Kolbs learning cycle

David Kolb developed a learning theory that involves concrete concepts which learners process experience. Kolb’s theory is based on intentions that learning takes place through four linear cycles based on experience and the personal changes that occur throughout that experience. As Kolb (1984) states, “learning is the process whereby knowledge is created through the transformation of experience” (p. 38). Similar to other scholarly theories of learning, Kolb has many critics. I will discuss Kolb’s theory and summarize some of the critics to this theory. Also I will use Kolb’s theory and the critic’s comments to improve my approach to teaching.

Today, educational institutions are faced with several issues that affect their operations. These issues are maintaining an acceptable budget, competing with others institutions to attract and retain students, and provide students with an outstanding education. All of these issues can be address with the use of a virtual computer laboratory (VCL).

Combining face-to-face traditional instruction with online learning adds a personal touch to distributed learning environments which should not be overstated and justifiably emphasized. Voluntary participation and confidentiality exist to be the concerns of many within the online community utilizing advancements in applied science.

The first lab was to teach us how to use the devices that will be used during this semester. We also learned how to read the data from the data sheets and get important values from the data sheets. Multi-meter and breadboard are used, too. We learned how to use multi-meter to measure voltage, resistance and current and how we build the simple circuit on a breadboard with a NAND gate. We input the voltage and saw the logical voltage out from the

The Parent University instructional design will provide virtual and remote laboratory experiences to students via the internet without having to attend an actual lab. Content will support gaming as an interactive tool for student drill and practice and other instructional

My experience from the case study influenced my own belief system in line with Kolb’s (1978) experiential learning, where a learner is able to reflect on past experience to change practice or theories.

Gibbs’ model expands upon Kolb’s (1984) Experiential Learning Cycle, and provides methodical steps to follow,

Kolb, Da. (1984). Experiential learning: Experience as a source of learning and development, New Jersey: Prentice Hall.

Throughout this assignment, I will explore the theory behind Experiential Learning, specifically Kolb’s learning cycle and how this learning theory can impact the adult learner. Additionally, I will look at how I can include Experiential Learning strategy within the classroom, especially within the Royal Australian Navy (RAN). Finally, I will discuss my personal learning experiences and the link to Race’s seven factors to underpinning successful learning and how they consolidate with Experiential Learning (2010).

If we look at the standards in education, it is evident that experiential learning is a major component of quality instruction. We ask our teachers to tier their instruction in order to reach each of their students’ ability levels, but within each tier there is a component of experience. We also ask our teachers to work with there students in small groups where that experience component of learning is critical. Even our teachers are expected to learn from experience whether it be attending professional development to learn how to use new technology or by conferencing with a veteran teacher to discuss methods of classroom

By engaging in Kolb’s experimental learning theory of reflective observation and abstract conceptualisation, I gained meaning from my experience. Kolb’s theory combines experience, cognition and behaviour (Swick, K., & Williams, R. 2006). I used reflective observation to link my experience to what I have learned during

According to him, the four experiential learning and its cycle provide educators fundamental ideas they need to help them understand how teachers themselves and their students process their experiential learning to obtain concrete knowledge and understanding. The Kolb’s four basic experiential learning is as follows: 1) The “Concrete Experience/doing and having an experience”; 2) The “Observation and Reflection/reflecting on the experience” on that experience; 3) The formation of “Abstract Concepts/learning from the experience” that is established upon the reflection; 4) The “Active Experimentation/planning and the execution of the approach of the new perceptions. This is followed by going through the cycle again and again until the students come to master their learning experience. So, that is the process of Kolb’s experiential learning. Distinctively, Kolb’s theory does not have any set point of beginning or ending. Anybody can start on either point in the cycle and there is no limit to the number of learning cycles, because learning is a continuous process; However, in order to understand how Kolb’s theory can process and transform an experience to knowledge, I will therefore begin by analyzing the “Concrete Experience.”Notice that the learner on this stage usually asks, “Could I possibly do this thing?” If you look closely, this stage, particularly demonstrates the initial desire of

Although Roger’s experiential learning theory has provided many examples of advantages, there are some limitations that follow in his outlined theory. When discussing the implications of experiential learning, we often wonder what the full meaning represents. “The main problem about experience, a problem which precedes questions about how we can learn best from experience, lies in a double unsaid: a silence about the implication of experience in language and a silence about the implication of experiential learning in discourse” (Boud, Cohen & Walker, 1993, p. 169). This author explains that through the very subconscious thoughts, we often approach events believing that they have to acquire a particular meaning. Sometimes

Kolb’s experiential learning cycle is a theory that argues that we learn from our experiences of life on a daily basis. Cognitive ability is the way people learn and Kolb believed from an early age we begin to develop a sort of instinctive preference as to the way we process information and use it. Kolb (1984) believes that the process of learning follows a pattern or cycle. Kolb’s cycle is made up of 4 stages; the first stage is concrete experience and Kolb believes that life is full of loads of different experiences that everyone can learn from and whether you are at home, work, school or even out shopping that there was experiences everywhere within those sectors and that it was a way for us to start the learning cycle. The concrete experience is the doing stage, the stage where you have the experience. We then have stage two which is reflective observation, this stage involved looking back at our experiences and reflecting on them. Stage three is the abstract conceptualisation which is

In the reading Experiential Learning: Experience as the Source of Learning and Development by David Kolb (1984), he proposed that learning is a cycle process in which individuals learn through their own experiences in life. This notion of the learning cycle in which he was influenced by the ideas of three other theorists (Piaget, Dewey, and Lewinian) called it Experiential Learning Theory. Kolb’s theory was based on how people learned by imputing information and processing the information. Within this two abilities, there are four steps in which Kolb’s believe the learning process occurs. The first one he calls “concrete experience”, in which one actually does the learning right then and now. The second one is “reflective observation” when the learner thinks about what they did as a reflection of the experience. The next step is the “abstract conceptualization”, where the learner makes a generalization of the experience. The last step is “active experimentation”, where the learner puts to practice his/her understanding and adapts to it. The learner does this by taking all the first three steps of the learning cycle and seeing the results (pg. 30). Learning is a process in which individuals learn through trial and error. This process can then be reused with our prior experience to strengthen the outcome of our first experience. It is shaped as a cycle in the way we process information cognitively. This is how I understood of the reading on Kolb’s Experiential Learning Theory.