Experiential learning

I first came across the experiential learning theory a few years ago when I was doing my Masters qualification in Human resource management. To be honest I couldn't make much sense of it at that time. Part of it can be attributed to how it was presented to us learners and part of it, my own lack of enthusiasm in understanding it. There was barely any context around the concept which, in my opinion, caused it to come across as somewhat abstract in nature rather that something relevant and applicable.

So what is experiential learning?

Experiential learning can be described as learning that is gained by doing something and then reflecting on it. Although learning by doing things has been around since the time human beings have been able to communicate, experiential learning as a formal education approach has been articulated about 50 years ago. Its chief proponent has been David A Kolb who build upon earlier work done by Kurt Lewin and Jean Piaget.

Experiential learning is important as it provides learners with required job competencies by putting them in real life situations in authentic environments. When we talk about learning that is gained by doing an apprenticeship, internship, field or industrial placements we are essentially talking about experiential learning. Basically, anything that provides hands-on experience to a learner about a given situation. This can arguably even include role plays. Classroom-based theoretical learning while important is but a poor substitute for hands-on practical experience for learners. Experiential learning by its very nature forces the learners to apply the knowledge that they have as well as to identify the gaps in their knowledge. This, in turn, adds new context to their learning and encourages them to better understand new concepts and skills.

The cycle of experiential learning - The experiential learning theory as proposed by Kolb is typically represented as a four-stage cycle. The stages are:


  1. Concrete experience - This consists of facing a new experience or situation or reinterpreting an old experience.
  2. Reflective observation - In this stage, the learner may reflect on the new experience or reinterpretation of an old and existing experience. Learners in this stage may also identify and possibly resolve any inconsistencies between their experience and their understanding of that experience.
  3. Abstract conceptualisation - This is where things get interesting as the learner will take their experience and their reflection and use them to develop a new idea or a new understanding.
  4. Active experimentation - The learner will take their new idea and apply it to see if it works and any implications of using the new idea.

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