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Experiential Learning: Experience As The Source Of Learning And Development

  • January 1984
  • Publisher: Prentice-Hall
  • ISBN: 0132952610
Authors:
David A. Kolb at Case Western Reserve University
David A. Kolb
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[kolb84]
Kolb, D.A. (1984):
Experiential learning: experience as the
source of learning and development
Englewood Cliffs, NJ: Prentice Hall.
URL: http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf
!
(31.05.2006)
local file name: kolb84 Kolb Experiential learning.pdf
internal note:
bibliographical data
@book{kolb84,
AUTHOR = {D.A. Kolb},
TITLE = {Experiential learning: experience as the source of learning and development},
YEAR = {1984},
ADDRESS = {Englewood Cliffs, NJ},
PUBLISHER = {Prentice Hall},
URL = {http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf!
(date of download: 31.05.2006)},
KEYWORDS = {Lernen / Development | Kybernetik / Systemtheorie /dynamische Systeme | Lernen |
Erfahrung | Konstruktvismus | Wissen | Kolb, David A. | Piaget, Jean | Dewey, John | Adaptation |
Theorienkonstruktion | knowledge construction | }
}
31. Mai 2006
http://www.learningfromexperience.com/images/uploads/process-of-
experiential-learning.pdf
August 26, 2005
... as the theoretical lens of learning is a social process based on experiences (higgins & aspinall, 2011), this research will adopt an experiential learning approach towards the learning process, which holds that 'knowledge is created through the transformation of experience' (Kolb, 1984). thus, learning is the process of adaptation, and the transformation process includes the transaction between the individual and the environment as well as the process of knowledge creation. ...
... in keeping with the experiential learning process that assumes 'knowledge is created through the transformation of experience' (Kolb, 1984), entrepreneurs described their experiences that created their knowledge on crisis. the characteristics of experiential learning were described by Kolb and Kolb (2009), who stated that learning is best conceived as a process rather than as an outcome. ...
... the experiences of immediate family members (close ties) can have a significant influence on the sMes' crisis learning and knowledge creation process. Moreover, the study presents new material on the experiential learning of organisations by identifying learning as the process of adaptation and transformation, which involves a transaction between the 'individual and environment' , as well as a process of knowledge creation (Kolb, 1984). sMe crisis learning can also be seen as a social activity as it is influenced by the religious and cultural sentiments of society. ...
Creating opportunities in a challenging environment: experiential crisis learning behaviour of tourism SMEs in Sri Lanka Creating opportunities in a challenging environment: experiential crisis learning behaviour of tourism SMEs in Sri Lanka
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  • Feb 2024
this study considers the opportunity creation aspect of sMes rather than taking a general view of threats posed by crises. thus, this phenomenological study investigates how and what small and Medium enterprises (sMes) have learned from previous crisis experiences to create knowledge within sMes and apply such knowledge to deal with future crisis events. Using the social constructivist approach, the researchers investigate the experiential crisis learning behaviour of sMes. hence, it purposively selected 19 tourism sMes to extract information about their crisis learning behaviour through their lived experiences. the real-time data collected during the height of the covid-19 pandemic will likely prove highly influential and valuable for the study. the findings of the study reveal that sMes have improved and applied knowledge successfully by adopting several strategic approaches, namely bricolage, financial management, market diversification, proactive posture, and developing solid business with embedded knowledge. these findings prompted the creation of a model of the sMe's experiential crisis learning process that could be served as a benchmark.
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... Learning from experience is also important. Immediate individual experience is the focal point of learning, as it can provide the personal meaning of things and be used as a reference to influence subsequent actions (Kolb, 2014). Through constant reflection and learning from experience, teachers can practice and test knowledge, improve their understanding, have a clear and convincing orientation toward specific subjects (Fowler, 2008), and affect their competency (Klug et al., 2016;Toding & Venesaar, 2018;VanciOsam & Balbay, 2004). ...
... Learning from experience is crucial as it deepens one's understanding and breadth of knowledge, influencing values and attitudes (Kolb, 2014). However, experience does not necessarily equate to learning. ...
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... To integrate critical thinking and reflection in the nursing programme, the researchers have utilised the evidence to support the action learning approach and embedded self-directed workbooks for students. The selfdirected approach will therefore enable students to reflect on their learning and experience to support their overall self-critical reflection (Kolb, 1984). ...
The Importance of Applying Authentic Learning in Pre-registration Nursing Education
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This paper explores the significance of authenticity in nursing education and the development of authentic healthcare practitioners. Identifying a current lack of authenticity in the learning materials used in the Transdisciplinary Science module at University of Salford, the authors set out to explore methods that can empower nursing students to bridge the gap between theoretical knowledge and its practical application in clinical settings. We conducted a literature review that yielded three predominant themes: authentic learning, critical reflection, and supportive nurse educators. Building upon these findings, we investigated how authentic learning can be flawlessly integrated into seminar sessions, utilising the principles of action learning. As a direct outcome of this study, a robust framework for implementing authentic clinical learning for nursing students has been formulated. This framework empowers students to effectively apply their knowledge in real-world healthcare settings, fostering a deeper understanding that bridges the gap between theory and clinical practice.
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... ELT, as conceptualized by Kolb (1984), emphasizes a "learning by doing" mindset. Here, knowledge is internalized by learners through the "transformation of experience" (Kolb, 1984, p. 41). ...
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... Tra i metodi attivi, che per lo più si dispiegano in un contesto cooperativo, si raccomandano soprattutto l'apprendimento trasformativo (ivi, p. 55;Slavich, Zimbardo, 2012;Colazzo, 2021), l'apprendimento trasgressivo (Unesco, 2017, p. 55;Lotz-Sisitka et al., 2015) e l'apprendimento esperienziale (Unesco, 2017, p. 55;Reggio, 2010). Relativamente a quest'ultimo, se l'Unesco (2017) raccomanda in particolare il ciclo di Kolb (1984), continua a rivelarsi decisamente rigenerativo il costrutto di pensiero riflessivo (Dewey, 1961;Baldacci, 2001, in part. pp. ...
Saperi e competenze in una modalità ecosistemica di funzionamento. Knowledge and competencies in ecosystem functioning
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  • Feb 2024
The slow and gradual acknowledgement of the co-building of transversal competencies on sustainability and global citizenship application-oriented teaching must tackle two critical issues: the potential subservience to the human capital and the inability to enhance those functioning regenerative processes able to foster the whole society. Shifting the focus from competencies to functionings eases the devising of suitable transformative practices for educational ecosystems.
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... A interseção entre tecnologias, metodologias ativas e currículo assumiu uma forma tangível quando foram examinadas práticas educacionais que transcendiam o convencional, criando experiências de aprendizagem notáveis (Collins & Halverson, 2009 A abordagem utilizada pelo docente também foi fundamentada na teoria da aprendizagem experiencial de Dewey (1938), que enfatizava a importância de aprendizagem por meio da ação e da reflexão. Ao permitir que os alunos explorassem ambientes históricos e participassem ativamente das atividades, o professor promoveu uma abordagem hands-on que enriqueceu a compreensão e o engajamento dos alunos (Kolb, 2014). ...
Integrating technologies, active methodologies, and curriculum: promoting interactivity in the teaching-learning process
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This study, based on a Systematic Literature Review (SLR), sought to understand how the fusion of emerging technologies, active learning methodologies, and curriculum could optimize education. The analysis of a successful practice by a history teacher, who used Virtual Reality to engage his students in the construction of historical knowledge, was one of the highlights. The strategy of integrating innovative technologies and active learning methodologies proved promising for improving education, especially when aligned with student-centered and interdisciplinary curricula. The pandemic highlighted the flexibility of teaching, with practices such as interactive virtual classes and virtual reality simulations keeping education active in remote environments. Interactivity is crucial in the teaching-learning process, as it stimulates student engagement and broadens the understanding of concepts. In the face of constant global changes, students need to be equipped with adaptable skills and critical thinking. Therefore, the intersection between technologies, active methodologies, and curriculum creates fertile ground for a more engaging and effective education. The continuous exploration and application of these approaches will significantly contribute to the creation of an enriching and effective teaching environment.
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... Such an inquiry can reveal if a change occurred, but it cannot tell us whether the change was the result of single-loop learning after which the situation would return to what is familiar to us or whether it created a new reality. Based on the concept of social-ecological systems, environmental education incorporates the outdoors through its dependence on the context of place, environment and society (Krasny & Roth, 2010) and its emphasis on experiential learning (Kolb, 2014) in the environment (Krogh & Jolly, 2012). These aspects are a meaningful part of creating social-ecological systems and developing critical thought that enables intelligent action for the environment and for society (Sterling, 2010;Tidball & Krasny, 2011). ...
Environmental education using distance learning during the COVID-19 lockdown in Israel
Article
Full-text available
  • Mar 2021
Education systems and environmental education professionals have been challenged by the COVID-19 pandemic and the sharp transition to distance learning that has necessitated a rapid response. Environmental education as part of a social-ecological system is dependent on the adaptability and the scope of the change with which the system responds to crisis. It is therefore important to explore the ways in which environmental educators choose to increase students’ proximity to nature under conditions of lockdown. The aim of this study, therefore, was to examine environmental educators’ perspective on and teaching methods for implementing environmental education under distance learning conditions. To this end, we conducted 16 interviews and analysed teaching methods (e.g. videos, lesson plans and written assignments) that were used by Israeli environmental educators in March–April 2020. The findings highlight the creativity of the educators who used a variety of teaching methods, involving active/passive learning and the direct/indirect experience of nature, using nature for observation, investigation and in-depth personal, social and environmental learning. The study’s contribution stems from its exploration of the crisis from the perspective of environmental education in the context of social-ecological systems. Key findings present challenges (e.g. lack of direct outdoor interaction and feedback) and opportunities (e.g. public access to online lectures and the nationwide sharing of teaching materials) that were faced by environmental educators in Israel and that led to the development of diverse teaching methods for contending with the crisis. The study recommends incorporating diverse activities in nature, implementing outdoor teacher training for all teachers and creating professional teacher networks.
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... Much learning in simulation occurs post-simulation, making feedback or debriefing activities an integral part of simulation-based education (SBE) [2]. "Self-assessment as learning" is situated in theories of self-regulation and scaffolding of learning [3], and reflective observation is part of Kolb's experiential learning theory [4]. While numerous studies have examined the alignment of learner self-assessment with feedback from other sources, such as faculty or SP, the existing evidence remains mixed. ...
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Pedagogical Journey of Pre-service Teachers: Stories to Tell
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This research aimed to identify the experiences, coping mechanisms, and insights of nine Apayao State College pre-service teachers during their internship. The study used purposive convenience sampling and in-depth interviews with nine graduates. The results showed that pre-service teachers faced challenges, managed them through coping mechanisms, and shared their insights about their pedagogical journey. The study recommends workshops, proper orientation, and regular conferences for learning development, emphasizing the importance of sharing experiences and fostering professional growth among pre-service teachers.
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Disorientation in Community Service-Learning: A Phenomenological Inquiry
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Community service-learning (CSL) is commonly featured in health promotion curriculum. Lauded for its pedagogical richness and transformative potential, CSL is also pedagogically messy and often experienced as a struggle. And yet, the content, contexts and conditions of that which students find disorienting in CSL have garnered little attention in the literature. In this qualitative, phenomenological study, we explore the “disorienting dilemma” as an understated concept in CSL. Our aim is to better understand the disorienting dilemma to “make CSL a smoother experience for everyone.” We draw upon reflections from 39 students enrolled in a full-year undergraduate health promotion CSL course. Using directed content analysis, we read and coded 390 reflections. In mapping the codes ( n = 2104), we found them to cluster around three domains: (i) aspects of the CSL learning experience that were most disorienting, (ii) course aspects that enabled students to navigate their disorientation, and (iii) how students relate their learning to the disorientation. Students often shared their emotional experience of CSL as a pedagogy, and that they struggled with the process of real program planning, and uncertainty with how they related to the community. Often, it was the practical, social, and relational content that students struggled with that morphed into support for students to navigate their disorientation. We found students to relate their disorientation to new self-learning, a changed and more collectivist criteria of success, and an altered sense of self in relation to community. We discuss theoretical and pedagogical implications of the disorienting dilemma.
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The Nature of Extraversion: A Genetical Analysis
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A biometrical-genetical analysis of twin data to elucidate the determinants of variation in extraversion and its components, sociability and impulsiveness, revealed that both genetical and environmental factors contributed to variation in extraversion, to the variation and covariation of its component scales, and to the interaction between subjects and scales. A large environmental correlation between the scales suggested that environmental factors may predominate in determining the unitary nature of extraversion. The interaction between subjects and scales depended more on genetical factors, which suggests that the dual nature of extraversion has a strong genetical basis. A model assuming random mating, additive gene action, and specific environmental effects adequately describes the observed variation and covariation of sociability and impulsiveness. Possible evolutionary implications are discussed.
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