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For your learning journey to be successful, you must not only choose the right subject or skill, attend classes, and study or practice what you learn but also approach it using the right method. Many theories have been developed by experts on how students learn and retain information. Among these is David Kolb, a Professor of Organizational Behavior at Case Western Reserve University, who earned his doctorate from Harvard University. His Experiential Learning Theory stands out for its practical application and relevance across different fields. In this article, you will learn more about it.
When it comes to learning, there are a few learning types such as experiential, conventional, and didactic. Conventional learning is structured, curriculum-based, and typically involves a combination of teacher-led instruction and student assessments. Didactic learning involves highly structured and focused on direct instruction from the teacher, often with minimal student interaction. While both these learning methods are teacher or instructor oriented, Kolb’s experiential learning is centered on the perspective and personal growth of the learner. It is interactive and hands-on and emphasizes learning through experience and reflection.
For example, let’s imagine a group of students learning about photosynthesis at school. In experiential learning, students might grow plants in a school garden, observe the growth process, take notes on how sunlight affects the plants, and discuss their observations. Here, they are not entirely dependent on reading a chapter in a biology textbook or attending a teacher’s lecture. They are actively engaged in their learning and gain a deep understanding of the subject.
This is why, since its publication in 1984, Kolb’s experiential learning theory has gained popularity in modern education and professional development, where the priority is on practical skills and critical thinking rather than rote memorization.
The Experiential Learning Cycle, developed by David Kolb, is a specific model that outlines the process by which experiential learning occurs. It has four stages that learners go through to gain knowledge and skills from their experiences.
Concrete experience is the starting point of the experiential learning cycle. At this stage, the learner demonstrates personal involvement with practical activities in subject matters, which involves direct engagement and hands-on experience, allowing the learner to encounter new challenges, tasks, or environments.
Following the concrete experience, the learner takes a step back to reflect on the activity, considering what happened, how it happened, and why it happened. During this point of the learning cycle, the learner can ask questions and engage in discussions about the experience with others. This can also include writing in a journal or simply thinking about the event.
At this third point, the learner tries to derive conclusions from the experience by reflecting on their prior knowledge, using familiar concepts, or discussing potential theories with peers. For example, after reflecting on a failed project, a manager might develop new strategies for team collaboration.
The last point of Kolb’s Experiential Learning Cycle is active experimentation. This involves applying the newly formed concepts and ideas in real-life situations. This allows the learner to test their theories, make adjustments, and observe the outcomes. It is crucial for solidifying learning, as it enables the learner to see the practical implications of their knowledge.
Kolb also identified four distinct learning styles that align with the stages of his experiential learning cycle: Diverging, Assimilating, Converging, and Accommodating.
Learners who prefer this style are more comfortable with concrete experience and reflective observation. They tend to be imaginative and good at viewing situations from multiple perspectives. For example, a creative director might attend a design conference and prefer to engage in workshops where they can observe different design approaches and discuss ideas with other professionals.
These learners excel at abstract conceptualization and reflective observation. They prefer logical analysis and are more interested in ideas and concepts than people. A research scientist spends significant time reading academic journals, attending lectures, and analyzing new research methodologies is an example.
Convergers are skilled at abstract conceptualization and active experimentation. They are problem-solvers who enjoy technical tasks and applying their knowledge to practical situations. Software engineers are a great example of this learning style. They enjoy solving complex technical problems and using their skills to create functional applications that address real-world challenges.
Accommodators thrive in concrete experience and active experimentation. They are action-oriented, preferring to learn by doing and adapting to new challenges. An example is a business consultant who continuously seeks to improve their consulting skills and prefers to learn by diving into new client projects. They adapt quickly to different industries, experiment with various strategies, and refine their approach based on immediate client feedback.
Kolb’s Experiential Learning Cycle offers an all-around framework for understanding how people learn from experience. Whether you’re a student, educator, professional, or simply someone interested in personal growth, consider applying this cycle to your learning experiences.
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