Kolb’s Experiential Learning Cycle: in Theory and in Practice

Kolb argues that the experiential learning cycle can be applied to a wide range of situations. In some cases, action and reflection may occur more or less at the same time, but experiential learning over a longer range or timeline is also possible, he suggests.

Criticisms of the model

For some, though, Kolb’s basic depiction of the experiential learning cycle is too neat.

Moon (1999) argues that “raw experience” (direct involvement in a situation) and conceptual material that has already been learnt are not processed the same way. Reprocessing of experience may be qualitatively different – and may even happen at the same time as we try to make sense of something new.

Moreover, Eisner (1991, cited by Moon 1999:32) argues that sensory perception of a situation involves us actively. In his view, “construal, not discovery, is critical”. The way we perceive an experience already contributes to the creation of meaning.

Boud and Walker (1990; 1993: cited by Moon 1999:32) meanwhile make a related point. Our interpretation of what we perceive may be culturally determined. They agree with Eisner that the act of perception may influence what happens later in the cycle.

Finally, Eisner makes another interesting point: putting one’s thoughts into writing may itself contribute to learning. Focused questioning from a more experienced person, although a great idea, is not the only way to prompt reflection. Writing down our ideas may also mean that emergent insights come to the fore (Eisner 1991, cited by Moon 1999:32).

So how useful is Kolb’s model?

Overall, Moon has made a valid point: “raw” experience and prior learning are likely to be two different things. The cycle may be an oversimplification of what actually happens in the brain (Moon 1999).

Moreover, we should not be naïve. Kolb is not suggesting quick fixes are available when all is not well at work. Longer-term issues such as motivation or engagement may instead be what needs addressing (Cartwright 2011).

However, Kolb’s theory still seems to have a lot to offer to trainers. Reflection on recent experience is likely to be timely. Moreover, feedback from trainers can draw the trainee’s attention to what matters most after an observation. Reflecting on that can help trainees reorganise the way they think about typical situations (Laurillard 2012).

Overall, I would argue that Kolb’s experiential learning cycle is still a useful model. Yes, it may be oversimplified in practice. But Kolb is still right to say that reflection on experience is the starting point for professional growth. Trainers and trainees can surely both relate to that.