Dynamics of experiential

learning
1

Chapter overview
Experiential learning is concerned with the importance of not just what we learn but also how we
learn. Experiential learning approaches have been shown to yield a range of benefits for learners,
including improved recall, deeper understanding of subject matter and better transferability of
knowledge to other real-life situations.
This topic will cover the key experiential learning theories and concepts as well as how they apply
to a real-world business context. These concepts include:
• Kolb’s Experiential Learning Cycle
• Gibbs’ Reflective Cycle
• Schon’s Reflection – in – Action vs Reflection – on – Action
• John’s Model of Reflection
During this topic you will assess your own learning preferences and explore a model to structure
your reflective practice. Further reading is indicated to explore these in more detail and inform
your own personal development plans.
1

Learning outcomes
By the end of this topic you should be able to:
• Understand and apply key experiential learning and reflective practice theories and how they
apply to your context
• Apply experiential learning and reflective practice theories to real-world scenarios so that you
can build skills to support future success in business
1

Chapter summary
In this topic we discuss what experiential learning means, along with some of the key theories and
concepts in experiential learning. We also consider why experiential learning is important for
personal effectiveness and complete an exercise to identify our own learning style preferences.
Experiential learning is defined as “learning through reflection on doing” and is concerned with
making sense of our experiences; this school of thought is heavily influenced by Kolb’s Experiential
Learning Cycle.
There is a wealth of research concerning the advantages that experiential learning brings,
including better retention and recall of information and a deeper understanding of the subject
being studied. Research would also suggest that when learners learn experientially, they are more
engaged with the subject, and they find learning more enjoyable. Experiential learning is very
useful for developing transferable skills, which learners can apply in a variety of different business
and personal contexts to increase their personal effectiveness.
Reflection is an important part of experiential learning and a useful skill for learners. In this topic
we also look at Gibbs’ Reflective Cycle, Schon’s reflective model and Johns Model of Reflection
 which can be a useful basis for understanding and structuring learners’ reflection on their
learning.
Associated learning content also includes more recent works, including critique of learning styles
research and the future of experiential learning, in the form of virtual reality enabled learning and
the gamification of learning.
1

Key takeaways
• Experiential learning is learning through reflection on experience; the process of reflection is a
key element in this and is an important habit to develop for personal effectiveness and
personal development
• Experiential learning has many benefits including better retention of information and improved
ability to apply learning to different situations. Learners who engage in experiential learning
activities also gain more enjoyment from their learning
• Learners may find that they reflect in various ways to consolidate learning. However, applying
a model of reflection to daily practice can make the learning process more effective and
efficient
1

What is experiential learning?

Experiential Learning is defined by the American Psychological Association (APA) as “learning that
occurs by actively performing and participating in an activity” (2020). Experiential learning can
be more specifically defined as “learning through reflection on doing” (Felicia, 2011, p1003).
Experiential learning is therefore concerned with the process through which we learn based on our
experiences and through the process of reflecting on and making sense of our experiences, which
we then use to inform our future approaches. Beard and Wilson (2006, p20) expressed that
“experience may underpin all learning, but it does not always result in learning. We have to
engage with the experience and reflect on what happened, how it happened and why. Without
this the experience will tend to merge with the background of all the stimulants that assail our
senses every day”.
It can therefore be deduced that both processes of engaging in an active experience of learning
and reflecting on the learning experiences that have occurred are important parts of effective
experiential learning.
1

Why is experiential learning important for personal

effectiveness?
Research would suggest that experiential learning provides a range of advantages, including:
• Better retention and recall of information (Hawtrey, 2007; Chapman, Schetzsle, & Wahlers,
2016)
• Deeper understanding of a subject (Biggs and Tang, 2011; Beckem & Watkins, 2012)
• More efficient and enjoyable learning as learners take a more active role (Smart & Csapo,
2007; Savage, Strand, & Lancaster, 2008)
• Development of a range of life-long skills such as team working, personal confidence, and self-
directed learning (Healy & McCutcheon, 2008)
• Development of knowledge which is sustainable and useful in a variety of new and different
situations (Marentič Požarnik, 2000)
• Students learning through experiential methods exhibit superior performance (Chapman,
Schetzsle, & Wahlers, 2016) and are better able to access the benefits that come from group
learning (Rodríguez-Félix, Albort-Morant, & Leal-Rodríguez, 2016)
Experiential learning plays an important role in personal effectiveness as it allows learners to
develop a range of transferrable skills, which can be useful in many business and personal
situations and also allows learners opportunity for self-assessment and life-long personal growth.
In order to maximise our learning from a range of experiences, it is important to understand the
processes through which we learn and build reflective practice into our learning.

Dynamics of experiential learning 2

 1 Experiential learning theories

Figure 1.1: Kolb’s experiential learning cycle

(1984)

David Kolb’s view on learning is that “learning is the process whereby knowledge is created
through the transformation of experience” (1984, p38). In his Experiential Learning Cycle model,
Kolb proposed a four-stage process through which learning occurs.
This model shows how individuals, teams and organisations relate to their experiences, how they
can cope with change and complexity and how they can use knowledge of their learning to adapt
and refine their behaviours.

1.1 Kolb’s experiential learning cycle stages:

• Concrete Experience
Is the first step in the cycle and relates to when a new situation is experienced, or a familiar
situation is experienced differently. Here a person carries out a particular action and then
experiences the effect that action has.
• Reflective Observation
Is the second stage in the cycle. Reflective observation means stepping back from the task to
review what has been done and what happened.
• Abstract Conceptualisation
Is the process of making sense of what happens and forming a new idea, or a modification of
an existing idea. At this stage the learner may make comparisons between what they have
done and what the outcomes were in order to form an idea of what to do differently.
• Active Experimentation
Is the final phase, where the learner applies their idea to the world around them and sees what
happens. This leads to a new concrete experience and the cycle begins again.
Kolb’s approach emphasises the importance of individuals evaluating their actions in the process
of learning and reflecting on what has been learned in order to guide strategies for
experimentation when new or similar situations are encountered. According to Kolb, being aware
of what possibilities exist to tackle situations differently is a key part of personal growth and is
also useful in enabling individuals and managers to cope with change and complexity in the
increasingly turbulent business world.

3 Dynamics of experiential learning

 As discussed by Beard and Wilson, simply having an experience does not guarantee that learning
has actually taken place; a process of reflection is required to explore and internalise learning in
order to make sense of the experience. A range of factors of equal importance are often involved
in this very deliberate process, including evaluating the positive and negative elements of the
experience, understanding one’s own feelings and thought processes throughout the experience
and assimilating the experience with existing knowledge. These factors are important to correctly
understand one’s own role in the situation, make overall sense of the situation and to formulate a
coherent plan for use in future.

2 Reflective practice models

Reflective practice can be an important tool to develop emotional intelligence, problem solving
and decision-making skills, which are essential to succeed in all business environments. Reflective
practice is therefore an important skill for all business leaders to habitually build into their working
lives and their development. Situations that may trigger or stimulate reflective practice include:
• Feeling a sense of unease about a situation or that something is not right
• Feeling a sense of overwhelm or not feeling confident that you know what to do
• A situation that went unexpectedly well, or which led to unexpected positive consequences
• A situation where things went wrong, or which led to unexpected negative consequences
• Something that you found especially demanding or difficult
Several models of reflection are relevant to a number of professions.
Gibbs’ reflective cycle

Figure 1.2: Seek PNG

(1988)

Graham Gibbs proposed his Reflective Cycle to assist in giving structure to learning from
experiences. This framework can be used to work through experiences and as it is cyclic in nature
it can also be a useful structure for examining repeated experiences.

2.1 Gibbs’ reflective cycle stages

• Description
Description of the experience or situation in detail.
Here it can be useful to consider questions such as: “what happened and when?”, “who else
was involved?”, “what was the context of the event?”, “wha were my actions?”, “what was the
outcome?”

Dynamics of experiential learning 4

 • Feelings
Feelings and thoughts over the course of the experience.
Here it can be useful to consider questions such as: “how did I feel before the process?”, “how
did I feel as the situation unfolded?”, “how did I feel afterwards?”, “how do I believe the other
people involved felt?”
• Evaluation
Evaluation and making a judgement of the experience, both good and bad, trying to do so
objectively and honestly.
Here it can be useful to consider questions such as: “what worked well?”, “what did not go
well?”, “what was my contribution?”, “how did other people contribute?”
• Analysis
Analysis to break down the events into its component parts and make sense of the situation.
Here it can be useful to consider questions such as: “why did some things go well?”, “why did
some things not go well?”, “what knowledge (both of my own and others) can I use to
understand the situation?”
• Conclusion
Conclusion about what you learned and what you could have done to improve the outcome.
Here it can be useful to consider the following questions: “what did I learn from this
experience?”, “how could this have been better for everyone involved?”, “what else could I have
done?”, “what personal skills could I develop to secure a better outcome in future?”
• Action plan
Action plan for how you can prepare to deal with similar situations in the future, or other skills
and behaviours that it may be useful to develop.
Here it can be useful to consider questions such as: “if I was in the same situation again, what
would I ideally like to do differently?”, “if I was giving somebody else advice on this, what
would I tell them?”, “what can I do to develop the skills and behaviours that I need?”, “what
can I do to make sure that I can respond differently next time?”

2.2 Schon (1983)

Donald Schön (1983) introduced a significant perspective on the concept of reflective practice,
distinguishing between two key facets: reflection-in-action and reflection-on-action (see Figure
3). Schön’s primary interest lay in understanding how individuals across various professions
addressed work-related challenges and how their learning evolved within their respective fields.
His seminal work, “The Reflective Practitioner: How Professionals Think in Action”, emerged from
his investigation into five diverse professions: engineering, architecture, management,
psychology, and urban planning. This approach has left a lasting impact on numerous other
professions too.

Schon’s reflection-in-action and reflection-on-action

5 Dynamics of experiential learning

 Schön’s model primarily centres on the interplay between the academic knowledge imparted by
universities and the acquisition of practical competence.
• Reflection-in-action
Relates to the process of actively observing thoughts and actions as they unfold, allowing for
real-time adjustments. It involves immediate responses rooted in experience, knowledge, and
skills, effectively enabling on-the-spot testing of the situation.
• Reflection-on-action
Involves retrospectively reviewing and learning from past experiences to inform future actions.
In this approach, students engage in reflective analysis of their practice, subsequently guiding
their future actions based on this contemplation and thought process. This model was further
extended by Killion and Todnem (1991) to incorporate reflection-for-action, which enhances
Schön’s model by providing a framework for guiding future actions based on past reflections
and actions.

2.3 Johns model of reflection (2000)

Johns Model of Reflection

Johns’ structured reflection model (2000) is one of several models that provide a structured
framework for students to follow, similar to Gibbs’ model (Bolton, 2014). When using Johns’
structured reflection model, individuals examine a specific event, its outcomes, and potential
developments.
This model involves a set of key steps
• Description
Describe the event and identify significant factors.
• Reflection
Define your goals and consider the consequences of your actions.
• Influencing Factors
Analyse the factors that influenced your decision-making, whether they were internal,
external, or based on existing knowledge.
• Evaluation
Reflect on whether you could have handled the situation better, explore alternative choices,
and assess the consequences of those choices.
• Learning
Determine what you have learned from the experience, how it has affected you, and whether it
has influenced your perspective.
Johns’ model, originally developed for a specific profession, can be universally applied across
various fields. The “Looking In” and “Looking Out” elements within the model serve as tools to
challenge the common tendency to be overly critical in one’s self-assessment.

Dynamics of experiential learning 6

2.4 Criticisms of reflective models
Reflective models are not perfect and do not guarantee improvements in ability, skill level,
confidence or knowledge. They provide a procedure for learning and development but may not
apply to all situations and must be practiced repeatedly in order to be effective. Platt (2014)
described the following drawbacks of reflective learning.
• Reflective practice is identified as a higher-level skill, which should not be forced as it can lead
to inauthentic or “faked” reflection
• A one-size-fits-all approach may not work for reflective practice, and different challenges may
not be equally mitigated by one single model or technique (for example, Gibbs may work for
studying but not be so useful in time-critical situations where one does not have the luxury of
careful consideration)
• Lack of commitment from students can lead to poor and descriptive reflection; students must
engage with reflective practice fully if they are to realise its benefits

2.4.1 The OODA loop

Ryder and Downs (2022) added further criticisms to those of Platt. They described traditional
reflective models as outdated and inadequate due to issues including the order of steps in the
models not truly representing the learning process.
Ryder and Downs proposed the OODA loop as a superior model: OODA stands for Observe,
Orient, Decide, Act, and is used to rapidly adapt to changing situations and gain a competitive
edge.
A simple overview can be found at https://www.mindtools.com/a3ldgz1/ooda-loops
A more detailed analysis is available at https://modelthinkers.com/mental-model/ooda-loop
(NB: These links are for reference only and not to be used as academic sources)

2.5 Further study guidance

It is recommended that learners explore Gibbs’ Reflective Cycle and Schon’s model of reflection
further and spend some time practicing this model to reflect on your own day to day challenges.
A template to assist with this is included at Appendix one.
More guidance on models of reflection can be found in the Reflectors’ Toolkit, including an
overview of other reflective models that you can use:
University of Edinburgh, 2018. Reflectors’ Toolkit. [online] Available through:
https://www.ed.ac.uk/reflection/reflectors-toolkit. [Accessed: 10th November 2023]

2.6 Next steps

Consult the Further Study Guidance for sources that you can use to further understand how to
make the most of your preferred learning style.
Compare your preferences for the various reflection models with those of your friends and
colleagues to understand how your different models of reflection offer guidance on future
development. You can assist each other’s development by using your individual strengths.

Essential reading

Kolb, D. A., 2015. Experiential Learning: Experience as the Source of Learning and Development.
2nd ed. [e-book] New Jersey: Pearson. Available via:
https://learning.oreilly.com/library/view/experiential-learning-
experience/9780133892512/title.html (Sign-in via OpenAthens required) [Accessed: 10th November
2023]
Read: Chapter 2 - The Process of Experiential Learning
Miller, D., 2015. Brilliant Personal Effectiveness New Jersey: Pearson. Available via: Brilliant
Personal Effectiveness (oreilly.com) (Sign-in via OpenAthens required) [Accessed: 10th November
2023]
Read: Chapter 1 – Learning and unlearning

7 Dynamics of experiential learning

Ryder, M., and C. Downs. 2022. “Rethinking Reflective Practice: John Boyd’s OODA Loop as an
Alternative to Kolb.” The International Journal of Management Education 20 (3): 100703.
https://doi.org/10.1016/j.ijme.2022.100703 [Accessed: 10th November 2023]
Read: Whole article

Dynamics of experiential learning 8

References

American Psychological Association (APA), 2020. APA Dictionary of Psychology. [online] Available
at: https://dictionary.apa.org/experiential-learning. [Accessed: 9th November 2023]
Beard, C. and Wilson, J. P., 2006. Experiential Learning: A Best Practice Handbook for Educators
and Trainers. 2nd ed. London: Kogan Page. [Accessed: 9th November 2023]
Beckem, J. M. and Watkins, M., 2012. Bringing Life to Learning: Immersive Experiential Learning
Simulations for Online and Blended Courses. Journal of Asynchronous Learning Networks, 16 (5).
[Accessed: 9th November 2023]
Bolton G. Reflective Practice: Writing and Professional Development (4th edn). London: SAGE
Publications; 2014. [Accessed: 9th November 2023]
Biggs, J. and Tang, K., 2011. Teaching for Quality Learning at University. 4th ed. Maidenhead:
Oxford University Press. [Accessed: 9th November 2023]
Chapman, J., Schetzsle, S, and Wahlers, R., 2016. An Innovative, Experiential Learning Project for
Sales Management and Professional Selling Students. Marketing Education Review, 26(1), p45 –
50. [Accessed: 9th November 2023]
Felicia, P., 2011. Handbook of Research on Improving Learning and Motivation. Ireland: Waterford
Institute of Technology. [Accessed: 9th November 2023]
Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford
Brookes Further Education Unit. [Accessed: 9th November 2023]
Hawtry, K., 2007. Using Experiential Techniques. Journal of Economic Education, Spring, p143-
152. [Accessed: 9th November 2023]
Healy, M. and McCutcheon, M., 2008. Engagement with Active Learning: Reflections on the
Experience. The Irish Accounting Review, 15(1), p31-49. [Accessed: 9th November 2023]
Killion J, Todnem G. A process of personal theory building. Educational Leadership. 1991; 48(6): 14-
17. [Accessed: 9th November 2023]
Kolb, D. A., 1984. Experiential Learning: Experience as the Source of Learning and Development.
Englewood Cliffs, NJ: Prentice-Hall. [Accessed: 9th November 2023]
Marentič Požarnik, B., 2000. Psihologija Učenja in Pouka [Psychology of Learning and Teaching],
DZS, Ljubljana. [Accessed: 9th November 2023]
Platt, L. (2014). The ‘wicked problem’ of reflective practice: a critical literature review. Retrieved
from Platt, L. (2014). The ‘wicked problem’ of reflective practice: a critical literature review.
Retrieved from https://api.semanticscholar.org/CorpusID:151598638. [Accessed: 9th November
2023]
Rodríguez-Félix, L., Albort-Morant, G. and Leal-Rodríguez, A.L., 2016. Does Experiential Learning
Boost Students’ Performance? Results from Implementing this Methodology Within a
Competencies-based Human Resources Management Subject at the University of Seville.
ICERI2016 Proceedings, p8212-8220. [Accessed: 9th November 2023]
Ryder, M., & Downs, C. (2022). Rethinking reflective practice: John Boyd’s OODA loop as an
alternative to Kolb. The International Journal of Management Education, 20(3), 100703. ISSN
1472-8117. https://doi.org/10.1016/j.ijme.2022.100703. [Accessed: 9th November 2023]
Savage, A., Strand, C. S. and Lancaster, K. A. S., 2008. Using a Movie to Study the COSO Internal
Control Framework: An Instructional Case. Journal of Information Systems, 22(1), p63-76.
[Accessed: 9th November 2023]
Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
ISBN 0465068782. [Accessed: 9th November 2023]
Smart, K.L. and Csapo, N., 2007. Learning by Doing: Engaging Students through Learner-centred
Activities. Business Communication Quarterly, 70(4), p451-457. [Accessed: 9th November 2023]

9 Dynamics of experiential learning

Appendix 1

Gibbs’ Reflective Cycle Template

Description of What happened and when? Who was involved? What were my actions?
event what was the context of the event? What was the outcome?

How did I feel before the process? How did I feel as the situation unfolded?
Feelings
How did I feel afterwards? How do I believe the other people involved felt?

What worked well? What did not go well? What was my contribution? How
Evaluation
did other people contribute?

Why did some things go well? Why did some things not go well? What
Analysis knowledge (both of my own and others) can I use to understand the
situation?

What did I learn from this experience? How could this have been better for
Conclusion everyone involved? What else could I have done? What personal skills could
I develop to secure a better outcome in future?

If I was in the same situation again, what would I ideally like to do

differently? What can I do to develop the skills and behaviours that I need?
Action plan
If I was giving somebody else advice on this, what would I tell them? What
can I do to make sure that I can respond differently next time?

Dynamics of experiential learning 10

Appendix 2

Schon’s Reflection Model Template

Reflection-in-Action

Describe the specific situation or experience

Context/Experience you are currently engaged in or have recently
encountered.

What thoughts and actions are you observing

Observation as they unfold in the moment? What are you
currently doing, thinking, or feeling?

How are you adjusting or making decisions

“on-the-spot” based on your experience,
Adaptation knowledge, and skills? What immediate
responses are you taking as the situation
evolves?

What insights or immediate lessons have you

gained from your in-action observations and
Immediate Learning
adjustments? How are these insights shaping
your actions as the situation progresses?

Reflection-on-Action

Describe or situation that you want to reflect

Context/Experience
upon for deeper learning.

Looking back on the experience, what were

the key aspects, challenges, and outcomes?
Retrospective Analysis
How did you approach the situation at that
time?

What do you realize now that you might not

have noticed during the experience? How does
Learning from Hindsight
this hindsight perspective influence your
understanding of the situation?

Overall Reflection

Are there common themes or patterns you’ve

observed between your reflection-in-action
Common Themes and reflection-on-action experiences? How do
they relate to your professional growth and
development?

What new insights or self-awareness have you

gained through this reflection process? How
Self-Awareness
has this impacted your professional practice
or decision-making?

Based on your reflections, what concrete

steps or strategies will you implement to
Action Plan enhance your professional competence and
adaptability in similar situations moving
forward?

11 Dynamics of experiential learning