Abstract

Experiential learning helps to conceptualize content, or meet course outcomes in subsequent active experimentation stages. Self-regulation is the power to evolve, carryout, and flexibly continuing planned behavior in order to gain one’s goals. In an effort to more successfully meet learning purposes, the four steps of Kolb’s experiential learning cycle was correlated with Self-regulated strategies. Applying these Experiential learning strategies students were able to move afar treating features of problems and generate more feasible alternative actions for future requests of their learning. This descriptive research study systematically collected data using the “The Self-Regulation Questionnaire” (SRQ) (Brown,Miller,&Lawwendowski, 1999) from 145 Bsc,B.Ed and B.Ed students of Gandhigram Rural Institute, Dindigul. The research finds that learning through experiential learning activates the students’ motivation and classroom management. And the experiential learning influences problem solving, reflective thinking, self-regulatory behavior and self-study in learning as well.

Keywords: Experiential Learning, Self-Regulation, Teacher Education.

[1] Ph.D.,Research Scholar (Full time), Department of Education, Gandhigram Rural Institute(DU), Dindigul.

[2] Professor & Head of the Department, Department of Education, Gandhigram Rural Institute (DU), Gandhigram,

Dindigul.