Leveraging experiential learning training through spaced learning

Abstract

Purpose: Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this paper is to confirm these benefits of SL and EL in a work-based learning environment. Design/methodology/approach: This case study research monitored changes in learning outcomes of a work-based EL training, the Model Warehouse, when adding SL. The Model Warehouse of the Karlsruher Institute for Technology, Germany intends to educate professionals in lean warehouse logistics. Following a pragmatic standpoint, two groups of students were considered and compared by using multiple-choice question based knowledge tests where one group participated in an additional SL session. The experiences and perceptions of students were assessed by conducting in-depth interviews. Findings: Findings revealed that adding SL to the EL training resulted either in students’ knowledge retention or knowledge improvement. Additionally, participants of the SL session did not perceive it as being required to strengthen understanding of lean warehouse management. Practical implications: This study recommends considering SL as an effective means to significantly enhance long-term knowledge retention of any work-based or EL training. Originality/value: This study confirms the benefits of SL and EL drawn from laboratory-based studies in a real business context. Adopting both learning theories in training programmes which converge with realities of the workplace results in a significant improvement of long-term knowledge retention.