Created in 1984 by David Kolb, the experiential learning cycle remains a core pedagogical model for designing interactive training programs. This model places the learner at the center of the knowledge-building process. Through analyzing lived experiences, engaging in critical thinking, and voluntary experimentation, learners build lasting knowledge and skills. Kolb’s Learning Cycle, or experiential learning theory, has applications across many fields, including change management in organizations. Lemon Learning explores Kolb’s Learning Cycle further.
Kolb’s Learning Cycle is an iterative process, describing how knowledge is built through experiences and critical thinking. Each individual has a preferred learning style according to this model. By understanding target audiences, instructional design specialists can create activities tailored to learners’ unique ways of acquiring knowledge.
Using Kolb’s experiential learning cycle enables the creation of training programs that foster creativity and innovation. This process also helps develop workplace intelligence and interpersonal skills. It can serve as a foundation for a change management strategy, empowering employees to adopt new professional practices independently.
Rooted in experiential learning theory, Kolb’s Learning Cycle provides a structured framework to understand and optimize skill acquisition. The model divides learning into four distinct stages, each playing a critical role in knowledge consolidation. Through an active learning approach, these stages allow learners to progressively and practically absorb concepts.
In this stage, learners engage in direct experiences in a new environment. For example:
At this stage, learners step back from their observations and interactions, analyzing the experience from various perspectives. They may also share their reflections with peers. In corporate training settings, this stage can form the basis for social learning within interactive programs.
This stage involves using cognitive skills to establish logical connections between different aspects of the experience. Abstract generalizations help learners understand what was learned and recognize new knowledge and skills they need to build independently.
The final stage involves drawing hypotheses based on prior observations and interactions. Whether in in-person practical training or e-learning, learners can test assumptions through new experiences. This stage of Kolb’s Learning Cycle can occur with or without guidance, allowing learners to verify their theories using strategies from their prior knowledge.
Kolb’s Learning Cycle categorizes learners into four learning styles, each suited to specific ways of knowledge-building, whether in in-person or e-learning environments:
Divergers focus on observation and personal insights, excelling in analyzing experiences from multiple perspectives. They enjoy social learning and group activities.
Assimilators favor logical analysis of abstract concepts. Individual learning activities suit them better, often excelling in scientific and educational professions.
Convergers apply new theories to practical problem-solving, using logic for experimentation. This style is ideal for technically focused learners, such as engineers.
Accommodators learn through trial and error, readily accepting guidance and thriving in group settings. They possess strong teamwork skills, ideal for collaborative projects.
Kolb’s experiential learning theory is valuable in education and personal development. Specific activities like field trips, role-playing, or brainstorming sessions can help individuals identify skills to build based on daily experiences.
Inspired by change management theory, Kolb’s Learning Cycle also helps guide employees in adopting new professional practices. Lemon Learning, for example, offers an all-in-one solution to support autonomous learning with real-time guidance that adapts based on user actions.
A primary limitation is its heavy reliance on experience in the learning process, which can make it challenging to create the ideal initial experience for training objectives. Critics like David Boud and Rosemary Keogh have also noted that Kolb’s model underemphasizes social interactions in knowledge-building.
Kolb’s Learning Cycle advocates skill acquisition through personal experimentation, enabling the design of effective training for a specific audience based on their preferred experiential learning style.