David Kolb - Experiential Learning Cycle

olb (1984) believes learning is the process whereby knowledge is created through the

K transformation of experience. He identified four processes in learning and from this

created the experiential learning circle which is shown in Figure 1 below.

Concrete
experience

Active Critical reflection

experimentation

Abstract
conceptualisation

Figure 1: Kolbs Experiential Learning Cycle

Kolbs four-stage learning cycle shows how experience is translated through reflection into
concepts, which in turn are used as guides for active experimentation and the choice of new
experiences.

The first stage, concrete experience (CE) - the learner actively experiences an activity
such as a lab session or field work.

The second stage, reflective observation (RO) - the learner consciously reflects back on
that experience.

The third stage, abstract conceptualization (AC) - the learner attempts to conceptualize a
theory or model of what is observed.

The fourth stage, active experimentation (AE) - the learner is trying to plan how to test a
model or theory or plan for a forthcoming experience.

Kolb identified four learning styles which correspond to these stages. The styles highlight
conditions under which learners learn better. These styles are:

Divergers (Concrete experience/Reflective observation) - learn by observing and collecting

a wide range of information to create a big picture. They like to ask why.

Assimilators (Reflective observation/Abstract conceptualisation) - learn better when

presented with theories and conceptual workflows to think about. They enjoy structuring
and organizing information, and ask, what else is there to learn?
 Convergers (Abstract conceptualisation/Active experimentation) - learn through practical
application of concepts and theories after thinking through. They think about the how.

Accommodators (Active experimentation / Concrete experience) - learn better when

provided with an opportunity to try it out. They enjoy creativity and complexity. They ask
what if and why not.

An Example:

Application
All 4 stages of the cycle engage learners in different ways. In guiding a learner to a complete
understanding and application of a new concept, the cycle requires the adult educator to conduct
activities that fall into the four stages (Rogers, 2002).

References:

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice-Hall.

Rogers, A. (2002). Teaching Adults. 3rd ed. Buckingham: Open University Press.