This document provides an overview of Kolb's experiential learning theory, which describes a four-stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles - diverging, assimilating, converging, and accommodating - that are defined by how people balance the learning cycle stages of perceiving and processing information. The theory emphasizes that effective learning involves going through all stages of the cycle and that different learning styles may prefer different stages. The document concludes by discussing educational implications, such as using the learning cycle to design activities that engage all learners and help develop their weaker styles.

1. Introduction
A learning style is student’s consistent way of responding to and using stimuli in the
context of learning. For Keefe (1979) it is “composite way of characteristic – cognitive,
affective, psychomotor factors that serves as relatively stable indicators of how learners
perceives, interacts with and respond to the learning environment.” So learning styles are not
really concerned with what learners learn but how they prefer to learn. Kolb’s theory is
prominent among this.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode
of “experiential learning cycle” respectively. He is a famous American educational theorist &
psychologist, founder and chairman of Experience Based Learning Systems, Inc. (EBLS).
Kolb published his learning styles model in 1984 from which he developed his learning style
inventory. Kolb’s Learning Cycle is based on the John Dewey’s claim that learning must be
grounded in experience, Kurt Lewin’s ideas of the importance of active learning, and Jean
Piaget’s emphasis on the interaction between person and environment on intelligence.
Kolb’s experiential learning theory works on two levels: a four-stage cycle of learning
and four separate learning styles. Much of Kolb’s theory is concerned with 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.
Theoretical Basis of the Cycle
Kolb maintains that “learning is the process whereby knowledge is created through
the transformation of experience”. He offers six propositions that characterize the
transformation of experience, and these form the underpinning theoretical basis for the cycle.
They are the following:
1. Learning is best conceived as a process, not in terms of outcomes. Ideas are
continually formed and reformed through experience, and this process stimulates inquiry and
skill in “knowledge getting”.
2. Learning is a continuous process grounded in experience. “If the education process
begins by bringing out the learner's beliefs and theories, examining and testing them, and

2. then integrating the new, more refined ideas into the person's belief systems, the learning
process will be facilitated”’
3. The process of learning requires the resolution of conflicts between dialectically
opposed modes of adaptation to the world. “In the process of learning one moves in varying
degrees from actor to observer and from specific involvement to general analytic
detachment”.
4. Learning is a holistic process of adaptation to the world. It involves the integration
of thinking, feeling, perceiving, and behaving.
5. Learning involves transactions between the person and the environment. This
suggests a dual meaning to the notion of experience, in which internal experience (e.g., of joy
and happiness) interrelate with external or environmental experience (e.g., 20 years doing this
job).
6. Learning is the process of creating knowledge. This is achieved through interaction
between subjective life experiences and more objective human cultural experience.
The Experiential Learning Cycle
The core of Kolb's four-stage model is a simple description of the learning cycle
which 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.
Kolb's experiential learning style theory is typically represented by a four-stage
learning cycle in which the learner ‘touches all the bases’:
1. Concrete Experience (CE) - a new experience or situation is encountered, or are
interpretation of existing experience.
2. Reflective Observation (RO) of the new experience - of particular importance are any
inconsistencies between experience and understanding.
3. Abstract Conceptualization (AC) - reflection gives rise to a new idea, or a modification of
an existing abstract concept.
4. Active Experimentation (AE) - the learner applies them to the world around them to see
what results

3. 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 hypothesis in future situations,
resulting in new experiences.
Graphically represented as:
Kolb views learning as an integrated process with each stage being mutually
supportive of and feeding into the next. It is possible to enter the cycle at any stage and
follow it through its logical sequence, but the stages should be followed in sequence. The
learning cycle thus provides feedback, which is the basis for new action and evaluation of the
consequences of that action. Learners should go through the cycle several times, so it may
best be thought of as a spiral of cycles. In brief Kolb conceptualizes the process of action
research as “a spiral of action and research consisting of four major moments: plan, act,
observe and reflect” (Zuber-Skerritt 1992b, 11).
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.
Learning Style

4. Kolb's learning theory sets out four distinct learning styles, which are based on a four
stage learning cycle. Kolb explains that different people naturally prefer a certain single
different learning style. Various factors influence a person's preferred style. For E.g. 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 ‘choice’ 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).
These are the two primary axes that lie behind the cycle: an ‘abstract-concrete’
dimension (AC-CE) and an ‘active-reflective’ (AE-RO) dimension. These reflect the two
main dimensions to the learning process which correspond to the two major different ways by
which we learn: the first is how we perceive or grasp new information or experience, and the
second is how we process or transform what we perceive (Smith and Kolb 1986). The way
we perceive or grasp experience ranges from immersing ourselves in the experience using our
senses and feelings in a 'concrete' way to thinking ‘abstractly’ using logic and reason. Having
perceived the experience we need to understand it through transforming it. Here individuals
differ in their predilection for doing (active experimentation) and watching (reflective
observation) (Fielding 1994). When plotted graphically at right angles the two axes give four
different clusters, which may be used both to describe the preferred learning styles of
students and to identify disciplinary groupings.
The preferred style reflects a tendency rather than an absolute and students may adopt
different learning styles in different situations, but they tend to favour some learning
behaviours in preference to others.

5. Kolb believed that we cannot perform both variables on a single axis at the same time
(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,
converging and accommodating
Active Experimentation
(Doing)
Reflective Observation
(Watching)
Concrete Experience
(Feeling)
Accommodating (CE/AE) Diverging (CE/RO)
Abstract Conceptualization
(Thinking)
Converging (AC/AE) Assimilating (AC/RO)
Learning Styles Description
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. According to Kolb,
learners learn better when the subject matter is presented in a style consistent with their
preferred learning style.

6. 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 explanation rather
than a practical opportunity. They excel at understanding wide ranging information and
organizing it in a clear, logical format. They use inductive reasoning and have the ability to
create theoretical models.
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.
Informal 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. They rely heavily on hypothetical-deductive reasoning.

7. 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.
Learning style Characteristics & Conditions under which learners learn better
Divergers
(feeling and
watching -
CE/RO)
 when allowed to observe and gather a wide range of information
 good at generating ideas and seeing things from different
perspectives. When they learn they will ask ‘why’, and will start
from detail to logically work up to the big picture
 They diverge from a single experience to multiple possibilities
 Interested in people - like working with others but like to remain
calm – they will be distressed by conflicts in the group. They like to
receive constructive feedback.
 broad cultural interests
Assimilators
(watching and
thinking -
AC/RO)
 when presented with sound logical theories to consider
 when they learn they will ask ‘What is there I can know?’
 strong ability to create theoretical models
 excels in inductive reasoning
 concerned with abstract concepts rather than people - have the most

8. cognitive approach, preferring to think than to act.
 Lectures are their preference, with demonstrations where possible,
and will respect the knowledge of experts.
Convergers
(doing and
thinking -
AC/AE)
 when provided with practical applications of concepts and theories –
When they learn they will ask 'how', and will want to learn by
understanding how things work in practice. will seek to make things
efficient by making small and careful changes.
 strong in practical application of ideas – try out their ideas to see if
they work in practice
 can focus on hypo-deductive reasoning on specific problems
 unemotional
 has narrow interests
 They prefer to work alone or independently
Accommodators
(doing and
feeling -
CE/AE)
 when allowed to gain ‘hands on’ experience.
 greatest strength is doing things - strong preference for doing rather
than thinking
 When they lean they will ask 'what if?' and 'why not?' to support
their action-first approach
 They do not like routine
 more of a risk taker - will take creative risks to see what happens
 performs well when required to react to immediate circumstances
 solves problems intuitively - They learn better by themselves than
with others
Educational Implication
Both Kolb’s learning stages and cycle could be used by teachers to critically evaluate
the learning provision typically available to students, and to develop more appropriate
learning opportunities.

9. As its name indicates, the ‘experiential learning theory’ affirms the importance of
experiential activities such as fieldwork and laboratory sessions; however it does not
priorities those forms of learning.
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. Learning (or at least retention) is enhanced as more of the learning
stages are used (Stice 1987). This confirms Kolb’s argument that teachers need to encourage
students to engage with all four stages of the learning cycle
The model offers an explicit critique of those highly theoretical programmes or
courses that do not value the prior experience or knowledge of students. It is similarly critical
of those experiential activities (for example, certain field courses, simulations and games)
where students receive little preparation for the experience and/or no effective chance to
reflect upon the experience and relate it to their wider reading or the more explicitly
theoretical aspects of the course
Helps teachers in evaluating learning process in classrooms
Helps for metacognition
Helps to engage learners based on their interests and aptitudes