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Experiential learning – a systematic review and revision of Kolb’s model
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.
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Cites
Using thematic analysis in psychology
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BackgroundMethodInfluential
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Metadata
- Authors
- Morris, T. H.
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2019-01-24
- Volume
- 28
- Issue
- 8
- Pages
- 1064-1077
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2912486129
- Cited by
- 947
- References
- 4
- FWCI
- 9.69
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
