Kolb's experiential learning theory: knowledge created through transformation of experience via a four-stage cycle¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The paper adopts Kolb's (1984) definition of experiential learning as "the process whereby knowledge is created through the transformation of the experience of the /earner who is at the centre of the learning process". Kolb's theory frames learning as a four-stage cycle of adaptive modes — concrete experience, reflective observation, abstract conceptualisation, active experimentation — which combine into different learning processes, kinds of knowledge, and individual learning styles with no hierarchical ranking among styles. The paper uses this framework as the theoretical backbone for its argument that training should be experiential and participatory.

Design Implications¶

Context¶

Requirements¶

• Trainers must be willing to relinquish some control of the learning process so that learners' own experience can be drawn on

Constraints¶

• Kolb's account rejects behavioural/cognitive models that, in the paper's words, ignore the affective dimension of learning

Target Learners¶

• adult trainees in early childhood development
• trainers of trainers

Target Learning Objectives¶

• understanding how experience is transformed into knowledge
• recognising individual learning styles

Claims¶

• Critics argue experiential learning's weaknesses lie in the reflective observation phase; the authors counter that trainers can develop observation skills [+W]
• The paper argues experiential training of early childhood workers is likely to produce reflective, creative caregivers and children who learn better [+W]
• Evaluations of parent education initiatives using experiential methods found positive results for parents [+W]

Related Theories¶

• Experiential Learning Theory
• Kolb's four-stage experiential learning model and its four learning style categories
• Kolb's experiential learning cycle as the pedagogical basis for an engineering learning module
• Kolb's experiential learning cycle and four learning styles
• Five adult learning theories — andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience — as a design framework for adult-learning technology

Examples¶

• Enhancing the Skills of Early Childhood Trainers training pack
• Guide experiential curriculum design with Kolb-derived principles: connect to existing knowledge, honour each learner's experiential base, cycle through experience and reflection, and shift power to the learner
• Use a triadic guiding-question checklist to design and reflect on adult learning activities across preparation, performance and reflection

Key Sources¶

• Torkington, Kate. (1996). The Rationale for Experiential/Participatory Learning. Working Papers in Early Childhood Development 16. Bernard van Leer Foundation. https://eric.ed.gov/?id=ED392940