Morris, T.H 
ORCID: 0000-0002-0100-6434
(2020)
'Experiential learning – a systematic review and revision of Kolb’s model.'
Interactive Learning Environments, 28 (8).
pp. 1064-1077.
ISSN 1744-5191
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Text
13077.pdf - Accepted Version Repository Terms Apply. Download (1MB) | Preview |
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 |
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| 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: | 17 Apr 2024 17:06 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/13077 |
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