Challenges Associated with the ERE Cycle as an Andragogy in Pakistan: Experiential Learning Practices

Since the emergence of Experiential Learning (EL) theories, many studies have been conducted to explore and test the effectiveness of EL strategies ineducation. Experiential learning (EL) is a process where a learner learns in various phases by doing, reflecting, and experimenting (Kolb, 1984). To determine the best practices in EL, one needs to explore it by doing in-depth readings of primitive and contemporary researches and theories of EL. A doctoral-level study (Akhtar, 2019) was conducted to investigate EL practices and developed an ERE cycle to facilitate EL practitioners in the local context of Pakistan. This model was experimented at a business school in teaching business communication courses to the students of bachelor's and master's programs. The results showed a positive influence of the model in developing communication skills among the learners. However, there were found some major barriersin implementing the ERE cycle which was observed by the researcher and highlighted by the participants during in-depth interviews. The current study is aimed at highlighting those hindrances which were and may be faced by EL practitioners while utilizing EL strategies in Pakistan. This study extracted three major barriers from the data and observation. The challenging environment, reluctant students and exhausted planning & execution on the part of teachers can produce adverse effects while implementing the ERE cycle at higher educational institutes of Pakistan. The findings of this study would prove very vital and helpful for all those teachers who want to pursue EL as andragogy. Furthermore, it would help them in better planning and arrangements to overcome these obstacles while using the ERE cycle