Experiential learning theory.

David A. Kolb’s Experiential Learning Theory is a powerful foundational approach to all forms of
learning, development and change. Experiential learning describes the ideal process of learning,
invites you to understand yourself as a learner, and empowers you to take charge of your own learning
and development.
The way you learn is the way you approach life in general. It is also the way you solve problems, make
decisions, and meet life’s challenges. Learning occurs in any setting and continues throughout your
life. The experiential learning process supports performance improvement, learning and development.

“There are two goals in the experiential learning process. One is to learn the specifics of a particular
subject, and the other is to learn about one’s own learning process.”
— David A. Kolb

Kolb’s Four Stages of Learning:

Kolb’s Learning Cycle is based on the Jean Piaget’s focus on the fact that learners create
knowledge through interactions with the environment.

1. Concrete Experience:
Kolb’s learning process cycle begins with a concrete experience. This can either be a completely
new experience or a reimagined experience that already happened. In a concrete experience,
each learner engages in an activity or task. Kolb believed that the key to learning is involvement. It
is not enough for learners to just read about it or watch it in action. In order to acquire new
knowledge, learners must actively engage in the task.
2. Reflective Observation:
After engaging in the concrete experience, the learner steps back to reflect on the task. This stage
in the learning cycle allows the learner to ask questions and discuss the experience with others.
Communication at this stage is vital, as it allows the learner to identify any discrepancies between
their understanding and the experience itself. Good vocabulary also allows a solid review of the
events that occurred.

3. Abstract Conceptualization:
The next step in the learning cycle is to make sense of these events. The learner attempts to draw
conclusions of the experience by reflecting on their prior knowledge, using ideas with which they
are familiar or discussing possible theories with peers. The learner moves from reflective
observation to abstract conceptualization when they begin to classify concepts and form
conclusions on the events that occurred. This involves interpreting the experience and making
comparisons to their current understanding on the concept. Concepts need not be “new”; learners
can analyze new information and modify their conclusions on already existing ideas.

4. Active Experimentation:
This stage in the cycle is the testing stage. Learners return to participating in a task, this time with
the goal of applying their conclusions to new experiences. They are able to make predictions,
analyze tasks, and make plans for the acquired knowledge in the future. By allowing learners to
put their knowledge into practice and showing how it is relevant to their lives, you are ensuring that
the information is retained in the future.

As Kolb’s learning theory is cyclical, one can enter the process at any stage in the cycle. However,
the cycle should then be completed in entirety to ensure that effective learning has taken place.
Each stage is dependent on the others and all must be completed to develop new knowledge.

Although the stages work together to create a learning process, some individuals may prefer some
components over others. While one may depend heavily on concrete and reflective experiences,
they may choose to spend less time on the abstract and active stages. Because of this, Roger Fry
worked with Kolb to identify four unique learning styles:
1. Diverging (concrete experience/reflective observation)
This learning style takes an original and creative approach. Rather than examining concrete
experiences by the actions taken, individuals tend to assess them from various perspectives. They
value feelings and take an interest in others. Individuals who prefer this learning style tend to enjoy
tasks such as brainstorming ideas and working collaboratively in groups.

There are a few instructional techniques that Divergers prefer:

 Hands-on activities and the opportunity to explore

 Classic teacher-class lecture that highlights how to use a system as well as its
strengths and weaknesses.

2. Assimilating (abstract conceptualization/reflective

observation)
This learning style emphasizes reasoning. Individuals who demonstrate this learning style are able
to review the facts and assess the experience as a whole. They tend to enjoy designing
experiments and working on projects from start to completion.

There are a few instructional techniques that Assimilators prefer:

  Independent, prepared exercises that the learner can complete without the instructor
 Classic teacher-class lecture supported by an audio or video presentation
 Private exploration or demonstration that follows a tutorial, with answers provided.

3. Converging (abstract conceptualization/active

experimentation)
This learning style highlights problem solving as an approach to learning. Individuals who prefer
this learning style are able to make decisions and apply their ideas to new experiences. Unlike
Divergers, they tend to avoid people and perceptions, choosing instead to find technical solutions.

There are a few instructional techniques that Convergers prefer:

 Workbooks or worksheets that provide problems sets

 Tasks that are computer-based
 Interactive activities.

4. Accommodating (concrete experience/active

experimentation)
This learning style is adaptable and intuitive. These individuals use trial and error to guide their
experiences, preferring to discover the answers for themselves. They are able to alter their path
based on the circumstance and generally have good people skills.

There are a few instructional techniques that Accommodators prefer:

 Activities that allow them to be actively engaged

 Exploration and instructor support for deeper questioning, such as “what if?” or “why
not?”
 Tasks that promote independent discovery.

Application
Generally, teachers are able to identify learning styles by observing their students in the
classroom. Students begin to show their preference for particular styles through presentations,
discussions, and collaborative activities. When delivering courses online, it is important for the
instructor to engage with the students throughout the entire learning cycle in order to reveal their
preferences. As a rule, best teaching practices always include a wide range of learning activities in
order to reach all learning styles. A variety of experiences supports all learners regardless of
preferred style, as it helps them develop skills in specific areas and creates a more flexible, well-
rounded learner.

Kolb’s theory of experiential learning includes learning as a whole process. All stages can be
included throughout the experiences. For example, a classic teacher-student lecture may be both
a concrete and an abstract experience, based on how the learner interacts with it. This also means
that the learner could view strong and emotional reflection as a concrete experience, or
completing a computer-based task as an abstract experience. Additionally, a learner may develop
their own abstract model to better understand a concrete experience or task. It is important not to
limit learning experiences to the stage that you perceive them to be.

 Kolb, D.A. (1984). Experiential learning: experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice Hall.

Kurt, S. (2020). Kolb’s Experiential Learning Theory & Learning Styles - Educational Technology. Retrieved
8 July 2021, from https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/

What does experiential learning look like as

part of a curriculum?
Experiential learning can take on many forms and be facilitated through several different exercises inside
and outside of the classroom. Some of these include:
 
 Service-learning
 Outdoor Ed
  Fieldwork
  Simulations and gaming/role-playing
  Cross-age peer tutoring
 Field trip activities
 Volunteering
 Group work
 Open-ended discussion activities
 
Experiential learning activities, such as the ones mentioned, can be designed and incorporated into any
learning environment and all age levels, from kindergarten, junior and senior school, university as well as
adult education. Experiential learning is changing the way in which we approach education and the benefits
to the students and the community are endless.
 
[1] McLeod, S. A. (2017, Oct 24). Kolb – learning styles. Simply Psychology.
https://www.simplypsychology.org/learning-kolb.html
[2] McLeod, S. A. (2017, Oct 24). Kolb – learning styles. Simply Psychology.
https://www.simplypsychology.org/learning-kolb.html
[3] Cherry.K.(2019, September 24). The Experiential Learning Theory of David
Kolb. https://www.verywellmind.com/experiential-learning-2795154
[4] McLeod, S. A. (2017, Oct 24). Kolb – learning styles. Simply Psychology.
https://www.simplypsychology.org/learning-kolb.html
[5] Raudys, R. ( 2018, March 15). 7 Experiential Learning Activities to Engage Students.
https://www.prodigygame.com/blog/experiential-learning-activities/
[6] Armstrong, S,J & Fukami, C,V. 2009. The Sage Handbook of Management, Education and
Development. United States of America, Sage Publishing. PG 43.
[7] Carlton University. (2018, Aug 9). Experiential Learning. https://carleton.ca/edc/teachingresources/high-
impact-practices/experiential-learning/ 

Barton, T., & Barton, T. (2020). Using Experiential Learning Theory to make a difference in the future of
education - Serve Learn. Retrieved 8 July 2021, from https://servelearn.co/blog/using-experiential-
learning-theory-to-make-a-difference-in-the-future-of-education/
Experiential learning activities to include in the classroom.
It’s important for current and aspiring teachers to work to include experiential learning
opportunities in their classroom. There are many ways teachers can work to include these learning
activities in their class including:
 Field trips
 Art projects
 Science experiments
 Mock cities and trials
 Role playing
 Reflection and journaling
 Internship opportunities
 Interactive classroom games

Experiential Learning Theory. (2021). Retrieved 8 July 2021, from

https://www.wgu.edu/blog/experiential-learning-theory2006.html#:~:text=The%20experien

The David Kolb Theory of How Experience Influences Learning. (2021). Retrieved 8 July 2021, from
https://www.verywellmind.com/experiential-learning-2795154

What Is Experiential Learning? - Institute for Experiential Learning. (2021). Retrieved 8 July 2021, from
https://experientiallearninginstitute.org/resources/what-is-experiential-learning/