Experiential Learning
In Kolb’s (1984) model, his experiential learning theory gives attention to doing something with the information you think about. Kolb suggests that reflective observation transforms concrete experiences into learning experiences.
Kolb’s Experiential Learning Theory is represented by a four-stage experiential learning cycle, in which learners touch all of the following bases[2]:
- Concrete experience (Feeling) A new experience or situation is encountered, or there is a reinterpretation of existing experience.
- Reflective observation of the new experience (Watching) Students review and reflect on the experience. Looking for importance and if there are any inconsistencies between the experience and understanding.
- Abstract conceptualization (Thinking) Reflection gives rise to a new idea or modification of an existing abstract concept. Specifically looking at what the student has learnt from the experience and what they have understood.
- Active experimentation (Doing) The learner applies their ideas to the world around them to see what happens. They experiment and try out what they have learnt.
According to Kolb, concrete experience provides information that serves as a basis for reflection. From these reflections, we assimilate the information and form abstract concepts[3]. Learning, through the experiential learning cycle, is an integrated process with each stage being mutually supportive of and feeding into the next[4].
Traditional Learning | Experiential Learning |
| Teacher-focused | Student-focused |
| Learning outcomes are prescribed to a fixed scoring system | Learning outcomes are flexible and open |
| The aim is to explain knowledge and skills through the transferring of information | Aim to develop knowledge and skills through experience |
| Fixed structure, a high degree of facilitation | Flexible structure with minimal facilitation |
- Providing students with an opportunity to apply what they have learned in theory to practical, real-world situations
- Encourages critical thinking, problem-solving skills and decision making
- Assists with memory retention by building strong relationships between feeling and thinking processes
- Leads to the development of skills for lifelong learning by assisting in the acquisition of essential skills and encouraging students to reflect, conceptualize, and plan for next steps
- Helps develop a positive attitude towards learning
- Connects service learning with helping meet community needs
- Provides a safe learning environment
- Influences both feelings and emotions as well as enhancing knowledge and skills