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Experiential learning is a powerful way to help people identify changes required to their skills, attitudes and behaviours, then implement those changes for better performance.

We’ve put together this resource to provide a comprehensive introduction to experiential learning. Here’s what you’ll find inside:

What is experiential learning?

What experiential learning is not.

• The principles of experiential learning

What’s required for experiential learning to take place?

• The theory underpinning experiential learning

The experiential learning cycle

• The MTa Learning Arena

Whether you’re completely new to experiential learning or you’re just looking to brush up on bits of the theory, this resource has the information you need.

We’ll start with a definition.

Experiential learning (EL) is, quite simply, learning by doing. 

We have all learned to walk or talk, not by being shown or told, but by practising and refining our technique. Consequently, trainers and facilitators can implement this method in all sorts of situations with people from all walks of life. 

In EL, there are no barriers due to age, education, experience, ability, background or culture.

Within the field of Talent Development, experiential learning can best be defined as:

“developing personal understanding, knowledge, skills and attitudes through the analysis of, and reflection on, activity”.

In this definition ‘Activity’ can include anything from an individual explaining an idea or completing a simple task to highly complex group interactions involving a wide range of mental attributes and behaviours. 

One of the quickest ways to highlight the ways in which experiential learning differs from other methodologies is to take a look at what it is not :

• EL is not the writing of new information onto the blank slate of your mind.
• Nor is it the act of memorising an immutable bank of knowledge.
• EL is not a passive process that happens to a learner; rather it is an active process that engages them and invites participation.

What are the principles of experiential learning?

Experiential learning stands in contrast to prominent theories of learning which underpin most traditional educational methods, like behaviouralism and implicit learning. These theories have their own ideas on the goal of learning, the best way to learn, measures of success, and the nature of what can be learned.

EL brings a different theoretical perspective, as we will see in the following principles. 

Focus on the learning process rather than outcomes

Behavioural conceptualisations of learning suggest you can measure effectiveness of learning by the number of facts or habits a person has learned in response to stimulus questions or conditions. These elements of thought – or ideas – are fixed, and the goal is acquiring more of them.

EL suggests that ideas are not fixed; rather, they form and re-form through experience. Experience intervenes and because this is unique each time, so too are the resulting ideas. 

In EL, the measure of success therefore moves beyond acquisition of facts, and instead becomes lasting behavioural change, the development of skills and behaviours to respond to different situations, and an ability to apply this knowledge.

Learning is therefore an emergent process with the learner at the centre of the process: learning is based on where the participant is, their relationship with what has happened previously, and where they want to be in the future. 

It’s easy to see the appeal when compared to other theoretical approaches which define a rigid outcome and focus on making the learner reach it.

The process of learning is grounded in experience

Implementing, testing, evaluating and refining ideas exclusively with reference to familiar experiences does not present an opportunity for learning, because experience must violate expectation to hold value.

As a result, education involves refining and modifying old ideas as well as implanting new ones, and experience is the vehicle through which this process can take place.

The response to new ideas depends on those currently held, and the responsibility of teachers, instructors, facilitators – whichever word you prefer – is to sculpt the experience and the surrounding discussion in a way that maximises its value.

Learning is a transactional process

With the transaction taking place between the environment and the learner. 

The resulting experience and knowledge is applicable in wider contexts, due to the fact that the knowledge is the result of testing and refining theories, rather than learning by rote. 

Hence in situations with different conditions but where some commonalities exist, current knowledge can contribute to the basis for continued learning.

So, how do you structure an experience in a way that makes experiential learning possible?

First let’s take a look at the abilities a learner needs to be able to engage with an experiential learning task:

• Concrete experience 
• Reflective observation 
• Abstract conceptualisation 
• Active experimentation 

At the risk of burying you in jargon we’ll introduce each one, and contextualise each within our training activities :

Concrete experience (CE)

Concrete experience abilities are those which allow a learner to engage openly and without bias in experiences. Without these, their interpretation risks being limited and skewed by bias.

The first time somebody participates in an activity with one of our kits, they’re gaining a concrete experience.

Reflective observation (RO)

Reflecting on an activity and its outcomes is a vital part of learning, and a learner needs to be able to reflect from multiple perspectives.

Someone working through the first half of an individual review sheet to crystallise their understanding of an activity is engaging in reflective observation.

Abstract conceptualisation (AC)

These abilities allow learners to integrate their observations and reflections into new theories, which act as the basis for the next set of abilities.

Group discussion and completion of the second half of the individual review sheet allows a participant to form abstract conceptualisations about an activity.

Active experimentation (AE)

Through AE, learners test the theories arrived at through the previous abilities. With these four abilities working in tandem, learners develop their understanding and enshrine their realisations and knowledge.

Repeating the activity based on the insights gained in the previous steps forms the active experimentation stage.

Considering the abilities above, it may be tricky to conceptualise a situation where each can work in tandem. After all, aren’t reflection and experimentation fairly different?

However, balancing these things is a crucial part of the process

Experiential learning is made possible in situations in which each of these abilities is given the space to function. New experiences are presented with which learners can engage, then facilitation allows for observations to be discussed and new conceptualisations to be formed. The cycle is then repeated, giving learners an opportunity to test their new theories and build their understanding. 

Depending on the nature of an experience, the area of knowledge that contains it, and various other factors, the relationship between these abilities will be different.

Experiential learning: the theory

In this section we’ll look a little more closely at the theoretical underpinnings and context of ELT, starting with three prominent educational psychologists whose ideas inspired those of David Kolb: the man acknowledged as the father of experiential learning.

Kurt Lewin: 1890-1947

Lewin conceived learning as a four-stage cycle in which experience leads to observations and reflections, which lead to the formation of abstract concepts and generalisations that are then tested in new situations. As the cycle repeats, knowledge is refined and improved.

Lewin defined experiences as real and textured, and highlighted their role as publicly shared reference points from which shared involvement can arise. The social learning and problem solving made possible by this arrangement leads to continuous and goal-oriented feedback where consequences are evaluated.

Ineffectiveness to learn in this situation can be traced back to poor or absent feedback from educators and other participants, preventing the cycle from repeating properly.

Ineffectiveness can be caused by things like emphasising decision and action at the expense of gathering information, or becoming bogged down by data collection and analysis.

John Dewey: 1859-1952

Dewey conceived learning in a similar way to Lewin, with the important distinction that he saw it as a journey from impulsive to purposeful experience rather than a cycle:

The image is a little complicated at first glance so let’s break it down.

Each stage of the journey still consists of four stages: impulse, observation, knowledge, and judgement.

However instead of just repeating endlessly, each step progresses as the judgement and knowledge is contextualised and used to refine future impulses. The actions arising from these impulses then become more sophisticated at each step, until they become purposeful.

Jean Piaget: 1896-1980

Piaget’s ideas followed on from Lewin and Dewey’s, in that he conceived experience, conceptualisation, reflection, and action as the basis for adult thought.

He believed that as we grow, we view the world in an abstract way and can construct our own meaning and knowledge as a result. This differs from children who have a concrete phenomenological interpretation.

Thus learning requires interaction between an individual and their environment. Concepts and schemas are assimilated from and accommodate to experiences, and if either of these things becomes dominant, learning is interrupted:

• Too much accommodation and we imitate things and sculpt ourselves to our environment rather than learning from it.
• Too much assimilation and we end up imposing ourselves with no regard for environmental realities.

As adults we are able to manipulate the balance of these two factors to make efficient learning more possible. In experiential learning this is achieved by tailoring the nature of the activity and providing suitable facilitation.

David Kolb drew inspiration from these ideas and distilled them down into the Experiential Learning Cycle, represented by the diagram below: 

Here you can see the four stages conceptualised by Lewin, and which Kolb holds at the core of any successful experiential experience.

While an effective experience depends on many factors, including suitable design and effective facilitation, these steps sit at the heart. 

The MTa Learning Arena 

Building upon the theoretical groundwork laid by Lewin, Dewey, Piaget, Kolb and others, we have developed the MTa Learning Arena methodology .

Rather than spotlighting the activity at the expense of learning and implementation, the Learning Arena emphasises the following progression: activity > learning > implementation > learning > implementation. 

As you can see, the MTa Learning Arena sits at the heart of steps 3, 4, and 5: those which correspond to the reflective observation and abstract conceptualisation stage of the experiential learning process. It’s here that, with effective facilitation, participants refine and develop their ideas, ready to advise and inform new behaviours.

Testing these within the cyclical model allows ongoing refinement, leading to lasting behavioural change.

Then, given the Talent Development focus, the final outcome of the Learning Arena methodology is improved workplace performance. Here, the newly developed ideas and behaviours arrived at in the Learning Arena translate to tangible improvements in the workplace, demonstrating real and ongoing value for employers. 

We’ve used this methodology to deliver benefits for organisations across the board, from multinational corporations to training consultancies, and from military bodies, prisons, schools, and more. 

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The Experiential Learning Theory of David Kolb

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Shereen Lehman, MS, is a healthcare journalist and fact checker. She has co-authored two books for the popular Dummies Series (as Shereen Jegtvig).

Cavan Images / Getty Images

As the name suggests, experiential learning involves learning from experience. The theory was proposed by psychologist David Kolb who was influenced by the work of other theorists including John Dewey , Kurt Lewin , and Jean Piaget .

According to Kolb, this type of learning can be defined as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming the experience."  

Experiential learning theory differs from cognitive and behavioral theories in that cognitive theories emphasize the role of mental processes while behavioral theories ignore the possible role of subjective experience in the learning process.

The experiential theory proposed by Kolb takes a more holistic approach and emphasizes how experiences, including cognition, environmental factors, and emotions, influence the learning process.

Experiential Model Theory

In the experiential model, Kolb described two different ways of grasping experience:

• Abstract Conceptualization
• Concrete Experience

He also identified two ways of transforming experience:

• Active Experimentation
• Reflective Observation

These four modes of learning are often portrayed as a cycle . 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.

People then use these concepts to develop new theories about the world, which they then actively test.

Through the testing of our ideas, we once again gather information through experience, cycling back to the beginning of the process. The process does not necessarily begin with experience, however. Instead, each person must choose which learning mode will work best based upon the specific situation.

For example, let's imagine that you are going to learn how to drive a car:

• One person may choose to begin learning via reflection by observing other people as they drive.
• Another might prefer to start more abstractly, by reading and analyzing a driving instruction book.
• Yet, a different person could decide to just jump right in and get behind the seat of a car to practice driving on a test course.

Preferences Play a Role

How do we decide which mode of experiential learning will work best? While situational variables are important, our own preferences play a large role. Kolb notes that people who are considered "watchers" prefer reflective observation, while those who are "doers" are more likely to engage in active experimentation.

"Because of our hereditary equipment, our particular past life experiences, and the demands of our environment, we develop a preferred way of choosing," Kolb explains.  

These preferences also serve as the basis for Kolb's learning styles . In this learning style model, each of the four types has dominant learning abilities in two areas. For example, people with the diverging learning style are dominant in the areas of concrete experience and reflective observation.

Factors That Influence Learning Styles

Kolb suggests that a number of different factors can influence preferred learning styles.   Some of the factors that he has identified include:

• Adaptive competencies
• Career choice
• Current job role
• Educational specialization
• Personality type

Experiential Learning Theory Support and Criticism

While Kolb's theory is one of the widely used learning models in the field of education, it has been widely criticized for a number of reasons.

Support for Experiential Learning Theory

Kolb's own research suggests that there is a correlation between students learning styles and their chosen majors. People who choose college majors and professions that are well-aligned to their learning styles tend to be more committed to their field.  

Experiential learning can be good for helping people explore their own strengths when learning new things. The theory addresses how learners can play to their own strengths as well as developing areas in which they are weakest.

Criticism of Experiential Learning Theory

The experiential learning theory does not adequately address the role that non-reflective experience plays in the learning process. While the theory is good at analyzing how learning occurs for individuals, it does little to look at learning that occurs in larger social groups. How does the individual's interaction with a larger group impact the experiential learning process?

Learning styles may not be stable over time. For example, one study published in 1999 found that adults over the age of 65 tend to become more observant and reflective while learning.   Other critics suggest that the theory is too narrowly focused and restrictive.

Understanding your own learning preferences may be helpful, but it does not necessarily mean that you can't learn in other ways or that your preferred style will always be the same.

Kolb, D. A. Experiential Learning: Experience as the Source of Learning and Development . New Jersey: Prentice-Hall; 1984.

Sternberg RJ, Zhang L-fang.  Perspectives on Thinking, Learning, and Cognitive Styles . Florence: Taylor and Francis; 2014.

Truluck JE, Courtenay, BC. Learning Style Preferences Among Older Adults .  Educational Gerontology . 1999;25(3):221-236. doi:10.1080/036012799267846.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

What Is Experiential Learning?

Kolb Experiential Learning Theory, developed by David A. Kolb, is widely recognized and influential framework that describes how people learn through experience.  Since learning is the primary process used to navigate life, people can use this process for all forms of learning, development, and change. Learning occurs in any setting and continues throughout life. The experiential learning process supports performance improvement, learning and development.

David Kolb described the ideal process of learning in a four-step Experiential Learning Cycle:

Experiencing – Reflecting – Thinking – Acting.

• Experiencing (Concrete Experience): Learning begins when a learner uses senses and perceptions to engage in what is happening now.
• Reflecting (Reflective Observation): After the experience, a learner reflects on what happened and connects feelings with ideas about the experience.
• Thinking (Abstract Conceptualization): The learner engages in thinking to reach conclusions and form theories, concepts, or general principles that can be tested
• Acting (Active Experimentation): The learner tests the theory and applies what was learned to get feedback and create the next experience.

Kolb, Alice . “This is Experiential Learning”. Experience Based Learning Systems video, 2:59. April 15, 2020. https://learningfromexperience.com/themes/this-is-experiential-learning-video

“There are two goals in the experiential learning process. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.” David A. Kolb

The Experiential Learning Cycle

The Experiential Learning Styles

Experiencing : In the Experiencing style, one emphasizes feeling while balancing acting and reflecting, spending the least amount of time thinking.

When using the Experiencing style, you are engaged, connected, warm and intuitive. You excel in teamwork and establish trusting relationships with others. You are comfortable with emotional expression.

Imagining : In the Imagining style, one emphasizes feeling and reflecting, spending the least amount of time deciding.

When using the Imagining style, you are caring, trusting, empathetic and creative. You demonstrate self-awareness and empathy for others. You are comfortable in ambiguous situations, and you enjoy helping others, generating new ideas and creating a vision for the future.

Reflecting : In the Reflecting style, one engages in sustained reflection informed by both feelings and thoughts, spending the least amount of time acting.

When using the Reflecting style, you are patient, careful and reserved, allowing others to take center stage. You listen with an open mind and gather information from a variety of sources. You are able to view issues from many perspectives and identify underlying problems and issues.

Analyzing : In the Analyzing style, one learns primarily through thinking and reflecting, spending the least amount of time initiating.

When using the Analyzing style, you are structured, methodical and precise. You plan ahead to minimize mistakes, integrate information to get the full picture, and use critical thinking to understand situations. You are methodical as you analyze details and data.

Thinking : In the Thinking style, one emphasizes thinking while balancing reflecting and acting, spending the least amount of time experiencing.

When using the Thinking style, you are skeptical, structured, linear and controlled. You use quantitative tools to analyze problems and frame arguments with logic. You know how to communicate ideas effectively and make independent judgments.

Deciding : In the Deciding style, one emphasizes thinking and acting in situations, spending the least amount of time imagining.

When using the Deciding style, you are realistic, accountable and direct. You find practical solutions to problems and set performance goals. You are able to commit to one focus.

Acting : In the Acting style, one uses feeling and thinking to initiate action, spending the least amount of time reflecting.

When using the Acting style, you are on time, assertive, achievement oriented and courageous. You commit to goals and objectives and find ways to accomplish them under a deadline. You are able to implement plans with limited resources.

Initiating : In the Initiating style, one uses feeling and acting to initiate action, paying the least attention to analyzing.

When using the Initiating style, you are outgoing, spontaneous and able to shrug off losses or “failure” in favor of trying again. You actively seize opportunities and participate without holding back.

Balancing : In the Balancing style, one tends to shift between the opposites of experiencing-thinking and acting-reflecting.

When using the Balancing style, you identify blind spots in a situation and bridge differences between people. You are resourceful and can adapt to shifting priorities.

Experiential learning describes the ideal process of learning, invites you to understand yourself as a learner, and empowers you to take charge of your own learning and development.

The way you learn is the way you approach life in general. It is also the way you solve problems, make decisions, work on teams, and meet life’s challenges.

In  How You Learn Is How You Live: Using Nine Ways of Learning to Transform Your Life , David Kolb and Kay Peterson elaborate on the Experiential Learning Theory and how it can be used by educators, corporate teams, leaders and individual lifelong learners.

Kolb, Alice . “8 Things to Know About the Experiential Learning cycle”. Experience Based Learning Systems video, 8:07. August 3, 2019. https://learningfromexperience.com/themes/experiential-learning-theory-videos/

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Introduction

Experiential learning is considered to be a progressive method of instruction that affords students an opportunity to generate a deeper understanding of lecture topics by working on course-related issues that, when resolved, benefit their local communities (Williams, 2016, p. 64).

Many researchers have explored the origins and evolution of experiential learning in its various forms, and the literature is ripe with excellent reviews and position papers covering how fundamental experiential learning theory and practice has changed with time. See, for example, Weigert (1998), Furco (2002), Kaye (2004), Cooper (2014), Lim and Bloomquist (2014), Bureau, Cole, and McCormick (2014, Bennett, Sunderland, Bartleet and Power (2016), Bossaller (2016), and Fisher, Sharp, and Bradley (2017).

Students often want to know how to apply theories and lessons from their courses to 'the real world.' Experiential assignments give students a chance to learn-by-doing, through recognizing strengths, learning from mistakes, and how to become more skillful learners.

Experiential learning requires the active engagement of the students as well as the instructor who serves as the facilitator of the learning process. It is intended to be an active, dynamic alternative to traditional classroom instruction that should be interactive and collaborative for those involved.

However, creating a learning experience that is informative, memorable and transformative can be a challenge in a traditional classroom. Practice courses can be a natural fit for team-based and transformative learning since they reinforce skill development (Hessenauer and Zastro, 2013) but this pedagogy can be effectively integrated into a broad spectrum of courses.

• Small group projects/assignments
• Practicum/field placements
• Service-Learning
• Student teaching
• Study abroad
• Volunteer experiences
• Apprenticeships
• Cooperative education experiences
• Fellowships

Three Overarching Principles

A key component and possible outcome of experiential teaching is the transformative learning experience that occurs with a meaningful and well planned lesson.

Slavich and Zimbardo define transformational teaching as "the expressed or unexpressed goal to increase students' mastery of key course concepts while transforming their learning-related attitudes, values, beliefs, and skills" (Slavich & Zimbardo, 2012, p. 576).

According to Slavich & Zimbardo (2012), the three overarching principles of transformational teaching are:

• Facilitate students' acquisition and mastery of key course concepts.
• Enhance students' strategies and skills for learning and discovery.
• Promote positive learning-related attitudes, values, and beliefs in students. (p. 581)

Core Methods

The six core methods of transformational teaching described by (Slavich & Zimbardo, 2012) are:

• Establish a shared vision for a course.
• Provide modeling and mastery experiences.
• Challenge and encourage students intellectually.
• Personalize attention and feedback.
• Create experiential lessons.
• Promote pre-flection and reflection throughout the process.

The Experiential Learning Process

Experiential learning includes several steps as a process of transformational learning. This ensures the students integrate the content as well as their own experiences and growth into the learning.

• Experiencing, Exploring and Doing: Students will actively engage in a learning activity with the instructor serving as a mentor in the process.
• Sharing and Reflecting: This step is revisited throughout the process to encourage students to observe and reflect on their experiences and their reactions to the experience with others in the class or group.
• Processing and Analyzing: Students are allotted time in the class to process their experience and reflections relating them to the process, dynamics, themes, challenges, and successes, as well as lessons learned thus far.
• Generalizing Lessons Learned to Life and/or Their Profession: This is an important step which may occur throughout or at the end of the project for students to relate their experiences with connections to real life and/or their future profession.
• Application of Lessons Learned: Students will share how they will apply the lessons learned via skills, values, insights, and/or knowledge to their future and their profession. For some students, this is a recognition of the transformation of themselves, their identities, and a greater connection to their profession.

Instructor Responsibilities

The role of the instructor in experiential learning is very different from most other pedagogies. First and foremost, the students are at the center of the learning and the instructor serves as a facilitator/mentor of the process, offering guidance on a limited basis. The instructor serves as an intellectual coach for collaborative student teams to maximize students' learning, skill development, and personal growth (Slavich & Zimbardo, 2012). In this role, the instructor should empower students to take ownership of their learning and their project. This is how experiential learning will become transformative and meaningful for the student.

The following responsibilities were identified in the book Teaching for experiential learning: Five approaches that work by Wurdinger and Carlson (2010, p. 13):

• Be willing to accept a less teacher-centric role in the classroom.
• Approach the learning experience in a positive, non-dominating way.
• Identify an experience in which students will find interest and be personally committed.
• Explain the purpose of the experiential learning situation to the students.
• Share your feelings and thoughts with your students and let them know that you are learning from the experience too.
• Tie the course learning objectives to course activities and direct experiences so students know what they are supposed to do.
• Provide relevant and meaningful resources to help students succeed.
• Allow students to experiment and discover solutions on their own.
• Find a sense of balance between the academic and nurturing aspects of teaching.
• Clarify students and instructor roles.

Student Responsibilities

Students must be active learners in this process. This will likely mean stepping outside of their comfort zone and taking on challenges and tasks where they are unsure or question their abilities. However, the students are not left on their own. The instructor is available as the mentor to offer guidance, support, and encouragement throughout the learning process. For students who are particularly ambivalent about experiential learning, the steps on sharing, reflecting, and processing will be particularly important.

Below is a list of student responsibilities adapted from Wurdinger and Carlson (2010) and UC-Davis (2011) and developed by Janet Giesen, Northern Illinois University (October 12, 2011).

• Students will be involved in problems which are practical, social, and personal.
• Students will be allowed freedom in the classroom as long as they make headway in the learning process.
• Students will often be involved with difficult and challenging situations while discovering.
• Students will self-evaluate their own progress or success in the learning process which becomes the primary means of assessment.
• Students will learn from the learning process and become open to change. This change includes less reliance on the instructor and more on fellow peers, the development of skills to investigate (research) and learn from an authentic experience, and the ability to objectively self-evaluate one's performance.

Making the Most of Experiential Learning

In conclusion, the following guidelines are 10 steps to optimize experiential learning. They were developed by Cornell University for a final report on Experiential Learning (Alberta, nd):

• Make it purposeful (meaningful).
• Provide opportunities for reflection.
• Include faculty involvement throughout the process.
• Students work should be evaluated.
• It should offer or simulate, as close as possible, a "real-world" context.
• The learning should provide continual challenges for students.
• Active learning is a must! (Doing, not observing).
• The experience should include supporting resources, materials, readings.
• Ample opportunity and time for learning (in class reflections).
• Core content/lessons should be integrated throughout the process.

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The Science of Coaching: Co-Active

What is effective coaching? And what does it do to your brain? In this article, you'll read more about the scientific justifications of Co-Active Coaching. Research shows that conversations in which participants listen carefully to each other and are emotionally engaged build positive connections in the brain. You can read about exactly how this works in this article. 

In recent decades, both brain science and coaching have developed significantly separately. This period has seen the discovery of connections between the two fields. These discoveries have helped us better understand human behavior and growth. The insights from brain science have helped to understand and improve coaching methods, and vice versa, findings from coaching have also provided valuable information for brain science.   

Coaching is no longer seen as experimental but has become an essential part of leadership development. At the same time, technological advances such as functional MRI (fMRI) have allowed us to better understand and utilize the complexity and flexibility of the brain. fMRI allows specific brain activities to be observed, this now also proves the Co-Active model to be scientifically proven effective.   

Scientific foundation for the Co-Active model  

Research on the brain confirms that the tools coaches use align well with what we know about how brains develop effectively. Coaches can positively and permanently change the brain in terms of openness and creativity.   

During our Co-Active training programs , techniques are used to ensure that stress is reduced and that the two hemispheres of the brain work better together. This promotes openness and creativity and creates the ability to develop new solutions and long-term change.  

The importance of emotional engagement and listening  

Research shows that conversations in which participants listen well to each other and are emotionally engaged build positive connections in the brain. A Case Western Reserve University study (2010) showed that when people talked for 30 minutes about their personal goals and dreams, the parts of their brains that enable openness, better functioning and emotional engagement were activated. So, these kinds of conversations with a coach, with colleagues among themselves or with others can help stimulate the brain in a positive way.  

Changing the brain: how does it work?  

Co-Active Coaching helps people recognize old thinking patterns and develop new, better ones. Through practice and reflection, these new patterns can grow stronger and eventually become natural.  

Norman Doige (neuroplasticity expert) mentioned that we can “rewire” our brains with our own thoughts. But because our brains tend to follow familiar paths, it is difficult to change this without support.  

Co-Active coaching provides this focus and support, making it possible to change the brains of Co-Active training participants for greater effectiveness. Coaches ask open-ended questions that make coachees think, this helps capture new insights and promote sustained growth.  

The saying among neuroscientists, 'If it fires, it wires,' represents each time an action is repeated, this creates a new neural connection in the brain each time. The more often we do something, the stronger this connection becomes.  

Do you want to develop yourself?  

Multiple (neuro)scientific studies show that the tools of Co-Active Coaching provide space to develop new neural networks, people react more calmly and calmly to stress and creativity increases.  

This form of personal development is very useful and contributes to one's career and personal life.   

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Kolb’s Learning Styles and Experiential Learning Cycle

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

David Kolb published his learning styles model in 1984, from which he developed his learning style inventory.

Kolb’s experiential learning theory works on two levels: a four-stage learning cycle and four separate learning styles. Much of Kolb’s theory concerns the learner’s internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).

The Experiential Learning Cycle

Kolb’s experiential learning style theory is typically represented by a four-stage learning cycle in which the learner “touches all the bases”:

The terms “Reflective Cycle” and “Experiential Learning Cycle” are often used interchangeably when referring to this four-stage learning process. The main idea behind both terms is that effective learning occurs through a continuous cycle of experience, reflection, conceptualization, and experimentation.

• Concrete Experience – the learner encounters a concrete experience. This might be a new experience or situation, or a reinterpretation of existing experience in the light of new concepts.
• Reflective Observation of the New Experience – the learner reflects on the new experience in the light of their existing knowledge. Of particular importance are any inconsistencies between experience and understanding.
• Abstract Conceptualization – reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).
• Active Experimentation – the newly created or modified concepts give rise to experimentation. The learner applies their idea(s) to the world around them to see what happens.

Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test a hypothesis in future situations, resulting in new experiences.

Kolb (1984) views learning as an integrated process, with each stage mutually supporting and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.

However, effective learning only occurs when a learner can execute all four stages of the model. Therefore, no one stage of the cycle is effective as a learning procedure on its own.

The process of going through the cycle results in the formation of increasingly complex and abstract ‘mental models’ of whatever the learner is learning about.

Learning Styles

Kolb’s learning theory (1984) sets out four distinct learning styles, which are based on a four-stage learning cycle (see above). Kolb explains that different people naturally prefer a certain single different learning style.

Various factors influence a person’s preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual.

Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate “choices” that we make, which Kolb presented as lines of an axis, each with “conflicting” modes at either end.

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).

Kolb believed that we cannot perform both variables on a single axis simultaneously (e.g., think and feel). Our learning style is a product of these two choice decisions.

It’s often easier to see the construction of Kolb’s learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles.

The matrix also highlights Kolb’s terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

Knowing a person’s (and your own) learning style enables learning to be orientated according to the preferred method.

That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another – it’s a matter of using emphasis that fits best with the given situation and a person’s learning style preferences.

Here are brief descriptions of the four Kolb learning styles:

Diverging (feeling and watching – CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations from several different viewpoints.

Kolb called this style “diverging” because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information.

They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking – AC/RO)

The assimilating learning preference involves a concise, logical approach. Ideas and concepts are more important than people.

These people require good, clear explanations rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format.

People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts.  People with this style are more attracted to logically sound theories than approaches based on practical value.

This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking – AC/AE)

People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects.

People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.

People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities.

People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling – CE/AE)

The Accommodating learning style is “hands-on,” and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans.

They commonly act on “gut” instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population.

Educational Implications

Both Kolb’s (1984) learning stages and the cycle could be used by teachers to critically evaluate the learning provision typically available to students, and to develop more appropriate learning opportunities.

Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best.

Also, individuals can be helped to learn more effectively by the identification of their lesser preferred learning styles and the strengthening of these through the application of the experiential learning cycle.

Ideally, activities and material should be developed in ways that draw on abilities from each stage of the experiential learning cycle and take the students through the whole process in sequence.

Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual . Boston, MA: McBer.

Kolb, D.A. (1981). Learning styles and disciplinary differences, in: A.W. Chickering (Ed.) The Modern American College (pp. 232–255). San Francisco, LA: Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (pp. 33–57). New York: Wiley.

Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational psychology: readings on human behavior in organizations . Englewood Cliffs, NJ: Prentice-Hall.

Further Reading

• How to Write a Psychology Essay
• David Kolb’s Website
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3) , 105-119.
• What? So What? Now What? Reflective Model

Kolb’s Experiential Learning Cycle: A Complete Guide

• July 9, 2024
• Learning Theory
• 15 Min Read

Kolb’s theory of experiential learning stands out for its multifaceted approach. It integrates a four-stage learning cycle with a framework for understanding learning styles.

This provides us with a powerful foundation for learning and development by describing the ideal processes where knowledge is created through experience.

As a result, Kolb’s theory has influenced the work of teachers, instructional designers and L&D professionals around the globe.

This theory’s also research-backed . A 2021 study shows that students exposed to Kolb’s learning approach demonstrated improved understanding compared to traditional methods. Indeed, experiential learning has been shown to increase knowledge retention by as much as 70% .

The theory invites educators and learners alike to understand different learning styles, making it a useful guide for designing effective training interventions.

This article breaks down both parts of the theory. It also describes how the theory is typically applied in a learning and development context. But first, let’s cycle back to the beginning!

Who Is David Kolb?

David A. Kolb is an American psychologist, professor and educational theorist. He was born in December 1939 in Illinois, United States.

Today, Kolb is best known for his work in experiential learning. In fact, Kolb’s learning styles model was one of the first tools for evaluating individual learning preferences.

His unique perspective on learning has had a big influence on the educational sector. In fact, research has confirmed that his theory is still the most commonly cited source in relation to reflective learning.

It has awakened educators and L&D professionals to the value of tailored and experience-driven learning processes .

Early Life & Education

Kolb developed an interest in learning from an early age. He then obtained a Bachelor’s degree in psychology, with a minor in philosophy and religion, from Knox College in 1961 . 

One of Kolb’s professors was a personality theorist. They had a significant influence on Kolb and his career. In fact, it was this professor who encouraged Kolb to pursue postgraduate studies.

And so he did. Kolb obtained his MA in 1964 and PhD in social psychology in 1967 , both from Harvard. 

Research Career

Kolb’s educational background helped him develop an interest in finding the best fit for individual learners. This interest eventually bloomed into his experiential learning theory.

Kolb’s work was influenced by the work of other theorists, including John Dewey , Kurt Lewin and Jean Piaget.

In 1981, Kolb founded an organisation called Experience Based Learning Systems (EBLS). He created this organisation to advance research and practice in experiential learning. Even today, he continues the EBLS programme with an international network of researchers, practitioners and learning partners.

On top of various research articles , Kolb’s contributions to the world of experiential learning and learning styles include:

• Experiential Learning: Experience as the Source of Learning and Development ( 1984 , 2015 )
• Organizational Behavior: An Experiential Approach (6th Edition) ( 1994 )
• Innovation in Professional Education: Steps on a Journey from Teaching to Learning ( 1995 )
• Conversational Learning: An Experiential Approach to Knowledge Creation ( 2002 )
• The Experiential Educator: Principles and Practices of Experiential Learning ( 2017 )
• How You Learn Is How You Live: Using Nine Ways of Learning to Transform Your Life ( 2017 )

David has received several awards and honorary degrees in recognition of his contributions to experiential learning.

Kolb’s Experiential Learning Theory

Kolb’s experiential learning theory is one of the most influential theories and models in the learning and development space. As the name reveals, the theory focuses on how we learn as a result of our experiences. As Kolb himself puts it:

“Learning is the process whereby knowledge is created through the transformation of experience.”

For Kolb, learning requires the acquisition of abstract concepts that can then be applied flexibly in a wide range of situations. Edgar Dale’s Cone of Experience can help us to understand the sources of these abstract (and concrete) experiences.

Kolb’s theory has two interconnected parts. The first part details the four-stage cycle that the learning experience follows. According to Kolb, by going through the different stages, learners can convert their experiences into knowledge.

The second part focuses on learning styles and the cognitive processes that need to occur for learners to acquire knowledge. The theory highlights how individuals can demonstrate their understanding when they are able to apply abstract concepts to new situations.

Let’s start by exploring the four stages of learning, referred to as the Experiential Learning Cycle.

Kolb’s Experiential Learning Cycle

As we have gathered, experiences are at the core of Kolb’s theory. According to him, learners must change or transform something in order to learn.

As such, memorisation or recollection does not equal learning, as this process does not improve or reshape our understanding. And as a result, the learner has not gained any additional value.

Kolb created the Experiential Learning Cycle in 1974. This four-stage model views learning as an integrated process. All four stages are mutually supportive because Kolb believes that effective learning is a cyclic process that involves experiencing , reflecting , thinking and acting .

The model describes two ways of grasping knowledge. These are concrete experiences and abstract conceptualisation.

The other two modes, reflective observation and active experimentation, help learners to transform their experience into knowledge. Each of these stages acts as a foundation for the next stage.

According to the cycle, learning occurs when an individual comes across an experience and reflects upon it. This leads to an analysis and formulation of abstract concepts. Learners can then experiment with their hypotheses in various situations. Let’s break it down further.

1. Concrete Experience (CE)

The Experiential Learning Cycle is typically presented with concrete experience at the top, to signify that that’s where the process begins. At this stage, learners encounter an experience. This could be either a completely new experience or a reimagined experience that has already happened.

Kolb believed that the key to learning lies in active involvement. According to him, it’s not enough for learners to just read or watch demonstrations to acquire new knowledge.

As such, each learner should actively engage in an experience. This could involve being exposed to a new task or a new way of carrying out a project they are already familiar with. 

While the experience is usually a personal one, it might also be a shared experience. In this situation, learners acquire knowledge by observing, hearing about or reading about someone else’s experiences. And this kind of social learning comes loaded with benefits . 

2. Reflective Observation (RO)

Concrete experiences are followed by reflective observation . As such, after engaging in an experience, learners should step back to reflect on the task or activity. This stage in the learning cycle allows the learner to ask questions and discuss the experience with others.

For most individuals, this is where seeing and doing transforms into the real-time absorption of new information. In practice, this could mean a situation where a person is shown how to accomplish a goal. They then look at how it could be applied in different circumstances.

Communication is vital as it allows learners to identify any discrepancies between their understanding and the experience itself. Discussing the experience with others helps to ease the reflection process by introducing other points of view.

At this stage, learners will also try to place the experience alongside other previous experiences to look for patterns or notable differences. This helps them to reflect on any inconsistencies and the gap between their understanding and the experience itself.

3. Abstract Conceptualisation (AC)

Reflective observation leads to abstract conceptualisation . In this stage, learners form new ideas or alter their current understanding based on the reflections that arose from the previous stage.

Learners move from reflective observation to abstract conceptualisation when they begin to classify concepts and form conclusions on the events that occurred. As such, abstract conceptualisation gives learners the chance to assess how their new ideas can be applied in the real world.

They can do so by interpreting the experience and making comparisons to their current understanding of the concept. When learners return to a task, they can then return with the goal of applying their conclusions to new experiences.

In other words, they generate abstract principles that they can apply to future situations. After all, information becomes more meaningful and memorable when it connects to our lives and offers opportunities for practical application.

4. Active Experimentation (AE)

The last stage of the cycle involves active experimentation . At this stage, learners apply their new ideas to the world around them. This allows them to see if there are any changes in the next occurrence of the experience. 

This stage offers an opportunity for learners to test out their new ideas and the lessons gathered from the experience. By actively experimenting with different concepts, individuals can learn how to associate what they have experienced with new ideas and innovations. 

This experimentation results in new concrete experiences that effectively trigger the beginning of the next cycle. After all, life effectively amounts to a series of interlinked experiences.

Making the Most of the Cycle

Even though concrete experiences are at the top of the cycle, learners can enter it at any stage and follow it through its logical sequence. However, as each stage is dependent on the others, learners must complete them all to develop new knowledge.

As such, learners should complete the cycle in its entirety to ensure that effective knowledge transfer takes place. In fact, according to Kolb, no one stage of the cycle is effective on its own. 

Instead, learners must complete all four stages of experiencing, reflecting, thinking and acting to develop new knowledge. And with each new experience, learners are able to integrate their new observations with their current understanding.

Using Learning Theories & Models to improve your training initiatives

The learning cycle in practice.

It’s always easier to understand a theory when it’s presented with some practical examples. So, imagine you have just attempted to bake banana bread for the first time. 

• Concrete Experience : After removing your supposedly delicious banana bread from the oven, you notice that it is burnt from the top but still raw inside. Oh dear! 
• Reflective Observation : You then proceed to review the steps you took when baking and check them against the recipe, to see if you had followed the instructions carefully.
• Abstract Conceptualisation : Based on your reflection, you can determine that your oven was too hot, and you needed to bake the banana bread for longer but at a lower temperature.
• Active Experimentation : Still craving some mouth-watering baked goods, you decide to start again. This time you are careful to adjust the temperature and baking time.

Your second attempt will result in a new concrete experience, and the cycle of learning continues.

According to Kolb, there are two goals in the experiential learning process. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process. 

Considering our example, you will now have learnt some specifics about baking. Furthermore, you will have also learnt something about how you build your baking knowledge.

This happens through trial and error, as you experiment with various different factors and reflect on the results to try and achieve a desired goal.

Individual Preferences

Our own preferences play an important role in determining the best mode of experiential learning. Kolb explained that individuals develop a preferred way of learning. This preference comes from our past life experiences and the environments surrounding us.

As such, Kolb noted that people who are considered ‘watchers’ prefer reflective observation. ‘Doers’, on the other hand, are more likely to engage in active experimentation.

Based on these differences, Kolb expanded his experiential learning cycle. These preferences now serve as the basis for Kolb’s Learning Styles. Let’s have a look!

Kolb’s Learning Styles

Kolb extended his learning cycle in 1984 and introduced a model featuring different learning styles . Combined, these models create Kolb’s experiential learning theory, which explores learners’ inner cognitive processes.

While Kolb’s four stages of learning work together to create a learning process, some individuals prefer certain components over others. In fact, one may depend heavily on concrete and reflective experiences but choose to spend less time on the abstract and active stages.

Because of this, Kolb identified four unique learning styles that are based on the four-stage learning cycle we highlighted previously.

He suggests that our learning style preference is actually the result of two pairs of variables. This can be seen as two separate ‘choices’ that we make. Kolb represents each stage of the learning cycle along these two intersecting axes. 

The horizontal axis is called the Processing Continuum, and the vertical axis is the Perception Continuum. In Kolb’s view, learners cannot perform both variables on a single axis at the same time (for example, thinking and feeling). 

Attempting to do so can create an internal conflict. Learners resolve this by making an unconscious choice. This naturally determines the learner’s favoured learning style.

• The Processing Continuum describes our emotional response or how we make information meaningful. Learners choose a way to transform and process their experiences. This can be through doing (active experimentation) or watching (reflective observation).
• The Perception Continuum , on the other hand, focuses on how we approach a task. On this continuum, learners choose how to grasp information. This can be through feeling (concrete experience) or thinking (abstract conceptualisation).

These distinct styles of learning each involve an emphasis on two phases of the learning cycle. They are often easier to understand when presented in a table, like below:

1. Diverging (CE/RO)

Kolb called this learning style ‘ diverging ’ because these learners perform better in situations that require idea-generation and exploration. In fact, according to Kolb, learners with a diverging learning style are able to look at things from different perspectives.

Individuals with diverging learning styles tend to have broad cultural interests and like to gather information to solve problems.

Kolb also highlighted that people with a diverging learning style prefer to work in groups . Group work helps them to listen with an open mind and receive personal feedback.

So, in a nutshell, they prefer to watch or feel rather than do. Based on this, their learning preferences are concrete experience (CE) and reflective observation (RO).

2. Assimilating (AC/RO)

An assimilating learning style could also be seen as the ‘think and watch’ style. After all, this individual’s learning characteristics are abstract conceptualisation (AC) and reflective observation (RO).

The assimilating learning style is all about taking a concise and logical approach to learning. Learners with this learning preference often consider ideas and concepts more important than people.

They require clear explanations and demonstrations instead of practical learning opportunities. They’re great at understanding a wide range of information and organising it in a logical format.

These learners tend to be more interested in the soundness and precision of ideas rather than in their practical value. In learning interventions, they prefer reading, lectures, exploring analytical models and having the time to think and analyse information.

3. Converging (AC/AE)

Kolb named this learning style ‘ converging ’, as these learners tend to converge on the answers they want. They have a preference for abstract conceptualisation (AC) and active experimentation (AE). It’s also referred to as the ‘think and do’ style. 

Individuals with a converging learning style are good problem solvers and will use their learning to find solutions to practical issues. They can then apply their ideas to new experiences.

As such, convergers tend to prefer technical tasks and are often less concerned with interpersonal activities. Instead, they focus on experimenting with new ideas and working with practical applications.

Their strength is in applying theories and abstract concepts to real-world problems and practical situations. Convergers tend to prefer instructional techniques like workbooks or worksheets and interactive activities that require problem-solving.

4. Accommodating (CE/AE)

Individuals with the accommodating learning style prefer ‘hands-on’ experiences where they can rely on intuition rather than logic. This ‘feel and do’ style indicates a preference towards concrete experience (CE) and reflective observation (RO).

These learners prefer to take a practical and experiential approach where they can discover the answers for themselves. This sometimes includes trial and error, rather than engaging in logical analysis. 

Their greatest strength lies in doing things and making things happen. In other words, they take initiative, set goals and actively work to achieve them, even if that means relying on their ‘gut’ instinct rather than analysis.

Accommodators prefer instructional techniques that allow them to actively engage in a task and promote independent discovery and thinking.

Criticism of Kolb’s Experiential Learning Theory

While Kolb’s experiential learning theory remains a popular model, it has been widely criticised .

For instance, it has faced claims that it’s too simple. While Kolb presents clearly defined stages, learning is rarely ever so ‘neat and tidy’ in real life. Instead of a strictly linear progression from one stage to the next, the learning cycle might involve revisiting previous stages.

In addition, Kolb’s model has faced criticism as it ignores some important aspects of learning. For instance, it doesn’t account for the various social and cultural contexts in which learning can occur and the impact this has on us.

Furthermore, our learning styles may not stay stable over time. Kolb’s theory does not take this into account. Kolb, however, has responded to this critique in his later research, which now includes external validity evidence .

Lastly, some critics argue that Kolb’s model has very little empirical support. For instance, learning styles have become a somewhat controversial topic in the L&D landscape. In fact, our self-defined learning style does not seem to have any real impact on educational outcomes.

Despite this, there’s a reason for the theory’s popularity. The Experiential Learning Cycle is easy to understand and can be applied to various contexts successfully. Let’s explore three common use cases.

Applications of Kolb’s Experiential Learning Theory

Both Kolb’s learning styles and cycle are used in various different industries to identify strengths, weaknesses and preferences. For instance:

1. In Classrooms

Kolb’s learning styles and cycle can be used by educators to critically evaluate the learning provision made available to their audience.

Using Kolb’s methods helps them to design and create more appropriate and personalised training interventions. Identifying individual styles also helps learners to learn more effectively .

To cater to diverse learning styles, instructors, trainers and teachers should design a variety of experiential activities. Furthermore, these activities should be delivered in a way that promotes engagement for all learners, regardless of their preferred approach.

Experiential activities inside the classroom include:

• Field trips
• Art projects
• Science experiments
• Role-playing exercises
• Reflection and journaling
• Opportunities for internship
• Interactive classroom games

Creating training interventions that reflect all four components of the learning cycle is an ideal approach . This helps support each student’s learning preference, which increases the likelihood that they will engage with their content.

2. Coaching and Mentoring

Kolb’s theory is also useful in creating effective coaching and mentoring sessions and integrating new ideas into learning experiences.

After all, determining your audience’s preferred learning style will help you to tailor your learning experience more effectively. 

Whilst you’ll want to ensure each stage of the cycle is checked off, you may also want to spend more time at stages that align with their designated style of learning.

The inherent preferences linked to each learning style should help to inform your design choices. 

For example, accommodators might benefit from opportunities to practice new skills, while assimilators might appreciate the chance to engage in logical analysis.

3. Business

While Kolb’s Experiential Learning Theory was aimed at helping educators and L&D professionals to create more effective training interventions, it has proven to be effective in other fields too .

In fact, creating effective content, such as marketing collateral or sales pitches, becomes much easier after identifying the learning styles of prospective customers.

However, just as in an educational context, sales and marketing representatives should take care to use various types of demonstrations, explanations and presentations to cater for all styles.

This helps to meet everybody’s needs and provides plenty of opportunities for prospects to experience, think, reflect and (hopefully) act.

Experiential eLearning

With modern learning technology, creating experiential learning interventions has never been easier. For example, you can create personalised learning pathways that include different types of content and experiences for individuals with different learning styles.

Adding gamification elements like Experience Points (XP), Badges , and Leaderboards , on the other hand, is an effective way to cater to learners whose strengths lie in concrete experiences.

They also prefer role-plays and group activities. Adding social learning features like Clubs and Social Feeds helps to provide a platform for these kinds of collaborative discussions and projects.

However, it’s essential to keep in mind that this does not suit everyone. For example, students who prefer abstract conceptualisation learn better by reading, listening to well-organised explanations, and studying alone.

Luckily, learning management systems ( LMS ), like our very own Growth Engineering LMS , cater for individualistic learners too. They can explore content at their own pace, read material and listen to podcasts or view pre-recorded virtual classroom sessions.

Final Words

There you have it! Kolb’s experiential learning theory and its two parts, the Experiential Learning Cycle and Learning Styles.

Applying Kolb’s learning theory has benefits for students, educators and employers. After all, it highlights the value of our experiences, breaks down the different stages of learning and introduces various learning styles and their characteristics.

Learning technology can help you to unlock a world of experiential learning experiences. So, what’s in store for your next learning journey?

Thanks for reading. For more learning insights, please sign up to our mailing list. To find out more about experiential learning and other theories, download our ‘ Guide to Learning Theories and Models ‘ now.

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Cite this chapter.

• Tony Chapman ,
• Bill Best &
• Paul Van Casteren  

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My journey into executive coaching has been far from typical. With no formal experience in corporate life or business school qualification, I approached the world of executive coaching from an unusual direction. However, after building and leading a small business, I discovered a passion for working with people and helping their development. After qualifying as a teacher, I established and ran an adventure holiday and hotel company which I built up over a number of years. This company was focused on providing children and adults with an exciting and fun experience outdoors – helping them, by the acquisition of the necessary skills and awareness, to enjoy and appreciate personal and group challenges in the context of outdoor activities.

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© 2003 Tony Chapman

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Chapman, T., Best, B., Casteren, P.V. (2003). The Role of Experiential Learning in Coaching. In: Executive Coaching. Palgrave Macmillan, London. https://doi.org/10.1057/9780230508859_4

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What is Experiential Education?

Experiential education, explained., defining experiential education: challenge and experience followed by reflection, leading to learning and growth..

Experiential education is a teaching philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities.

Experiential educators include an extensively broad range of professionals such as: teachers, counselors, corporate team builders, therapists, challenge course practitioners, environmental educators, guides, instructors, coaches, mental health professionals and many more.

Many disciplines and settings utilize experiential education methodologies: outdoor and adventure education, non-formal education, place-based education, project-based learning, global education, environmental education, student-centered education, informal education, active learning, service learning, cooperative learning and expeditionary learning.

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• Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.
• Experiences are structured to require the learner to take initiative, make decisions and be accountable for results.
• Throughout the experiential learning process, the learner 2 is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.
• Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
• The results of the learning are personal and form the basis for future experience and learning.
• Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large.
• The educator 3 and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted.
• Opportunities are nurtured for learners and educators to explore and examine their own values.
• The educator's primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.
• The educator recognizes and encourages spontaneous opportunities for learning.
• Educators strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.
• The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

1) The priority or order in which each professional places these principles may vary.

2) There is no single term that encompasses all the roles of the participant within experiential education. Therefore, the term "learner" is meant to include student, client, trainee, participant, etc.

3) There is no single term that encompasses all the roles of the professional within experiential education. Therefore, the term "educator" is meant to include therapist, facilitator, teacher, trainer, practitioner, counselor, etc.

--Gass, M.A., Gillis, H.L., Russell, K.C. (2012). Adventure therapy: Theory, Research, and Practice. New York, NY: Routledge.

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