Vicki's Literature Review

Vicki Lehman

Experiential Learning Literature Review

Spring 2018

Name	Commented On
Vicki Lehman	Tashika Carlton
Vicki Lehman	Kristi Burkhart

Introduction

            “Experiential learning theory draws on the work of prominent 20^th century scholars who gave experience a central role in their theories of human learning and development” (Kolb and Kolb, 2005). Numerous adult educators have underscored the fundamental role that experience plays in learning in adulthood (Merriam, Caffarella, and Baumgartner, 2007). There is no arguing that learning happens through experiences. Yes, there are other ways adults learn as well but the things you experience on a daily basis, whether that be through formal or informal learning, shape who you are and the knowledge you possess.

            In 1984 David Kolb proposed a cycle that describes how we learn through experiences (Mackeracher, 2004). Kolb’s theory was built on the work of Jon Dewey, Piaget, and Lewin (Merriam, Caffarella, and Baumgartner, 2007). Kolb proposed that there are four phases to the experiential learning cycle. “Learners, if they are to be effective, need four different kinds of abilities-…” (Kolb, 1984). There are many different theories about experiential learning, Kolb’s theory is one that is widely known and respected, and has been modified. Experiential learning is something that every one of us is engaged in on a daily basis. Knowing that adults learn through experience is crucial when planning and designing content and experiences.

General Themes

            Kolb’s learning cycle is based on four phases, concrete experience, reflective observation, abstract conceptualization, and active experimentation (Mackeracher, 2004). This cycle perpetuates itself over and over throughout an individual’s life. Kolb saw all of these phases as interrelated and believed that whatever occurred during the active experimentation phase lead directly to a new concrete experience (Merriam, Caffarella, and Baumgartner, 2007). Below you will find a visual that displays Kolb’s experiential learning cycle.

As you can see, the cycle never stops. As human beings we are met with new experiences on a daily basis, these experiences shape who we are and what we know.

Phase One – Concrete Experience

            The cycle begins when the learner is engaged in a specific experience (Mackeracher, 2004). Concrete experiences are happening formally and informally in our everyday lives. As human beings we are always learning and always experiencing new things. That is part of the beauty of learning through experience, it happens whether we like it or not.

            Concrete experiences do happen informally but they are sometimes planned in a more deliberate way – structured to facilitate certain learning and outcomes (Mackeracher, 2004). This is usually the case when you are in a learning environment being “taught”. In this case, the teacher or facilitator has very intentionally created an activity in which you will have a concrete experience and learn based off of it. Those concrete experiences are what the rest of your learning is going to be built off of. “Learners skilled in using concrete experience rely on feelings and sensation rather than thoughts” (Mackeracher, 2004). This statement reinforces the fact that the experiences we have can directly affect the learning that takes place in any given situation.

Phase Two – Reflective Observation

            This is the phase in which you take the information you learned and the experience you had in the first phase of the cycle and you reflect on it. This reflection needs to occur directly after the concrete experience in order to be as effective as possible. This is because you want the initial experience to be fresh in the learner’s memory.

            This is a phase in the model which is very interesting because it is unique to each individual learner. Yes, all of the learners have had the same initial experience but because every person comes from a different background and a different set of knowledge the way that they interpret that initial concrete experience can be very different. Because of this fact it is important that, as the facilitator, you plan activities that will encourage participants to arrive at your desired learning outcome (Merriam, Caffarella, and Baumgartner, 2007). Reflective observation is the stage where the learner takes the experience and tries to find some meaning in it. This point in the cycle is crucial because this is when the learner truly makes sense of the experience they just had and uses it to create new knowledge and meaning. If a learner was to skip this step they would not be able to truly gain a full understanding.

Phase Three – Abstract Conceptualization

            Abstract conceptualization is the point in learning where an individual has taken the time to reflect on an experience and is now ready to draw conclusions based on what they have experienced (Mackeracher, 2004). During this phase the learner has now had some sort of real, hands-on experience, had the opportunity to reflect on it, and is now essentially making sense of what they have experienced. The learner will reflect on old experiences, compare and contrast their learning, and develop new concepts to use going forward (Mackeracher, 2004). This is more abstract and while it was influenced by the initial concrete experience it is a broader conclusion and outcome.

            The process that occurs between the Reflective Observation phase and the Abstract Conceptualization phase are seen as the most personal. During this phase the facilitator or instructor is not really seeing or hearing much of what is going on in the learners mind. In general, this is the time in which the learner is “digesting” the information and coming up with their own concepts and knowledge based on the experience. As I stated earlier, we are all different, so this is the time in which the learner is relating what happened back to themselves and their own knowledge in order to generalize and conceptualize to further their learning.

Phase Four – Active Experimentation

            This is the fourth and final stage in Kolb’s model of experiential learning. This is the phase in which the learner will test out the conclusions they have come to. This looks different for everyone but in general this is when you will see the learner take their new information and apply it. You may see them: sharing ideas with one another to check understanding, implementing a plan of action, or trying something new (Mackeracher, 2004). At this point the learner has already had a new experience, had a chance to reflect on it and make sense of it, and is now using that new knowledge to continue their learning and growth. They are now able to actually apply what they have learned in their own life (Merriam, Caffarella, and Baumgartner, 2007).

Summary of Kolb’s Learning Cycle

            Kolb pictured the four phases found within his learning cycle to be interrelated and a part of a cyclical process (Merriam, Caffarella, and Baumgartner, 2007). This means that the cycle is always happening – we are always experiencing new things and learning from them. If you take a minute to genuinely think about your own day to day learning you will find that there are many times in which you experience something new, reflect on what just happened, and apply that new information you gained going forward.  

Implications

            Through understanding that adults learn through experiences you are better able to create a truly meaningful and thought out learning experience. The knowledge you gather from gaining a greater understanding of Experiential Learning and Kolb’s Learning Cycle are invaluable when it comes to planning programs for adult learners. By understanding the need to plan concrete experiences we are better able to create environments in which adults will truly be able to take what they have learned and apply it going forward. It is important to also mention that Kolb's model is one that has been modified as well as criticized. While there are critics out there this is still one of the most well known and respected models of experiential learning. Kolb's work was informed by many other professionals in the field and holds many implications for our work with adult learners. 

Phase One – Concrete Experience

            It is important to note that adults do not always learn well by just sitting in front of you and listening to the things that you say or looking at slides you have on a power point. By understanding the need for real, hands-on, concrete experiences you are better able to plan for the learners you have in your programs. Understanding that those learners you are teaching are going to need real experiences that help them arrive at desired learning outcomes set you up to be a successful facilitator.

Phase Two and Phase Three – Reflective Observation and Abstract Conceptualization

            Understanding the importance of reflection during learning is crucial. You can create the most amazing and informative presentation but if you do not give learners time to reflect on new information they will not latch on to it. It is important to understand that if we want learners to use their new knowledge to make changes going forward we need to give them time to reflect. During this reflection time you may want to provide them with some prompts that will help them arrive at the desired learning outcome.

Phase Four – Active Experimentation

            Once they have engaged in some reflective planning time they are going to be ready to talk about experiment. It is important that we build time in to our program for this. Learners need the opportunity to talk with one another as well as with you in order to really solidify what has been learned. They have arrived at their destination and now they want time to talk about it with others.

Reflection

Highlights

As I stated, while we all know that adults learn through experiences at times, I think it is easy to put that on the back burner and focus on teaching in other ways. Yes, setting up environments in which your learners will get the opportunity to have real world experiences may be a bit more work but at the end of the day it enhances their learning. I also think it is easy to hurry through information and not allow people the proper time to reflect on information. If you truly want them to apply what they have learned you need to be including time for reflection.

Process

            I find this topic to be incredibly interesting so I was able to really get into what I was doing. My advice is, experiential learning is about more than just the experience. There is a process behind it all and it is important that you as an educator/facilitator understand it. Also, I think it is important that individuals understand their learning style. Yes, experiences are helpful in learning but adults learn in many different ways. Understanding your own learning style can set you up for more success (Lawson, 2016).

	Main Themes/Ideas from the Text/Literature: Kolb’s Experiential Learning cycle	Application of the main ideas in practice
Concrete Experience	The learner is involved in a specific experience	Set up concrete experiences that will help learners arrived at desired learning outcomes
Reflective Observation	Learners take time to reflect on the experience	Allow learners the time to reflect on the experience and derive meaning so they can go forward and be more affective and intentional
Abstract Conceptualization	Learners have reflected and now take what they have learned and apply it to more abstract knowledge	This also happens during the reflective time – you can provide learners with prompts that will help them arrive at the outcomes you were hoping for
Active Experimentation	Learners will take their new information and test it out. They may want to talk about it with others, make a plan of how they will use it going forward, or try something new	Allow learners the freedom to talk to one another once they have had their reflective time. This is also a great time for them to talk to you and check for understanding.

References

Kolb, A.Y. and Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential               learning in higher education. Academy of Management Learning & Education, (4)2, 193-212.

Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development.              Englewood Cliffs, NJ: Prentice Hall.

Lawson, K. (2016). The trainers handbook. Hoboken, NJ: John Wiley & Sons, Inc.

     Mackeracher, D. (2004). Making sense of adult learning. Toronto, Canada: University of Toronto       Press Incorporated.

Merriam, S.B., Caffarella, R.S., and Baumgartner, L.M. (2007). Learning in adulthoosd: A                        comprehensive guide. San Francisco, CA: Jossey-Bass.