2. EXPERIENTIAL LEARNING THEORY
(ELT): DAVID KOLB 1984
“Learning is a process whereby knowledge is created through the
transformation of experience”, Kolb 1984, p 38
4 Distinct Learning Styles based on four-stage learning cycle
Cycle of learning – central principal in experiential learning theory
Immediate or concrete experiences lead to observations and reflections
Observations and reflections assimilated into abstract concepts
Abstract concepts produce implications for actions that can be actively
tested
Actions taken create new experiences
5. Preferred learning style
We choose a way of grasping experience and a way to transform the
experience
Grasping experience – how to approach it a) watch or b) do
Transform experience – our emotional response to experience a) think or
b) feel
6. 3 Stages of Development
Various factors influence a person’s preferred style.
Age improves propensity to reconcile and integrate
Development stages:
Acquisition – birth to adolescence, development of basic abilities & cognitive
structures
Specialization – schooling, early work and personal experiences of adulthood,
development of specialized learning style shaped by social educational and
organizational socialization
Integration – mid career through to later lifer, expression of non dominant
learning style at work and personal life
7. General Application of Theory
Organizational Application:
Based on Kolb theory, adult learning and development function has been improved
Training and Development has incorporated experiential learning
Learning Organization concept focusses on how groups and organizations learn
Education Application:
Improved classroom learning through more appropriate learning opportunities
Classroom activities designed to offer learners chances to engage in suitable manner – shift
from teacher dominated to participative learning environment
Educators can identify preferred learning style and application of experiential learning cycle
Use of better techniques like case study methods for real life learning scenarios
8. Application of Kolb Theory for Young
Adults (18-25 year olds)
Kolb’s model is a generalized model and its applicability to young adults is
dependent on individual situations and environmental factors
Whereas the stages and styles may be loosely relevant, its practical impact
varies based on development stage and individual difference
Kolb’s model lacks universal applicability even for Young Adults
Education experiences can be enhanced on the basis of experiential
learning model of Kolb. However, all kinds of content cannot be learned
through experience based learning e.g. mathematics
9. Unique Considerations
Development takes place in “good enough” environment coupled with
biological timetable
Young Adults have:
More complex thinking
Appreciation for diverse views
Mutuality in relationship
Emotional regulation
Risk taking and decision making
caveats
11. MIT Young Adults Development
Project
In order to provide Young Adults with challenge to improve learning:
Interactions with teachers and other adults
Diversity of peers
Interdisciplinary & integrative approaches to education
Instruction in cognitive skills
12. MIT Young Adult Development Project
Kolb’s model is applicable in education for young adults in the light of the
support from external environment
Matching level of challenge with ability
Balance of structure and flexibility
Monitoring
Safety net
Tincture of time
13. Reflections
Kolb’s model does not include the impact of human interactions (family,
peers, teachers); interdisciplinary approaches to education, and instruction
to cognitive skills like leadership and critical thinking
Kolb’s focus is on one aspect: behavioral processes of learner. It fails to
include the psychological, emotional and social factors in the external
environment and interactions with environment
Kolb’s model discusses the abstract conceptualization of learners. Young
adults (18-25 year olds) are in an age group where it has only somewhat
developed. Abstract conceptualization improves in late adulthood given
the right environment. It doesn’t become part of learning on its own unless
given the right environment to develop. It is established in research finding
that human brain does not reach full maturity until at least mid 20s (J.
Giedd)
14. Reflections
Kolb’s model is more relevant to organizational learning for later
adulthood than for young adults.
The developmental stage of specialization where Kolb’s model really is
applicable is shaped by social , educational and organizational socialization
Although teachers and educational institutions can design curriculum with
focus on experimental learning, the development stage of learners
themselves may need more time.
A supportive environment inclusive of family, peers, teachers helps to
maintain positive learning experiences and foster learning development
15. Reflections
Kolb’s model doesn’t include age related development. Brain and cognitive
development may develop over time and hence learners in later adulthood
should be the focus for Kolb model and not the young adults
Kolb’s model does not incorporate environment and other effects on
behavior and learning. In reality no learning is in vaccum and environment
and individual factors have a bigger influence than internal factors or
individual himself.
Types (positive or negative) and duration of experience is also an
important contributor towards learning which is not included in Kolb
model. In addition, the source of experience is critical for learners. If a
teacher or educator is not deemed positively by a learner, the learning
experience may turn out to be different than expected.
16. Concluding Remarks
According to Kolb’s model, learning is based on experience. Experiences
may vary and depend on individual development, learner’s immediate
environment and individual differences
For young adults (18-25 year olds), both stages of learning cycle and types
of learning styles are dependant on environment and individual
differences. Changes may be take place with different development stages
Diversity of experiences can enhance experiential learning
Experiences supported by a well developed safety net can enhance
learning and create positive reinforcement
