results show the relevance of digital technologies as learning resources. The main contribution of this research consists in the empirical documentation of the aforementioned parameters in the context of a pandemic. However, as this is a rather unrepresentative sample, in no way is it intended to make a generalization of the results found. On the other hand, a case study would allow for a greater depth of documentation of the learning experiences as well as their characteristics and conditions. Regarding practical applications, it should be noted that the learning experiences need pedagogical consideration, not just taking into account where they have originated, as this throws light on the situational and distributional character of the learning experiences. This aspect follows the line of previous research on the analysis of different situations in formal contexts, non-formal contexts and informal contexts as generators of meaningful learning experiences ( Barron, 2004 ; Esteban-Guitart, 2016 ; Esteban-Guitart et al., 2017 , 2018 ; DiGiacomo D. et al., 2018 ; Bender and Peppler, 2019 ).

Data Availability Statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics Statement

The studies involving human participants were reviewed and approved by the research ethics and biosafety committee (CEBRUdG) of the University of Girona. Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin.

Author Contributions

ME-G conceptualized the research idea and planned the study. IG-C carried out the collecting data. MP and JS contributed to data analysis. ME-G, IG-C, MP, and JS contributed to the interpretation of the results. ME-G and IG-C wrote the manuscript. All authors provided critical feedback and helped shape the manuscript.

This research was funded by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO), the Spanish State Research Agency (AEI), and the European Regional Development Funds (European Union), grant number EDU2017-83363-R.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords : learning, education, digital life, COVID-19 pandemic, qualitative research

Citation: González-Ceballos I, Palma M, Serra JM and Esteban-Guitart M (2021) Meaningful Learning Experiences in Everyday Life During Pandemics. A Qualitative Study. Front. Psychol. 12:670886. doi: 10.3389/fpsyg.2021.670886

Received: 22 February 2021; Accepted: 13 April 2021; Published: 07 May 2021.

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Copyright © 2021 González-Ceballos, Palma, Serra and Esteban-Guitart. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Moisès Esteban-Guitart, [email protected]

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An Important Learning Experience Essay Sample

Type of paper: Essay

Topic: Children , Grandfather , World , Body , Violence , Parents , Life , Family

Published: 01/30/2020

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It seemed as if my entire life had been shrouded by pain and suffering. I could barely stand on my feet. The shock was too much to take for me. I grabbed on to the nearby furniture fearing a fall. In my years of life, I had never before felt so vulnerable. The memories, the times were coming back to me as tears rolled down my cheeks. Life’s brutality and inevitability suddenly became the ultimate truth for me; I had probably been transformed into a stoic being. My grandfather had passed away. He had succumbed to injuries from an accident. I rushed to the hospital. The police was there waiting for his relatives to arrive. He had none but me. I was now left all alone in this entire world, left to fight for a lost cause. The bond we shared was too deep. I had lost my parents long back when I was a kid. He had brought me up. I had never felt the absence of my parents. My grandfather was the epitome of man for me. He was an ideal, a true inspiration. The thought of living alone was too much for me to take. An empty world it was. I was always a very sensitive lad and could hardly make friends. I was left without a friend too. I had nobody who could hug me once and console me. Life suddenly seemed utterly futile. The officer came up to me as I sat in a corner waiting to see the deceased body of my grandfather. He asked me to go with him to the morgue to identify the body. It was a painful moment; to see the dead body of the man who had caressed me till the previous day and whom I loved more than anything else was something that shook me from inside. I could not hold back my tears. How could the world be so brutal? If there were God, how could he let this happen? The officer put a hand on my shoulder and escorted me outside the morgue. I sat all alone, the entire milieu crowded with people who hardly cared. The cacophony was too much to take. I started to question the reason for living. Why did I still live bereaved of parents at a tender age? Why did grandfather have to die? That the driver of the car had been arrested was not enough to console my scarred heart. I would end my life, maybe. It was of no use. Left in a state of insurmountable depression, I stepped out of the hospital. I was walking by the street lost in my thoughts. The reality of life had struck me hard. The crowd in the middle of the street hogged my attention. People were shouting and there was confusion all around. I walked up to there. The body had been crushed by the van. The man was dead on the spot. The kid was in the carriage crying loudly, but miraculously not hurt. The police had arrived. Disturbed even more, the incident seemed to be like a déjà vu for me. The local newspapers reported about both the accidents. The kid saved had nobody, not even a grandparent. I understood how shattered my grandfather must have been on the death of my family. Still he lived on, with a smiling face, just to see me grow up. This baby girl had no one to fend for her. She would probably be sent to an orphanage. I was shaken once again. Living for me was like searching for the Pandora’s Box. I would live and fend for this kid, bring him up. I could do that very well. I would work hard and not let him feel the brutalities of life, just as my grandfather had done for me. I could relate to the child from the innermost core of my heart. I was ready to go on in the circle of life, doing my part. The abruptness of the experience had sunk in. Life seemed to have an ambition. I would live for fulfilling the cause, no matter what. I was ready for the fight ahead.

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How To Learn Through Experience

One of the most common misconceptions is that learning is synonymous with education. You often hear colleagues say they stopped…

One of the most common misconceptions is that learning is synonymous with education.

You often hear colleagues say they stopped learning after leaving college. The truth is we only get an education from institutions. Learning, on the other hand, is a lifelong process.

To understand this, just think of how a baby learns.

Initially, the baby is too young to get up, walk, or say anything. But soon it starts moving around, and eventually, learns to walk and speak.

The baby does this just by learning from experience.

Learning through experience is not easy, but it is something we all do at different levels.

Let’s look at the example of the baby again. It is not afraid of anything because it doesn’t understand the concepts of safety or fear. As the years roll by, it will learn these concepts through experience. Learning from experience can make us stronger and more capable of doing the right things.

What Is A Learning Mindset?

Mindset is the basic mental structure or aptitude that shapes a person’s thoughts, actions, and behavior towards others. A person is known to possess a learning mindset when their natural tendency is to focus on learning consistently.

A learning mindset is a fundamental trait. A mindset focused on learning can be strong criteria to weigh factors such as:

The person’s approach to learning.

There are different types of learners. Some are comfortable with formal learning in a mentor/teacher-learner process. Then there are those who prefer real learning through experience.

Response to learning

Different people face different challenges and advantages while learning; and so their responses also vary.  Some are quick learners; others could take longer to get used to a concept and could need repeat lessons or additional support. ( Zolpidem )

The takeaway

The first objective of any learning program is the ‘knowledge’ that the learners will gain from it. Be it something that boosts their interpersonal skills or professional skill acquisition.

Learning From Experience: How To Do It

Most of our life experiences are great opportunities to learn new skills for personal development. But many people don’t take advantage of such opportunities simply because they don’t have a mindset focused on learning.

For those who have a learning mindset, the experiences become the bedrock for self-reflection. These reflections help them assess their situation, their world view and understanding of human behavior, etc. They then put these ideas to the test and eventually gain new experiences.

Learning from experience is also known as Experiential Learning (EXL). One of the popular definitions of the process says it is “learning through reflection on doing”.

It is greatly different from conventional learning as there may be no teacher or mentor involved. The learner plays an active part in the learning process. It is an individual-focused learning technique for learning from experience.

A common example of real learning through experience is that of botany students. While they can simply learn about the various plants and trees by reading books on the subject, they are regularly taken on trips across biodiversity parks, gardens, and forested areas for learning from observation.

The learners don’t have to rely on things they hear from others or read from books but can learn based on their own experiences. Such learning is usually much more impactful as it can be counted as real learning through experience.

Such experiential learning is a common feature for students of streams such as history, architecture, tourism, and geology. Medical students also get to learn by observation as they attend live surgeries and observe the healing process of patients in hospitals.

David Kolb is a renowned name in the field of experiential learning. According to Kolb, knowledge acquisition is a perpetual cycle. We learn from our personal as well as professional experiences.

Kolb outlines four characteristics of a learner that must be present in anyone keen on learning from experience. These are:

Willingness to actively participate in the experience, ability to reflect upon the experience gained, analytical skills to visualize the experience, decision-making  and  problem-solving  skills that can be applied to new-found ideas.

As the above learning experience examples highlight, the process of learning through experience requires a lot of self-effort, initiative, a desire to learn, and an action-based learning period. David Kolb’s experiential learning cycle is an ideal framework for understanding the various stages of the process.

Many modern educators are well-versed with the importance of experiential learning. One of the key reasons behind its impact is considered to be the emotional and sensory experience that such hands-on learning provides. It helps learners connect with actual knowledge instead of simply learning the concepts and information through books. The personal involvement of learners helps them in reflection and that gradually furthers them to learning from experience.

The crux of experiential learning is highlighted by five questions:

Did you notice, why did that happen, does that happen in life, why does that happen, how can you use that.

These questions make learners reflect on what they observed or experienced and gain long-term knowledge.

Need For Businesses To Cultivate A Learning Mindset:

Learning experience examples:.

If you look at the most popular and high-paying jobs of today, you will find that most of them didn’t even exist 20-30 years ago. On the other hand, many of the hottest jobs of 30 years ago—DOS operators, typists, switchboard operators—don’t exist anymore.

Constantly changing technologies and innovations keep changing the nature of jobs and processes that we see in our daily lives..

In recent years, we are witnessing the rapid proliferation of technologies such as Artificial Intelligence (AI), the Internet of Things (IoT) and automation. Jobs are increasingly becoming redundant.

According to research by McKinsey, 400 to 800 million contemporary jobs will no longer exist by 2030.

However, this doesn’t imply there will be no jobs for those currently employed in these positions.

Some jobs are likely to morph into a different form—just like the typists of yesteryears have now been replaced by computer operators and commercial painters replaced by graphic designers.

Other new jobs will be of a more ‘human’ nature that focus on teamwork and creativity. Automation will only take away the mechanical part of the jobs the human aspect and management roles will still be with humans.

So, the time is ripe for businesses to cultivate a strong experiential learning mindset to make sure their employees are ready for future technologies and jobs. Let’s look at some core competencies that human resource managers need to focus on:

Digital Expertise:

With the rapid growth in AI technologies and tools, many businesses have already invested in AI tech or are planning to do so gradually over the next few years. However, most of those companies are not focusing on making their current employees AI-ready.

Once machine learning and AI technologies enter more operational areas, there will be a need for personnel who are well-versed in working with automation and AI.

Ability To Work Seamlessly In An Inclusive Environment:

Diversity and inclusivity are no longer just jargon. The future belongs to offices that are gender/culture/ethnicity-neutral. There will be diverse perspectives, lifestyles, and behaviors in every organization. People who have open or hidden biases against some or the other section will not be desirable. Teams will also need to get rid of their generational biases.

Learning is a continuous process that is not only academic but greatly experiential as well. Everything we do, observe or hear, creates an opportunity for evaluation, understanding, and creation of new ideas. These ideas subsequently get integrated into the work processes and are validated through new experiences.

It is a constant cyclic progression that we all need to learn. However, as various learning experience examples indicate, it is often not easy to get into the learning mindset. That’s where Harappa Education’s Learning Expertly course can help you. It teaches you about the growth mindset and helps you and adopt fresh perspectives on existing problems.

Sign up for the course to step on the road to learning.

Explore our Harappa Diaries section to know more about topics related to the Think habit such as Meaning of Heuristic , Critical Thinking , What is an Argument , Creative Thinking & Design Thinking .

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My Student Teaching Experience: Lessons Learned

The student teaching experience allows you to put everything that you’ve learned about education and your subject matter into action. You get to test the waters under the supervision of an experienced teacher who can guide you along and help you become the kind of teacher that you want to be. If you embrace the opportunity, you can learn a lot from the experience. In fact, here are some things that I learned during my time as a student teacher .

Prepare for the Unexpected While Student Teaching

During my student teaching experience, I spent a lot of time preparing each lesson plan . I worked hard to research different ways to present the information for each lesson. I looked for activities that my students would enjoy, and I made sure that I had all of the materials and other things that I needed before class started. Even then, there were always things that would go wrong. Technology would fail. Students would complete activities quicker than planned. Or students would require much more time and explanation than expected.

As such, I realized that I needed to be prepared as much as possible, but, more importantly, I needed to prepare to be flexible. You never know what’s going to come up or what will catch the students’ attention. When creating lessons, remember that you need to be prepared for changes. Figure out alternative activities in order to help your day go as smoothly as possible and allow your students to gain the most from the lessons.

Make Friends

Teaching is difficult. You’re going to have rough days, and you’re going to need help sometimes. Introduce yourself to the librarian, cafeteria staff, administrators, custodians, secretaries, and other teachers. Of course, finding a teaching mentor is always a good idea. As I talked to other teachers about lessons that I was working on, they had plenty of suggestions for activities that I could use. I loved getting ideas for tried and true activities for my students, but I also enjoyed the tips and ideas that they could provide to help me grow as a teacher. They could also help you land a teaching job, too.

Not only can making friends prove to help you as a teacher, but it can also make your day more fun. Rather than eating lunch in your room every day to catch up on work, go to the lunch room and mingle with other teachers. Talk to teachers on the playground. Use the time to get to know others, and you just might end up making a friend for life.

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“dare to disturb the universe:” be fearless as a student teacher.

In high school, I had a teacher who always encouraged us to “dare to disturb the universe” as quoted from T.S. Eliot’s poem, “ The Love Song of J. Alfred Prufrock .” To me, this meant that we shouldn’t be afraid to do something different or to think outside of the box. When it came to student teaching, I found that I needed to listen to this advice again. I wanted to excel. I wanted to get great recommendations from my cooperating teacher, and I wanted my students to really learn the concepts.

What I found was that student teaching was the perfect time to think outside of the box and try different things. If they didn’t work, they didn’t work. At least, I got to try them in a safe environment. And in the process, I got to work on vital skills for teaching, such as classroom management. Luckily, I had an awesome cooperating teacher who set me free to try new things. Of course, it was always helpful to have my cooperating teacher review my lesson plans and advise me on things that I could do to improve my ideas to ensure that they were viable in the classroom.

Show Confidence

Confidence is crucial for a great student teaching experience. Students need to see that their teacher knows what he or she is talking about. They need a teacher that demands respect. When I first started as a student teacher, I was awkward and unsure of myself. I wasn’t sure what my cooperating teacher would think, and I worried about how my students would perceive this teacher who didn’t look old enough to teach in the first place.

As I fell into my groove and gained more confidence as a teacher , I found that my students not only respected me but felt more comfortable talking to me, too. Confidence meant I could be myself while still demanding respect from my students and colleagues.

Get Involved

Immersing yourself and taking advantage of every opportunity afforded to you can really enrich your student teaching experience. One of my biggest regrets as a student teacher was that I didn’t get involved more. Sure, I attended all of the meetings and met with parents. With the amount of work I put into creating lessons, I chose not to volunteer in after school activities, for example. I wish that I would have taken the opportunity to get more involved. You can gain more experience, meet more people, and find a new niche within the teaching community.

Seek Feedback on Your Student Teaching

One of the most important lessons that I learned was the importance of feedback. During your student teaching experience, you want to find ways to improve your teaching skills. Don’t be afraid to ask your cooperating teacher for advice. When observing you in action, he or she will notice things that you hadn’t noticed before. Maybe you use too many filler words, look at the floor too often, or stand in one place the entire time. Your cooperating teacher can point out these things to you, so you can make the necessary changes to improve.

More than just asking for feedback, you need to have a good attitude about the information that you receive. What will you do with this information? I found that when I was teachable and willing to hear criticism, I saw greater improvements in my teaching and increases in my confidence.

Student teaching was a great experience. It had its ups and downs, but I became a better teacher by working to make the most of my experience and looking for opportunities to learn.  

Home — Essay Samples — Life — Life Experiences — Personal Experience

Personal Experience Essays

Personal experiences are the threads that weave the fabric of our lives. Writing a personal experience essay isn't just about storytelling; it's about finding meaning, connecting with others, and leaving your mark on the world. So, why should you write an essay about your personal experiences? Let's explore the importance together! 🌟

Personal Experience Essay Topics 📝

Selecting the right essay topic is key to crafting a compelling narrative. Here's how to pick one:

Personal Experience Argumentative Essay 🤨

Argumentative essays based on personal experiences require you to defend a viewpoint or argument. Here are ten intriguing topics:

• 1. Argue for or against the idea that personal experiences are the most influential factors shaping an individual's personality.
• 2. Defend your perspective on whether overcoming adversity through personal experiences builds stronger character.
• 3. Debate the impact of personal experiences on shaping one's political beliefs and values.
• 4. Argue for the significance of sharing personal experiences in order to promote empathy and understanding among diverse communities.
• 5. Defend the idea that personal experiences play a crucial role in career development and decision-making.
• 6. Debate the ethical implications of sharing deeply personal experiences in the era of social media and oversharing.
• 7. Argue for the therapeutic benefits of writing about and reflecting on personal experiences.
• 8. Defend your perspective on whether personal experiences should be a central part of school curricula.
• 9. Debate the influence of personal experiences on an individual's approach to health and wellness.
• 10. Argue for or against the notion that personal experiences can serve as catalysts for social change and activism.

Personal Experience Cause and Effect Essay 🤯

Cause and effect essays based on personal experiences explore the reasons behind events and their consequences. Here are ten topics to consider:

• 1. Analyze the causes and effects of a life-changing personal experience on your academic or career choices.
• 2. Examine how personal experiences can lead to personal growth, increased self-awareness, and improved well-being.
• 3. Investigate the effects of travel experiences on personal perspectives and cultural understanding.
• 4. Analyze the causes and consequences of sharing personal experiences with others, including its impact on relationships.
• 5. Examine how personal experiences can influence one's hobbies, interests, and leisure activities.
• 6. Investigate the impact of a significant personal experience on your family dynamics and relationships.
• 7. Analyze the causes of personal transformation through exposure to diverse cultures and environments.
• 8. Examine how personal experiences can shape one's attitude toward risk-taking and adventure.
• 9. Investigate the effects of sharing personal experiences through writing, art, or storytelling on your personal well-being.
• 10. Analyze the causes and consequences of personal experiences that challenge societal norms and expectations.

Personal Experience Opinion Essay 😌

Opinion essays based on personal experiences allow you to express your subjective viewpoints. Here are ten topics to consider:

• 1. Share your opinion on the importance of documenting personal experiences for future generations.
• 2. Discuss your perspective on whether personal experiences should be kept private or shared openly.
• 3. Express your thoughts on how personal experiences have shaped your sense of identity and self-worth.
• 4. Debate the significance of personal experiences in fostering empathy and compassion among individuals and communities.
• 5. Share your views on the role of personal experiences in building resilience and coping with life's challenges.
• 6. Discuss the impact of personal experiences on your approach to decision-making and problem-solving.
• 7. Express your opinion on the therapeutic benefits of writing or talking about personal experiences.
• 8. Debate the influence of personal experiences on your sense of purpose and life goals.
• 9. Share your perspective on how personal experiences can inspire creativity and artistic expression.
• 10. Discuss your favorite personal experience and the lessons or insights it has provided.

Personal Experience Informative Essay 🧐

Informative essays based on personal experiences aim to educate readers. Here are ten informative topics to explore:

• 1. Provide an in-depth analysis of the impact of a specific personal experience on your career choices and aspirations.
• 2. Explore the therapeutic benefits of journaling and writing about personal experiences for mental health and well-being.
• 3. Investigate the history and significance of storytelling as a means of preserving personal experiences and cultural heritage.
• 4. Analyze the connection between personal experiences and the development of emotional intelligence.
• 5. Examine the influence of personal experiences on decision-making processes and risk assessment.
• 6. Investigate the role of personal experiences in shaping cultural perceptions and worldviews.
• 7. Provide insights into the art of crafting compelling narratives based on personal experiences.
• 8. Analyze the impact of personal experiences on an individual's resilience and ability to adapt to change.
• 9. Examine how personal experiences can serve as valuable life lessons and sources of wisdom.
• 10. Investigate the therapeutic benefits of group discussions and support networks for individuals sharing similar personal experiences.

Personal Experience Essay Example 📄

Personal experience thesis statement examples 📜.

Here are five examples of strong thesis statements for your personal experience essay:

• 1. "Through the lens of personal experiences, we uncover the profound impact that seemingly ordinary moments can have on our lives, reshaping our perspectives and guiding our journeys."
• 2. "Personal experiences serve as powerful mirrors reflecting our growth, resilience, and capacity to navigate life's challenges, ultimately shaping the narratives of our existence."
• 3. "The sharing of personal experiences is an act of vulnerability and courage, fostering connections, empathy, and a deeper understanding of the human condition."
• 4. "Our personal experiences are the brushstrokes on the canvas of our identity, influencing our choices, values, and the stories we tell ourselves and others."
• 5. "In exploring personal experiences, we embark on a journey of self-discovery, unlocking the untold stories that shape our uniqueness and enrich our shared human tapestry."

Personal Experience Essay Introduction Examples 🚀

Here are three captivating introduction paragraphs to kickstart your essay:

• 1. "Amid the chaos of everyday life, our personal experiences are the constellations that guide us, the moments that define us. As we embark on this essay journey into the depths of our own stories, we unravel the threads of our existence, each tale a testament to the power of the personal."
• 2. "Picture a canvas where the brushstrokes are the chapters of your life—a canvas waiting for you to paint your experiences, thoughts, and emotions. The personal experience essay is your opportunity to create a masterpiece that reflects the colors of your journey."
• 3. "In a world of noise and distractions, our personal experiences are the melodies that resonate within us. As we venture into the heart of this essay, we uncover the symphony of our lives—a composition of highs, lows, and the beauty in between."

Personal Experience Conclusion Examples 🌟

Conclude your essay with impact using these examples:

• 1. "As we close the chapter on this exploration of personal experiences, we are reminded that our stories are the threads that connect us all. The journey continues, and each experience, no matter how small, contributes to the tapestry of our shared humanity."
• 2. "In the final brushstroke of our personal experience essay, we recognize that our stories are not finite; they are ever-evolving, ever-inspiring. The canvas of life awaits, ready for us to create new narratives and continue shaping our destinies."
• 3. "As the echoes of our personal experiences linger, we stand at the intersection of past, present, and future. The essay's conclusion is but a pause in the symphony of our lives, with countless more notes to be played and stories to be written."

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Global history is not just significant events on a timeline, it is also the ordinary, mundane moments that people experience in between. Graphic novels can capture this multidimensionality in ways that are difficult, and sometimes impossible, in more traditional media formats, says Stanford history professor Tom Mullaney .

Tom Mullaney, a professor of history in the School of Humanities and Sciences, uses graphic novels in his teachings to help students appreciate different experiences and perspectives throughout history. (Image credit: Ilmiyah Achmad)

Mullaney has incorporated graphic novels in some of his Stanford courses since 2017; in 2020, he taught a course dedicated to the study of world history through comic strip formats.

While graphic novels are not a substitute for academic literature, he said he finds them a useful teaching and research tool. They not only portray the impact of historic events on everyday lives, but because they can be read in one or two sittings, they get to it at a much faster rate than say a 10,000 word essay or autobiography could.

“It accelerates the process of getting to subtlety,” said Mullaney, a professor of history at Stanford’s School of Humanities and Sciences . “There’s just so much you can do, and so many questions you can ask, and so many perspective shifts you can carry out – like that! You can just do it – you show them something, they read it and BOOM! It’s like an accelerant. It’s awesome.”

For example, in Thi Bui’s graphic novel The Best We Could Do , themes of displacement and diaspora emerge as she talks about her family’s escape from war-torn Vietnam to the United States. The illustrated memoir shows Bui’s upbringing in suburban California and the complicated memories her parents carry with them as they move about their new life in America. In other chapters, she depicts her mother and father back in Vietnam and what their own childhood was like amidst the country’s upheaval.

Graphic novels like The Best We Could Do and also Maus , Art Spiegelman’s seminal portrayal of his Jewish family’s experience during the Holocaust, illustrate the challenges and subtleties of memory – particularly family memory – and the entanglements that arise when narrating history, Mullaney said.

Graphic novels prime readers for the complexity of doing and reading historical research and how there is no simplistic, narrative arc of history. “When I read a graphic novel, I feel prepared to ask questions that allow me to go into the harder core, peer-reviewed material,” Mullaney said.

The everyday moments that graphic novels are exceptionally good at capturing also raise questions in the reader’s mind, Mullaney said. Readers sit in the family living room and at the kitchen table with Spiegelman and Bui and follow along as their characters try to understand what their parent’s generation went through and discover it’s not always easy to grasp. “Not everything mom and dad say makes sense,” said Mullaney.

These seemingly mundane moments also present powerful opportunities for inquiry. “The ordinary  is where the explanation lives and where you can start asking questions,” Mullaney added.

Graphic novels can also depict how in periods of war and conflict, violence can become part of everyday existence and survival. The simplicity of the format allows heavy, painful experiences to emerge from a panel untethered and unweighted from lengthy descriptions or dramatizations.

“They’re banal. They’re not dramatic. There are no strings attached. In a work of nonfiction, in an article or book, it would be almost impossible to do that. There would have to be so much expository writing and so much description that you would lose the horror of it,” Mullaney said.

A ‘fundamental misunderstanding’

Graphic novels like Maus and The Best We Could Do were included in Mullaney’s 2020 Stanford class, Global History Through Graphic Novels .

In 2020, Tom Mullaney, a professor of history, taught Global History Through Graphic Novels , a course that paired graphic novels such as Art Spiegelman’s Maus with archival materials and historical essays to examine modern world history from the 18th to the 21st century. He created a poster for the class, as shown here. (Image credit: Tom Mullaney)

In the course, Mullaney paired graphic novels with archival materials and historical essays to examine modern world history from the 18th to the 21st century.

The course syllabus also included the graphic novels Showa , Shigeru Mizuki ’s manga series about growing up in Japan before World War II, and Such a Lovely Little War , about Marcelino Truong’s experience as a child in Saigon during the Vietnam War.

Most recently, Mullaney has offered to teach a variation of the Stanford course to the public, free for high school and college students , this summer.

Registration for the online course opened shortly after news emerged and made international headlines that Maus was banned by a Tennessee school board for its depiction of nudity and use of swear words.

Within two days of Mullaney’s course registration opening, over 200 students from across the world signed up.

Mullaney believes that there is a “fundamental misunderstanding” about what young people can process when it comes to negotiating complex themes and topics – whether it is structural racism or the Holocaust. They just need some guidance, which he hopes as a teacher, he can provide.

“I think students of high school age or even younger, if they have the scaffolding they need – which is the job of educators to give them – they can handle the structural inequalities, darknesses and horrors of life,” he said.

Mullaney noted that many teenagers are already exposed to many of these difficult issues through popular media. “But they’re just doing it on their own and figuring it out for themselves – that’s not a good idea,” he said.

Mullaney said he hopes he can teach Global History Through Graphic Novels to Stanford students again this fall.

For Stanford scholars interested in learning more about the intersection of graphic novels and scholarship, there is a newly established working group through the Division of Literatures, Cultures and Languages, Comics, More than Words .

Media Contacts

Melissa De Witte, Stanford News Service:  [email protected]

Volunteer Opportunities with the Federal Government

Why Volunteer for a Federal Agency?

Volunteering with a federal agency allows you to directly participate in helping to meet national needs like maintaining national parks and providing disaster relief. It’s also an opportunity to learn about a variety of government services. Additionally, if you have an interest in working for the federal government , volunteering provides a way to get experience, network and potentially meet hiring managers. Not all federal agencies offer volunteer programs, but here are some resources to help you find opportunities.

Resources for Federal Volunteer Opportunities

Volunteer.gov - Volunteer.gov is a volunteer recruitment and management portal for people who want to support causes managed by federal agencies. You can use Volunteer.gov to find and apply for volunteer opportunities and track your volunteer hours. When you search on the website, you can narrow the search by federal agency, volunteer activity, and physical activity level.

Americorps.gov - AmeriCorps brings people together to work on the country’s challenges through national service. AmeriCorps volunteers serve with nonprofit organizations dedicated to improving communities. AmeriCorps offers long-term voluntary projects, as well as one-day opportunities like September 11 Day of Service and Remembrance and Earth Day. There are opportunities for various time commitment levels and skills.

National Park Service - Volunteers support the National Park Service in its mission to preserve and protect our national parks. You can volunteer for a day or year-round, on your own or with a group. Volunteer opportunities are available nationwide including in U.S. Territories. You can volunteer to maintain trails, conduct research on wildlife, support libraries or produce art. There are many more volunteer roles available, and the National Park Service can help you find the right fit.

U.S. Fish and Wildlife Service - This federal agency is responsible for the conservation and management of fish, wildlife, plants and their habitats. U.S. Fish and Wildlife Service offers a variety of opportunities to enjoy the outdoors. Through their work to conserve natural resources, they provide communities with healthier environments, clean water, flood control and a strong economy. There are volunteer opportunities with the U.S. Fish and Wildlife Service for all ages, interests and abilities. Volunteers may lead tours, conduct plant and animal surveys, or help staff a refuge nature store.

As a volunteer with the federal government, you can contribute to meaningful causes and learn valuable skills. It’s rewarding work that can lead to other experiences that can help you on your path to work and financial independence.

Ticket to Work

Social Security's Ticket to Work (Ticket) Program supports career development for people ages 18 through 64 who receive Social Security disability benefits (SSDI/SSI) and want to work. Through this free and voluntary program, eligible participants can work with service providers to receive the service and supports they need to find and maintain employment as they move toward financial independence through work.

Through the Ticket Program, a service provider such as an Employment Network (EN) can help identify volunteer opportunities to build skills on your current job, or turn volunteer work into a paid position.

To learn more about the Ticket to Work Program, call the Ticket to Work Help Line at 1-866-968-7842. For callers who are deaf, hard of hearing, or have a speech disability, call 1-866-833-2967 (TTY). Hours are Monday through Friday, 8 a.m.- 8 p.m.; or visit https://choosework.ssa.gov.

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