Experiential learning in online learning environments
•Blended or flipped learning: students can increasingly conduct the research and information gathering by accessing resources online, by using online multimedia resources to create reports or presentations, and by collaborating online through group project work or through critique and evaluation of each other’s work.
•Fully online: increasingly, instructors are finding that experiential learning can be applied fully online, through a combination of synchronous tools such as web conferencing, asynchronous tools such as discussion forums and/or social media for group work, e-portfolios and multimedia for reporting, and remote labs for experimental work.
Strengths and weaknesses of experiential learning models
•How one evaluates experiential learning designs depends partly on one’s epistemological position.
•Constructivists strongly support experiential learning models, whereas those with a strong objectivist position are usually highly skeptical of the effectiveness of this approach.
•Nevertheless, problem-based learning in particular has proved to be very popular in many institutions teaching.
•There is evidence that experiential learning, when properly designed, is highly engaging for students and leads to better long-term memory.

•Proponents also claim that it leads to deeper understanding, and develops skills for a digital age such as problem-solving, critical thinking, improved communications skills, and knowledge management.
•In particular, it enables learners to manage better highly complex situations that cross disciplinary boundaries, and subject domains where the boundaries of knowledge are difficult to manage.