Learning by reflection on doing

Experiential learning may be defined as “learning by reflection on doing”. The “doing” part in this case refers to work on open-ended engineering problems. Open-ended problems are problems that, in contrast to traditional closed exercises, have more than one possible solution. In engineering design these problems are also commonly ill-defined and wicked. Open-ended problem solving, besides reinforcing theoretical disciplinary knowledge, promotes skills such as critical thinking, problem solving, self-efficacy, confidence etc. Transitioning from closed to open-ended problems, learners develop their self-directed learning skills in accordance to Grow‘s stages in learning autonomy.