Experiential learning theory

What is experiential learning?

Learning by doing! This is the basis for the experiential learning theory. Experiential learning
focuses on the idea that the best ways to learn things is by actually having experiences. Those
experiences then stick out in your mind and help you retain information and remember facts.
For teachers, creating opportunities for students to have experiences based on the things they are
learning about is key. Teachers can help create environments where students can learn and have
experiences at the same time.
If you’re a current teacher, or studying to become one, it’s important to get a degree that will
give you qualifications and knowledge for your career, and help prepare you to be licensed.
Additionally, it’s key to understand how different students learn and understand how
different learning theories impact education. Teachers who understand learning theories can
better optimize their classroom and help more students learn in ways that work for them. Being a
successful teacher means focusing on how best to help students succeed.
Learn more about the experiential learning theory and how teachers can use it to help their
students.
Kolb’s experiential learning theory

David Kolb is best known for his work on the experiential learning theory or ELT. Kolb
published this model in 1984, getting his influence from other great theorists including John
Dewey, Kurt Lewin, and Jean Piaget. The experiential learning theory works in four stages—
concrete learning, reflective observation, abstract conceptualization, and active experimentation.
The first two stages of the cycle involve grasping an experience, the second two focus on
transforming an experience. Kolb argues that effective learning is seen as the learner goes
through the cycle, and that they can enter into the cycle at any time.
Concrete learning is when a learner gets a new experience, or interprets a past experience in a
new way.
Reflective observation comes next, where the learner reflects on their experience personally.
They use the lens of their experience and understanding to reflect on what this experience means.
Abstract conceptualization happens as the learner forms new ideas or adjusts their thinking based
on the experience and their reflection about it.
Active experimentation is where the learner applies the new ideas to the world around them, to
see if there are any modifications to be made. This process can happen over a short period of
time, or over a long span of time.
Kolb went on to explain that learners will have their own preferences for how they enter the
cycle of experiential learning, and that these preferences boil down to a learning cycle.
Kolb's experiential learning cycle model
The experiential learning cycle rests on the idea that each person has a specific type of learning
tendencies, and they are thus dominant in certain stages of experiential learning. For example,
some learners will be more dominant in concrete learning and reflective observation, while
others will be dominant in abstract conceptualization and active experimentation.
The four learning styles are:
Diverging. The diverging learning style is full of learners who look at things with a unique
perspective. They want to watch instead of do, and they also have a strong capacity to imagine.
These learners usually prefer to work in groups, have broad interests in cultures and people, and
more. They usually focus on concrete learning and reflective observation, wanting to observe
and see the situation before diving in.
Assimilating. This learning style involves learners getting clear information. These learners
prefer concepts and abstracts to people, and explore using analytic models. These learners focus
on abstract conceptualization and reflective observation in the experiential learning style.
Converging. Converging learners solve problems. They apply what they’ve learned to practical
issues, and prefer technical tasks. They are also known to experiment with new ideas, and their
learning focuses on abstract conceptualization and active experimentation.
Accommodating: These learners prefer practicality. They enjoy new challenges and use intuition
to help solve problems. These learners utilize concrete learning and active experimentation when
they learn.

Experiential learning examples

There are many ways that experiential learning is used every day. Some examples include:
 Going to the zoo to learn about animals through observation, instead of reading about them.
 Growing a garden to learn about photosynthesis instead of watching a movie about it.
 Hoping on a bicycle to try and learn to ride, instead of listening to your parent explain the
concept
Benefits of experiential learning

There are many benefits of experiential learning for teachers and students, including:
 Opportunity to immediately apply knowledge. Experiential learning can allow students to
immediately apply things they are learning to real-world experiences. This helps them retain the
information better.
 Promotion of teamwork. Experiential learning often involves working in a team, so learning in
this setting allows students to practice teamwork.
 Improved motivation. Students are more motivated and excited about learning in experiential
settings. Experiments are exciting and fun for students, and they will be passionate about
learning.
 Opportunity for reflection. Students using the experiential model are able to spend time
reflecting about what they are experiencing and learning. This is valuable as they are able to
better retain information when they can think about what’s happening to them.
 Real world practice. Students can greatly benefit from learning that helps them prepare for the
real world. Experiential learning is focused on using real situations to help students learn, so they
are then better prepared for their future.
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
Students can greatly benefit from experiential learning inside their classroom. If you’re a teacher
or studying to become one, this learning theory can help you connect with your students more
 effectively. Utilizing projects and experiences inside the classroom will help students learn more
effectively and enjoy their learning experiences.

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WHAT IS KOLB’S EXPERIENTIAL

LEARNING THEORY?
 November 2, 2021
 L&D, Learning Theory

Kolb’s Experiential Learning Theory combines a four-stage learning cycle with four
learning styles. It provides a powerful foundation for learning and development by
describing the ideal processes where knowledge is created through experience.

As a result, Kolb’s theory has influenced the work of teachers, instructional designers and
L&D professionals around the globe. The theory invites educators and learners alike to
understand different learning styles, making it a useful guide for designing effective
training interventions.
This article breaks down both parts of the theory. It also describes how the theory is
typically applied in a learning and development context. But first, let’s go back to the
beginning!

Who Is David Kolb?

David A. Kolb is an American psychologist, professor and educational theorist. He was
born in December 1939 in Illinois, United States. Today, Kolb is best known for his work
in experiential learning. In fact, Kolb’s learning styles model was one of the first tools for
evaluating individual learning preferences.

His unique perspective on learning has had a big influence on the educational sector. In
fact, research has confirmed that his theory is still the most commonly cited source in
relation to reflective learning. It has awakened educators and L&D professionals to the
value of tailored and experience-driven learning processes.

Early Life & Education

Kolb developed an interest in learning from an early age. He then obtained a Bachelor’s
degree in psychology, with a minor in philosophy and religion, from Knox College
in 1961.

One of Kolb’s professors was a personality theorist. They had a significant influence on
Kolb and his career. In fact, it was this professor who encouraged Kolb to pursue
postgraduate studies. And so he did. Kolb obtained his MA in 1964 and PhD in social
psychology in 1967, both from Harvard.

Research Career

Kolb’s educational background helped him develop an interest in finding the best fit for
individual learners. This interest eventually bloomed into his experiential learning
theory. Kolb’s work was influenced by the work of other theorists, including John
Dewey, Kurt Lewin and Jean Piaget.

In 1981, Kolb founded an organisation called Experience Based Learning

Systems (EBLS). He founded the business to advance research and practice in
experiential learning. Even today, he continues the EBLS programme with an
international network of researchers, practitioners and learning partners.

On top of various research articles, Kolb’s contributions to the world of experiential

learning and learning styles include:

 Experiential Learning: Experience as the Source of Learning and Development

(1984, 2015)
 Organizational Behavior: An Experiential Approach (6th Edition) (1994)
 Innovation in Professional Education: Steps on a Journey from Teaching to
Learning (1995)
 Conversational Learning: An Experiential Approach to Knowledge Creation
(2002)
 The Experiential Educator: Principles and Practices of Experiential Learning
(2017)
 How You Learn Is How You Live: Using Nine Ways of Learning to Transform
Your Life (2017)
David has received several awards and honorary degrees in recognition of his
contributions to experiential learning.

Kolb’s Experiential Learning Theory

As the name reveals, Experiential Learning Theory involves learning from experience.
According to Kolb, experiential learning can be defined as a learning process where
knowledge results from the combination of grasping and transforming an experience.

Kolb suggested that learning requires the acquisition of abstract concepts that can then be
applied flexibly in a wide range of situations. Therefore, knowledge is created through
the transformation of experience.

This is the core of Kolb’s Experiential Learning Theory. It includes two parts. The first
part details a four-stage cycle that the learning experience follows. According to Kolb, by
going through the different stages, learners can convert their experiences into knowledge.

The second part focuses on learning styles and the cognitive processes that occurred for
learners to acquire knowledge. The theory highlights how individuals can demonstrate
their understanding or learnings when they are able to apply abstract concepts to new
situations.

Let’s start by exploring the four stages of learning, referred to as the Experiential
Learning Cycle.

Kolb’s Experiential Learning Cycle

As we have gathered, experiences are at the core of Kolb’s theory. According to him,
learners must change or transform something in order to learn. As such, memorisation or
recollection does not equal learning, as this process does not improve or reshape our
understanding. And as a result, the learner has not gained any additional value.

Kolb created the Experiential Learning Cycle in 1974. The four-stage model views
learning as an integrated process. All four stages are mutually supportive because Kolb
believes that effective learning is a cyclic process that
involves experiencing, reflecting, thinking and acting.

The model describes two ways of grasping knowledge. These are concrete experiences
and abstract conceptualisation. The other two modes, reflective observation and active
experimentation, help learners transform their experience into knowledge. Each of these
stages acts as a foundation for the next stage.

As such, Kolb’s experiential learning cycle highlights how learners change as a result of
experience, reflection, conceptualisation and experimentation. According to the cycle,
learning occurs when an individual comes across an experience and reflects upon it. This
leads to an analysis and formulation of abstract concepts. Learners can then experiment
with their hypotheses in various situations.
1. Concrete Experience (CE)

The Experiential Learning Cycle is typically presented with concrete experience at the
top, to signify that that’s where the process begins. At this stage, learners encounter an
experience. This could be either a completely new experience or a reimagined experience
that has already happened.

Kolb believed that the key to learning lies in involvement. According to him, it’s not
enough for learners to just read or watch demonstrations to acquire new knowledge. As
such, each learner should actively engage in an experience. This could involve being
exposed to a new task or a new way of carrying out a project they are already familiar
with.

While the experience is usually a personal one, it might also be a shared experience. In
this situation, learners acquire knowledge by observing, hearing about or reading about
someone else’s experiences. And this kind of social learning comes loaded with benefits.

2. Reflective Observation (RO)

Concrete experiences are followed by reflective observation. As such, after engaging in
an experience, learners should step back to reflect on the task or activity. This stage in the
learning cycle allows the learner to ask questions and discuss the experience with others.

For most individuals, this is where seeing and doing transforms into the real-time
absorption of new information. In practice, this could mean a situation where a person is
shown how to accomplish a goal. They then look at how it could be applied in different
circumstances.

Communication is vital as it allows learners to identify any discrepancies between their

understanding and the experience itself. Discussing the experience with others helps to
ease the reflection process by introducing other points of view.

At this stage, learners will also try to place the experience alongside other previous
experiences to look for patterns or notable differences. This helps them to reflect on the
discrepancy and gap between their understanding and the experience itself.

3. Abstract Conceptualisation (AC)

Reflective observation leads to abstract conceptualisation. In this stage, learners form

new ideas or alter their current understanding based on the reflections that arose from the
previous stage.

Learners move from reflective observation to abstract conceptualisation when they begin
to classify concepts and form conclusions on the events that occurred. As such, abstract
conceptualisation gives learners the chance to assess how their new ideas can be applied
in the real world.

They can do so by interpreting the experience and making comparisons to their current
understanding of the concept. When learners return to a task, they can then return with
the goal of applying their conclusions to new experiences.

In other words, they generate abstract principles that they can apply to future situations.
After all, the focus lies in drawing conclusions and learning lessons based on the
experience.

This shows us that information is a lot easier to retain, if it is relevant to our lives and we
are given an opportunity to apply it.

4. Active Experimentation (AE)

The last stage of the cycle involves active experimentation. At this stage, learners apply
their new ideas to the world around them. This allows them to see if there are any
changes in the next occurrence of the experience.

As such, this stage offers an opportunity for learners to test out their new ideas and
lessons gathered from the experience. By actively experimenting with different concepts,
individuals can learn how to associate what they have experienced with new ideas and
innovations.

This experimentation results in new concrete experiences that effectively trigger the
beginning of the next cycle. After all, life effectively amounts to a series of interlinked
experiences.

Making the Most of the Cycle

Even though concrete experiences are at the top of the cycle, learners can enter it at any
stage and follow it through its logical sequence. However, as each stage is dependent on
the others, learners must complete them all to develop new knowledge.

As such, learners should complete the cycle in its entirety to ensure that effective
knowledge transfer takes place. In fact, according to Kolb, no one stage of the cycle is
effective on its own.

Instead, learners must complete all four stages of experiencing, reflecting, thinking and
acting to develop new knowledge. And with each new experience, learners are able to
integrate their new observations with their current understanding.

The Learning Cycle in Practice

It’s always easier to understand a theory when it’s presented with some practical
examples. So, imagine you have just attempted to bake banana bread for the first time.

After removing your supposedly delicious banana bread from the oven, you notice that it
is burnt from the top but still raw inside (concrete experience). Oh dear!

You then proceed to review the steps you took when baking and check them against the
recipe, to see if you had followed the instructions carefully (reflective observation).

Based on your reflection, you can determine that your oven was too hot, and you needed
to bake the banana bread for longer but at a lower temperature (abstract
conceptualisation).
Still craving some mouth-watering baked goods, you decide to throw out the first attempt
and start again. This time you are careful to adjust the temperature and baking time
(active experimentation). Your second attempt will result in a new concrete experience,
and the cycle of learning continues.

According to Kolb, 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.

Considering our example, you will now have learnt some specifics about baking.
Furthermore, you will have also learnt something about how you build your baking
knowledge. This happens through trial and error, as you experiment with various
different factors and reflect on the results to try and achieve a desired goal.

Individual Preferences
Our own preferences play an important role in determining the best mode of experiential
learning. Kolb explained that individuals develop a preferred way of learning. This
preference comes from our past life experiences and the environments surrounding us.

As such, Kolb noted that people who are considered ‘watchers’ prefer reflective
observation. ‘Doers’, on the other hand, are more likely to engage in active
experimentation.
Based on these differences, Kolb expanded his experiential learning cycle. These
preferences now serve as the basis for Kolb’s Learning Styles. Let’s have a look!

Kolb’s Learning Styles

Kolb extended his learning cycle in 1984 and introduced a model about different learning
styles. Combined, these models create Kolb’s Experiential Learning Theory, which
explores learners’ inner cognitive processes.

While Kolb’s four stages of learning work together to create a learning process, some
individuals prefer certain components over others. In fact, one may depend heavily on
concrete and reflective experiences but choose to spend less time on the abstract and
active stages. Because of this, Kolb identified four unique learning styles that are based
on the four-stage learning cycle we highlighted previously.

According to him, our learning style preference is actually the result of two pairs of
variables. This can be seen as two separate ‘choices’ that we make. Kolb represents each
stage of the learning cycle along these two intersecting axes.
The horizontal axis is called the Processing Continuum, and the vertical axis is
the Perception Continuum. In Kolb’s view, learners cannot perform both variables on a
single axis at the same time (e.g. think and feel).

Attempting to do so can create an internal conflict. Learners resolve this by making an

unconscious choice. This naturally determines the learner’s favoured learning style.

The Processing Continuum describes our emotional response or how we make

information meaningful. Learners choose a way to transform and process their
experiences. This can be through doing (active experimentation) or watching (reflective
observation).

The Perception Continuum, on the other hand, focuses on how we approach a task. On
this continuum, learners choose how to grasp information. This can be through feeling
(concrete experience) or thinking (abstract conceptualisation).

These distinct styles of learning each involve an emphasis on two phases of the learning
cycle. They are often easier to understand when presented in a table, like below:

1. Diverging (CE/RO)

Kolb called this learning style ‘diverging’ because these learners perform better in
situations that require idea-generation and explain multiple ideas and concepts in mind.
In fact, according to Kolb, learners with a diverging learning style are able to look at
things from different perspectives.

Individuals with diverging learning styles tend to have broad cultural interests and like to
gather information. They love to gather information and use their imagination to solve
problems. These learners tend to excel in humanities, social sciences and liberal arts.

Kolb also highlighted that people with a diverging learning style prefer to work in
groups. Group work helps them to listen with an open mind and receive personal
feedback. This allows learners to assess concrete experiences from various perspectives
and take interest in other individuals.

So, in a nutshell, they prefer to watch or feel rather than do. Based on this, their learning
preferences are concrete experience (CE) and reflective observation (RO).

2. Assimilating (AC/RO)

An assimilating learning style could also be seen as the ‘think and watch’ style. After
all, the individual’s learning characteristics are abstract conceptualisation (AC) and
reflective observation (RO).

The assimilating learning style is all about taking a concise and logical approach to
learning. Learners with this learning preference often consider ideas and concepts more
important than people. They need clear explanations and demonstrations instead of
practical learning opportunities.

Individuals with an assimilating learning style excel at understanding a wide range of

information and organising it in a logical format. As a result, learners with this style tend
to be more attracted to logically sound theories. And perhaps unsurprisingly, they often
focus on careers in mathematics and science.

Their strength lies in assimilating diverse observations into a concise, logical theory or
explanation. These learners tend to be more interested in the soundness and precision of
ideas rather than in their practical value.

This learning style emphasises reasoning. Learners with this set of preferences are great
at reviewing data and assessing experiences as a whole. In learning interventions, these
learners prefer reading, lectures, exploring analytical models and having the time to think
and analyse information.

3. Converging (AC/AE)

Kolb named this learning style ‘converging’, as these learners tend to converge on the
answers they want. They have a preference for abstract conceptualisation (AC) and active
experimentation (AE). It’s also referred to as the ‘think and do’ style.

Individuals with a converging learning style are good problem solvers and will use their
learning to find solutions to practical issues. They can then apply their ideas to new
experiences.
As such, convergers tend to prefer technical tasks and are often less concerned with
interpersonal activities. Instead, they focus on experimenting with new ideas and working
with practical applications. They excel at tasks that require the identification of the single
best answer. And did you know, these tasks are typical in conventional tests of
intelligence?

Their strength is in applying theories and abstract concepts to real-world problems and
practical situations. Convergers tend to prefer instructional techniques like workbooks or
worksheets, computer-based tasks and interactive activities that require problem-solving.

4. Accommodating (CE/AE)

Individuals with the accommodating learning style prefer ‘hands-on’ experiences where
they can rely on intuition rather than logic. This ‘feel and do’ style indicates a preference
towards concrete experience (CE) and reflective observation (RO).

These learners prefer to take a practical and experiential approach where they can
discover the answers for themselves. This sometimes includes trial and error, rather than
engaging in logical analysis.

Their greatest strength lies in doing things and making things happen. In other words,
they take initiative, set goals and actively work to achieve them, even if that means
relying on their ‘gut’ instinct rather than analysis. Learners with an accommodating
learning style are not afraid of challenges, as they seek new experiences and
opportunities.

Similarly, they are often able to alter their path based on the circumstances and generally
have good people skills. Based on these characteristics, accommodators tend to perform
well in fields such as business, sales and marketing.

Accommodators prefer instructional techniques that allow them to actively engage in a

task and promote independent discovery and thinking.

Criticism of Kolb’s Experiential Learning Theory

While Kolb’s Experiential Learning Theory remains a popular model, it has been widely
criticised.

For instance, it has faced claims that the theory is too simple. While Kolb presented
clearly defined stages, learning is rarely ever so ‘neat and tidy’ in real life. Instead of
each stage feeding into the next stage, learners may sometimes need to return to previous
stages.

In addition, Kolb’s model has faced criticism as it ignores some important aspects of
learning. For instance, it doesn’t account for the various social and cultural contexts in
which learning can occur and its implications.

In addition, learning styles may not stay stable over time. Kolb’s theory does not take this
into account. Kolb, however, has responded to this critique in his later research, which
now includes external validity evidence.

Lastly, some critics argue that Kolb’s model has very little empirical support. For
instance, learning styles have become a somewhat controversial topic in the L&D
landscape.

In fact, based on research, our self-defined learning style does not seem to have any real
impact on our educational outcomes. Similarly, learners are unlikely to have a single
learning style. We, too, have explored the issue with learning styles.

Despite this, there’s a reason for the theory’s popularity. The theory can be applied to
various contexts successfully. Let’s explore three common use cases.

Applications of Kolb’s Experiential Learning

Theory
Both Kolb’s learning styles and cycle are used in various different industries to identify
strengths, weaknesses and preferences.

1. Classroom

Both Kolb’s learning styles and cycle are used by educators to critically evaluate the
learning provision made available to their audience. Using Kolb’s methods helps them
to design and create more appropriate and personalised training interventions. Identifying
these individual styles also helps learners to learn more effectively.

As such, L&D professionals and teachers alike should ensure that they design a wide
range of experiential activities. They then need to carry these activities out in a manner
that offers each learner the chance to engage, regardless of their learning styles and
preferences.
Experiential activities inside the classroom include, for instance:

 Field trips
 Art projects
 Science experiments
 Role-playing exercises
 Reflection and journaling
 Opportunities for internship
 Interactive classroom games
These different experiential learning tasks help educators to guide learners through the
whole learning cycle in sequence, as instructed by Kolb. However, educators must
recognise that learners may be at different stages of the cycle.

For instance, a group discussion could form a new concrete experience for one learner
and act as an opportunity for reflective observation for others. It’s essential to provide
freedom and not to limit the learning experience to the stage that educators perceive them
to be.

Creating training interventions that reflect all four components of the learning cycle is
an ideal approach. This helps support each student’s learning preference, which increases
the likelihood that they will engage with their content.

Similarly, it challenges learners to develop their non-dominant learning modes. This

enables them to approach future learning situations with greater flexibility and
confidence.

2. Coaching and Mentoring

Kolb’s theory is also useful in creating effective coaching and mentoring sessions and
integrating new ideas into learning experiences. After all, determining your audience’s
preferred learning style will help you to tailor your learning experience more effectively.

Whilst you’ll want to ensure each stage of the cycle is checked off, you may also want to
spend more time at stages that align with their designated style of learning. The inherent
preferences linked to each learning style should help to inform your design choices.

For instance, if you’re dealing with an accommodator, you should provide plenty of
opportunities for practical experimentation. As such, the characteristics of each learning
style can then be used to personalise any learning interventions to ensure they can
complete the four stages of Kolb’s learning cycle.

3. Business

While Kolb’s Experiential Learning Theory was aimed at helping educators and L&D
professionals to create more effective training interventions, it has proven to be effective
in other fields too. In fact, creating effective content, such as marketing collateral or sales
pitches, becomes much easier after identifying the learning styles of prospective
customers.

However, just as in an educational context, sales and marketing representatives should

take care to use various types of demonstrations, explanations and presentations to cater
for all styles. This helps to meet everybody’s needs and provides plenty of opportunities
for prospects to experience, think, reflect and (hopefully) act.

Experiential eLearning
With modern learning technology, creating experiential learning interventions has never
been easier. For example, you can create personalised learning pathways that include
different kinds of content and elements for individuals with different learning styles.

Adding gamification elements like Experience

Points (XP), Badges, Levels and Leaderboards, on the other hand, is an effective way to
cater to learners whose strengths lie in concrete experiences.
They also prefer role-plays and group activities. Adding social learning features
like Clubs and Social Feeds helps to provide a platform for these kinds of collaborative
discussions and projects.

However, it’s essential to keep in mind that this does not suit everyone. For example,
students who prefer abstract conceptualisation learn better by reading, listening to well-
organised explanations, and studying alone.

Luckily, learning management systems (LMS), like our very own Growth Engineering
LMS, cater for individualistic learners too. They can explore content at their own pace,
read material and listen to podcasts or view pre-recorded virtual classroom sessions.

Final Words
There you have it! Kolb’s Experiential Learning Theory and its two parts. Applying
Kolb’s learning theory has benefits for students, educators and employers. After all, it
highlights the value of our experiences, breaks down the different stages of learning and
introduces various learning styles and their characteristics.

If you would like to learn more about experiential learning, or see our learning
technology solutions in action, contact us today! Together, we can cater to all
different learning styles through innovative experiential activities and features.

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