Kolb's Experiential Theory of

Learning
Learning never ends.
“Learning is the process whereby knowledge is
created through transformation of experiences.”

-DAVID KOLB
 What is
Experiential
learning ?
● Experiential learning theory was synthesised by David Kolb drawing from the works

of prominent 20th century personalities like Carl jung, William james, John Dewey,Jean

piaget, Kurt Lewin, Lev Vygotsky etc..

● Kolb's experiential learning theory works on two levels: a four-stage cycle of learning

and four separate learning styles.

● Kolb states that learning involves the acquisition of abstract concepts that can be
applied flexibly in a range of situations
● Development of new concepts is provided by new experiences
 Assumptions

❖ Learning is a continuous process

❖ Experiencing is necessary for learning.
❖ The brain is developed for Experiential Theory
❖ The dialectical poles of learning is what motivates
people.
❖ Learning styles are different ways of going around
the circle.
❖ Full cycle learning increases learning flexibility and
Experiential
Learning Cycle
 1. Concrete
Experience A new experience or situation is encountered, or a
reinterpretation of existing experience.

● All modes of learning are form of experience thus for reflection and learning to occur , we must
become to a particular problem
● William james defined this type of experience as “pure experience”. In which individual encounter a
strange situation while violates his previously held belief , thoughts or behaviours it leads to the
activation of “Reflection”.
2. Reflection
Identification of areas with constancies to experience.

● At this stage we think our experience and reflect what went correct and what went wrong.
● Information obtained through reflective thinking can be used to form asbraction of concepts.
● Overemphasize on refection can lead to “Withdrawal” which can inhibit learning.
 3. Abstract
Conceptualization reflection gives rise to a new idea, or a
modification of an existing abstract concept (

● In this stage we reach generalization or conclusion for what we have experienced or observed.
● Both concrete experience and abstract conceptualization are necessary to make sense of the world.
● With every new experience we change or modify our concept and sometimes dispose of old ones.
 4. . Active
Experimentation the learner applies their idea(s) to the world around the
to see what happens.

● In this stage we test out the ideas we have assimilated as concept and apply it out.
● Overemphasis on on Experimentation can lead to Hyperactivity and can lead to disinhibition of
learning.
Learning styles
 Learning styles

● Each individual learns in different ways

● Learning styles are formed when one or more learning modes are preferred over other and
are dependent upon on various factors:
➔ Adaptive competencies
➔ Career choice
➔ Current job role
➔ Educational specialization
➔ Personality type
● Learning style preference itself is actually the product of two pairs of variables, or two separate 'choices'
● A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing
Continuum (how we approach a task), and the north south axis is called the Perception Continuum (our
emotional response, or how we think or feel about it).
Learning styles

● Kolb's learning theory (1974) sets out four distinct learning

styles, which are based on a four-stage learning cycle

➔ Diverging
➔ Assimilating
➔ Converging
➔ Accommodating
Diverging / Diverger feeling and watching

● Divergers dominant abilities lie in the areas of Concrete Experience and

Reflective Observation
● They prefer to watch rather than do, tending to gather information
and use imagination to solve problems
● these people perform better in situations that require ideas-
generation
● People with the diverging style prefer to work in groups, to listen with
an open mind and to receive personal feedback
converging / converger
(doing and thinking - AC/AE)

● People with this learning style have dominant abilities in the areas of
Abstract Conceptualization and Active Experimentation.
● They are highly skilled in the practical application of ideas.
● They tend to do best in situations where there is a single best solution or
answer to a problem
Assimilation/ (watching and thinking - AC/RO)
Assimilator
● Assimilators are skilled in the areas of Abstract Conceptualization and
Reflective Observation.
● Understanding and creating theoretical models is one of their greatest
strengths.
● They tend to be more interested in abstract ideas than in people, but they
are not greatly concerned with the practical applications of theories
Accommodation/ (doing and feeling - CE/AE)

Accommodator
● People with this learning style are strongest in Concrete Experience and
Active Experimentation. This style is basically the opposite of the
Assimilator style. Accommodators are doers; they enjoy performing
experiments and carrying out plans in the real world
● Accommodators tend to be the greatest risk-takers.
● typically use a trial-and-error approach. People with this learning style
often work in technical fields or in action-oriented jobs such as sales and
marketing
Criticism

● It had poor empirical evidence.

● The learning styles are complex.

 Reference

● McLeod, S. A. (2017, October 24). Kolb - learning styles and experiential

learning cycle. Simply Psychology.
https://www.simplypsychology.org/learning-kolb.html

● www.verywellmind.com/kolbs-learning-styles