“The process of learning from experience is ubiquitous, present in human activity everywhere all the time.” (Kolb & Kolb, 2017, p. 11)
The Experiential Learning Cycle
According to Kolb’s model of experiential learning, effective learning occurs in four stages (Fig. 1): concrete observation, reflective observation, abstract conceptualization, and active experimentation.
- Concrete observation
The learner encounters a new experience or engages in a reinterpretation process of an existing experience. The concrete experience could be anything – for example, a field trip, or a placement.
- Reflective observation
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Reflection is an essential part of learning from experience.The learner reviews and reflects on the new experience and identifies any inconsistencies between experience and understanding.
- Abstract conceptualization
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Through the reflective process, the learner creates a new idea/concept or modifies an existing abstract concept – analyzing the concepts and forming conclusions and generalizations.
In the reflection process, learners are invited to make connections between their experience and academic content. Reflection prompts include questions like, How did this experience change your understanding of [concept]? Based on your understanding of [concept], was the experience what you expected?
- Active experimentation
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The learner plans and tries out what was learned and is able to apply the new knowledge to other situations – conclusions and generalizations are used to tests hypothesis and thus the learner engages in new experiences.
Ideally, learners would complete the full learning cycle by engaging in opportunities to put their learning into practice in a new activity. This “stacking” of activities can help to reinforce shifts in knowledge, skills, and attitudes.
- Journal of Experiential Education
- Michigan Journal of Community Service Learning
- Journal of Higher Education Outreach & Engagement
- Journal of Service Learning in Higher Education
- Co-operative Education and Work-Integrated Learning Canada (CEWIL)
- Experiential and Work-Integrated Learning Ontario (EWO)
- Association for Experiential Education
- References
Coffield, F., Moseley, D, Hall, E., and Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. Learning and Skills Research Centre. London, UK: Cromwell Press Ltd.
Eyler, J. (2002). Reflection: Linking service and learning – Linking students and communities. In Journal of Social Issues, 58(3), 517-534.
Kayes, C. (2002). Experiential learning and its critics: Preserving the Role of experience in management learning and education. In Academy of Management Learning & Education, 1(2), 137-149.
Kolb, A., & Kolb, D. (2010). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. Weatherhead School of Management, Case Western Reserve University. Retrieved from http://www.learningfromexperience.com/media/2010/08/ELT-Hbk-MLED-LFE-website-2-10-08.pdf
Kolb, D.. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
McMurty, A. (2004). Complexity theory 101 for educators: A fictional account of a graduate seminar. In McGill Journal of Education, 43(3), 265-282.
Moon, J. (2006). A handbook of reflective and experiential learning: Theory and practice. New York: RoutledgeFalmer.
Taylor, A., and Raykov, M. (2014). The long-term outcomes of community service-learning. University of Alberta.
It is possible for the learner to enter at any of these four stages and follow them through their sequence to acquire new knowledge. For effective learning to occur, the learner should complete all four stages of the model and no one stage can stand alone as a learning procedure.
Benefits of Experiential Learning
♦ Makes learning relatable. Students build on and make connections between new and existing knowledge and skills.
♦ Increases the effectiveness of learning. Students engage in critical thinking, acquire problem solving skills, and engage in decision making.
♦ Links theory to practice. Students put theory into practice and make generalizations they can apply to future experiences.
♦ Develops skills for lifelong learning. Students develop essential transferable skills through reflection, conceptualization, and planning for next steps.
♦ Assists in memory retention. Students learn more deeply through both feeling and thinking.
♦ Increases students’ engagement. Students collaborate and support each other’s learning.
♦ Caters to various learning styles. All students have the opportunity to succeed in an inclusive classroom.
See Ryerson University’s summary of key scholarly findings about experiential learning.
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