Experiential learning – a systematic review and revision of Kolb’s model
By Thomas Howard Morris. Interactive Learning Environments, 2019
826 citations recorded by the source corpus.
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.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/a3e6e5506b4545b4df4e42870acf0fafaf08b3b7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Social Psychology
Citations in the corpus
- Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation (2023, background): “The theoretical underpinning of the study was grounded in peer scaffolding (Taheri & Nazmi, 2021) and reflective learning (Morris, 2020; Şener & Mede, 2022) theories.”
- Self-directed learning: A fundamental competence in a rapidly changing world (2019, background): “The ability to successfully and efficiently undertake self-directed learning has been positioned as a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly (e.g. Morris 2019a, b).”