Experiential learning – a systematic review and revision of Kolb’s model

Morris, T.H (2019) 'Experiential learning – a systematic review and revision of Kolb’s model.' Interactive Learning Environments. ISSN 1744-5191

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Official URL: https://doi.org/10.1080/10494820.2019.1570279

Abstract

Kolb’s experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb’s model concerns a lack of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb’s model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed.

Item Type: Article
Keywords: experiential learning theory, experiential learning cycle, concrete experience, critical theory, systematic literature review, teaching and education
Divisions: School of Education
Identification Number: https://doi.org/10.1080/10494820.2019.1570279
Date Deposited: 26 Mar 2020 12:53
Last Modified: 24 Jul 2020 01:40
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