educational theories and models
Address for reprint requests and other correspondence: M. Khalil, Univ. of South Carolina School of Medicine, Greenville, SC 29605 (e-mail: [email protected] ).
University of South Carolina School of Medicine, Greenville, South Carolina
In 1984, David A. Kolb, published a ground breaking book entitled Experiential Learning: experience as the source of learning and development (Englewood Cliffs, Prentice Hall, 1984). This book essentially exposed the principle that a person would learn through discovery and experience. The reason the theory is called “experiential” is its intellectual origins are taken from the experiential work of Lewin, Piaget, Dewey, Freire and James, forming a unique perspective on learning and development.
Experiential Learning Theory (ELT) provides a holistic model of the learning process and is a multi-linear model of adult development, both of which are consistent with what we know about how we naturally learn, grow, and develop. The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process.
When identifying a theory or model to guide health promotion or disease prevention programs, it is important to consider a range of factors, such as the specific health problem being addressed, the population(s) being served, and the contexts within which the program is being implemented. Health promotion and disease prevention programs typically draw from one or more theories or models.
There are several theories and models that support the practice of health promotion and disease prevention. Theories and models are used in program planning to understand and explain health behavior and to guide the identification, development, and implementation of interventions.