David Kolb's Experiential Theory

David Kolb

• Born December 12, 1939 in Moline Illinois 

• He was an American  "organizational" sociologist and educational theorist 

David Kolb

• Interests and publications focus on experiential learning, the individual and social change, career development, and executive and professional education. 

• His experiential learning theory is a holistic or “meta-view” of learning that is a combination of experience, perception, cognition, and behavior.

• To continue research on his theory, him and his wife Alice Kolb, founded Experience Based Learning Systems (EBLS) in 1981.

• His research has roots in works of John Dewey, Kurt Lewin and Jean Piaget and the more recent work of Jack Mezirow, Paulo Freire and other theorists, focusing on how humans process experience.

David Kolb

• He earned his undergraduate in 1961 from Knox College and his PHD in social psychology at Harvard University. 

• He authored many journal articles and book chapters on experiential learning.

• He received research awards and four honorary degrees recognizing his contributions to experiential learning in higher education

• Kolb is an emeritus professor of organizational behavior at Case Western Reserve University in Cleveland, Ohio.

Experiential Learning Theory

Experiences including emotions, environmental circumstances, and cognition influence learning in comprehensive way

True

True or False:
Learner’s internal cognitive processes on two levels: a four stage learning cycle and four learning styles

False

True or False
Knowledge is constructed through transformative reflection on someone else’s experience not from one’s own

Main driving force in learning

Focus on experience

Experiential Learning Theory

Kolb states that it is a process where knowledge results from making meaning as a result of direct experience, i.e., or simply "learning from experience."

Experiential Learning Cycle

Typically represented by four distinct learning styles based on four-stage in which the learner “touches all the bases” stating that individuals naturally prefer a specific learning style

Experiential Learning Cycle

Process involves testing ideas and gaining knowledge through experience, but individual learning styles must be determined based on specific circumstances for optimal effectiveness

True

True or False
When four modes are viewed together, they constitute a cycle that learners go through during the experiential learning process.

Concrete Experience – Act, do, experience

Direct engagement with the world with real life experiences such as conducting experiments to conducting activities

Concrete Experience – Act, do, experience

Learning through Experiencing and Feeling

Concrete Experience – Act, do, experience

Learner has new experience or interprets a previous experience in a new way.

Abstract Conceptualization – Make sense of the experience and draw conclusions

Reflection leads to a new idea or change in an existing concept, as the learner gains insights from their experience

Abstract Conceptualization – Make sense of the experience and draw conclusions

Learning through Thinking

Abstract Conceptualization – Make sense of the experience and draw conclusions

Learners adapt thinking or construct new ideas based on experience and reflection.

Reflective Observation – Look back and assess, what went well, and not so well

Learner reflects on the new experience in relation to their existing knowledge

Reflective Observation – Look back and assess, what went well, and not so well

Learning through Reflecting

Reflective Observation – Look back and assess, what went well, and not so well

Learner reflects on the new experience to understand what it means.

Active Experimentation – Test your conclusions, develop a plan of action

Learners put their ideas to the test, focus on hands on learning and refining their skills

Active Experimentation – Test your conclusions, develop a plan of action

Learning through Acting

Active Experimentation – Test your conclusions, develop a plan of action

Learners apply new ideas to real-world situations to test whether they work and see if any changes need to be made. This can happen quickly or longer

Diverging (Dreamer)

Effective to those who need to generate ideas in brainstorming sessions

Diverging (Dreamer)

Acquire knowledge, use creativity to solve problems rather than taking action

Diverging (Dreamer)

Concrete Experience and Reflective Observation,

Diverging (Dreamer)

Feel, watch, watch than do, likes working in groups. Prefer to watch and reflect on what they’ve observed

Assimilating (Thinker)

Prefer deliberate approach, abstract concepts and ideas. Enjoy books and taking time to assimilate information

Assimilating (Thinker)

Reflective Observation and Abstract Conceptualization

Assimilating (Thinker)

Watch. think, enjoys ideas but not practical application. Use analytical models and prefer concepts and abstract ideas.

Converging (Decider)

Problem solving, applying learning to resolve conflicts.

Converging (Decider)

Less interested in people and interpersonal relationships and favor technological jobs

Converging (Decider)

Abstract Conceptualization and Active Experimentation

Converging (Decider)

Think and do, enjoy solving, and practical problems. Solve problems and apply learning to practical issues.

Accommodating (Doer)

Based on instinct and hands on method, drawing on analysis while taking on new tasks and adventures.

Accommodating (Doer)

Focus on executing strategies and analyzing other people’s analyses.

Accommodating (Doer)

Concrete Experience and Active Experimentation

Accommodating (Doer)

Feel and do, and prefer learning through doing. Like challenges and use intuition to solve problems.

Factors Affecting Learning Styles

• Adaptive Competencies 

• Career Choice

• Personality Type 

• Educational Specialization 

• Current Job Role 

Critiques of the Theory - Oversimplified

Studies show learning does not always proceed in a sequential manner and skip stages, revisiting earlier stages, or engaging in multiple stages at once

Critiques of the Theory - Does not address social and cultural factor

Theory is criticized as culturally biased representing individualistic, Western orientation to learning that might not be consistent with non Western values

Critiques of the Theory - Disregards Social and emotional aspects of learning

Kolb’s model is criticized for not taking into consideration social and emotional aspects of learning when assessing how people engage with and evaluate their experiences