Kolb's theory of experiential learning posits that learning is a process that involves creating knowledge through the transformation of experiences. It involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experience plays a central role in learning as knowledge is continuously created and recreated through transforming experiences. Kolb's theory aligns with adult development as experience is the source of both learning and development for adults. Experiential learning can be applied to teaching by incorporating experiences that engage students personally and allow for reflection and discussion to optimize the learning process.

1. Kolb’s Theory of
Experiential Learning
Troycia Webb
Walden University
Richard W. Riley School of Education and Leadership
EdD Student
EDUC 8101

2. Questions to be addressed
• What is Kolb’s Theory of Experiential Learning?
• What role does experience play in learning?
• How does experiential learning align with how adults develop?
• How is experiential learning applicable to teaching and learning?

3. Kolb’s Theory of Experiential Learning Defined
Educational Theorist David A. Kolb believes “learning is
the process whereby knowledge is created through the
transformation of experience” (1984, p.38).
It’s a holistic perspective that combines
experience, perception, cognition, and behavior.

4. Kolb’s Theory of Experiential Learning
Kolb (1984), theorized that learning from experience requires four
different kinds of abilities:
1. An openness and willingness to involve oneself in new experiences
(concrete experience).
2. Observational and reflective skills so these new experiences can
be viewed from a variety of persectives (reflective observation)
3. Analytical abilities so integrative ideas and concepts can be
created from their observations (abstract conceptualization)
4. Concepts can be used in actual practice (active experimentation)

5. Model of Kolb’s Theory of Experiential Learning

6. The Role of Experience in Learning
Learning is seen as the process by which knowledge is created
through the transformation of experience. There are several
critical aspects of the learning process viewed from the experiential
perspective. The first one is the process of adaption and learning.
Second is that knowledge is continuously created and recreated, it
is a transformation process. Third, experience is transformed in
both objective and subjective forms in the learning process.
Lastly, in order to understand learning, we must first understand
the nature of knowledge.

7. Aligning Experiential Learning with Adult
Development
Experience aligns with adult development as it is the source for
both learning and development. Kolb’s theory was developed from
the experiential works of Dewey, Lewin, and Piaget’s learning
theories.
This is seen in the Learning Style Inventory (LSI) that was developed
by Kolb in 1971. Four prevalent learning styles were identified –
Diverging, Assimilating, Converging, and Accommodating.

8. Summary of the four basic learning styles
• Divergers - view situations from many perspectives and
rely heavily upon brainstorming and generation of ideas
• Assimilators - use inductive reasoning and have the ability
to create theoretical models
• Convergers - rely heavily on hypothetical-deductive
reasoning
• Accommodators - carry out plans and experiments and
adapt to immediate circumstances

9. Applying Experiential Learning to
Teaching & Learning
“It’s not enough just to do, and
neither is it enough just to think. Nor
is it enough simply to do and think.
Learning from experience must
involve the doing and the thinking.”
Gibbs (1988, 9)

10. Essential Components of
Experience-Based Learning
The following list of criteria for experience based learning was
provided by Andresen, Boud, and Choen (2000).
• The goals of experience-based learning involves something
personally significant or meaningful to the students.
• Students should be personally engaged.
• Reflective thought and opportunities for students to discuss their
experiences should be ongoing throughout the process.

11. Essential Components of
Experience-Based Learning
• The whole person is involved. This includes their senses, feelings
and personalities.
• Students should be recognized for prior learning they bring into
the process.
• Teachers need to establish a sense of
trust, respect, openness, and concern for the well-being of the
students.

12. Conclusion
Kolb & Kolb (2005) compiled six general propositions of experiential
learning theory:
1. Learning is best conceived as a process, not in terms of outcomes.
2. Learning is relearning.
3. Learners must move between “opposing modes of reflection and
action and feeling and thinking.
4. Learning is holistic.
5. Learning involves interactions between the learner and the
environment.
6. Learning is constructivist in nature.