Kolb’s Experiential Learning

Theory & Learning Styles

Kolb proposed that experience was critical in the development of knowledge
construction, as learning occurs through discovery and active participation. Kolb
defined leaning as: the process whereby knowledge is created through the
transformation of experience” (Kolb, 1984).
There are two parts to Kolb’s Experiential Learning Theory. The first is that learning
follows a four-stage cycle, as outlined below. Kolb believed that, ideally, learners
progressed through the stages to complete a cycle, and, as a result, transformed
their experiences into knowledge. The second part to Kolb’s Theory focused on
learning styles, or the cognitive processes that occurred in order for acquire
knowledge. Essentially, Kolb believed that individuals could demonstrate their
knowledge, or the learning that occurred, when they were able to apply abstract
concepts to new situations.

Completion of all stages of the cycle allows the transformation of experience to

knowledge to occur. Kolb’s entire theory is based on this idea of converting
experience into knowledge. With each new experience, the learner is able to
integrate new observations with their current understanding. Ideally, learners should
have the opportunity to pass through each stage.

Experiences are central to Kolb’s theory, as he viewed it as a process by which

something must be changed or transformed. Memorization or recollection of ideas
taught does not equal learning, as no value has been added to the learner. Kolb’s
model acknowledges that something must be generated from the experience in order
for it to be defined as learning.

Kolb’s Four Stages of Learning:

Kolb’s Learning Cycle is based on the Jean Piaget’s focus on the fact that learners
create knowledge through interactions with the environment.
1. Concrete Experience:
Kolb’s learning process cycle begins with a concrete experience. This can either be
a completely new experience or a reimagined experience that already happened. In
a concrete experience, each learner engages in an activity or task. Kolb believed
that the key to learning is involvement. It is not enough for learners to just read about
it or watch it in action. In order to acquire new knowledge, learners must actively
engage in the task.

2. Reflective Observation:
After engaging in the concrete experience, the learner steps back to reflect on the
task. This stage in the learning cycle allows the learner to ask questions and discuss
the experience with others. Communication at this stage is vital, as it allows the
learner to identify any discrepancies between their understanding and the
experience itself. Good vocabulary also allows a solid review of the events that
occurred.

3. Abstract Conceptualization:
The next step in the learning cycle is to make sense of these events. The learner
attempts to draw conclusions of the experience by reflecting on their prior
knowledge, using ideas with which they are familiar or discussing possible theories
with peers. The learner moves from reflective observation to abstract
conceptualization when they begin to classify concepts and form conclusions on the
events that occurred. This involves interpreting the experience and making
comparisons to their current understanding on the concept. Concepts need not be
“new”; learners can analyze new information and modify their conclusions on already
existing ideas.
4. Active Experimentation:
This stage in the cycle is the testing stage. Learners return to participating in a task,
this time with the goal of applying their conclusions to new experiences. They are
able to make predictions, analyze tasks, and make plans for the acquired knowledge
in the future. By allowing learners to put their knowledge into practice and showing
how it is relevant to their lives, you are ensuring that the information is retained in the
future.

As Kolb’s learning theory is cyclical, one can enter the process at any stage in the
cycle. However, the cycle should then be completed in entirety to ensure that
effective learning has taken place. Each stage is dependent on the others and all
must be completed to develop new knowledge.

Although the stages work together to create a learning process, some individuals
may prefer some components over others. While one may depend heavily on
concrete and reflective experiences, they may choose to spend less time on the
abstract and active stages. Because of this, Roger Fry worked with Kolb to identify
four unique learning styles:

Kolb’s Learning Styles

1. Diverging (concrete experience/reflective
observation)
This learning style takes an original and creative approach. Rather than examining
concrete experiences by the actions taken, individuals tend to assess them from
various perspectives. They value feelings and take an interest in others. Individuals
who prefer this learning style tend to enjoy tasks such as brainstorming ideas and
working collaboratively in groups.

There are a few instructional techniques that Divergers prefer:

 Hands-on activities and the opportunity to explore

 Classic teacher-class lecture that highlights how to use a system as well
as its strengths and weaknesses.

2. Assimilating (abstract conceptualization/reflective

observation)
This learning style emphasizes reasoning. Individuals who demonstrate this learning
style are able to review the facts and assess the experience as a whole. They tend
to enjoy designing experiments and working on projects from start to completion.

There are a few instructional techniques that Assimilators prefer:

 Independent, prepared exercises that the learner can complete without

the instructor
 Classic teacher-class lecture supported by an audio or video
presentation
 Private exploration or demonstration that follows a tutorial, with answers
provided.

3. Converging (abstract conceptualization/active

experimentation)
This learning style highlights problem solving as an approach to learning. Individuals
who prefer this learning style are able to make decisions and apply their ideas to
new experiences. Unlike Divergers, they tend to avoid people and perceptions,
choosing instead to find technical solutions.

There are a few instructional techniques that Convergers prefer:

 Workbooks or worksheets that provide problems sets

 Tasks that are computer-based
 Interactive activities.
4. Accommodating (concrete experience/active
experimentation)
This learning style is adaptable and intuitive. These individuals use trial and error to
guide their experiences, preferring to discover the answers for themselves. They are
able to alter their path based on the circumstance and generally have good people
skills.

There are a few instructional techniques that Accommodators prefer:

 Activities that allow them to be actively engaged

 Exploration and instructor support for deeper questioning, such as “what
if?” or “why not?”
 Tasks that promote independent discovery.

Application
Generally, teachers are able to identify learning styles by observing their students in
the classroom. Students begin to show their preference for particular styles through
presentations, discussions, and collaborative activities. When delivering courses
online, it is important for the instructor to engage with the students throughout the
entire learning cycle in order to reveal their preferences. As a rule, best teaching
practices always include a wide range of learning activities in order to reach all
learning styles. A variety of experiences supports all learners regardless of preferred
style, as it helps them develop skills in specific areas and creates a more flexible,
well-rounded learner.

Kolb’s theory of experiential learning includes learning as a whole process. All

stages can be included throughout the experiences. For example, a classic teacher-
student lecture may be both a concrete and an abstract experience, based on how
the learner interacts with it. This also means that the learner could view strong and
emotional reflection as a concrete experience, or completing a computer-based task
as an abstract experience. Additionally, a learner may develop their own abstract
model to better understand a concrete experience or task. It is important not to limit
learning experiences to the stage that you perceive them to be.

References:

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

Article taken from: Kurt, S. (2022). Kolb’s Experiential Learning Theory & Learning Styles
- Educational Technology. Retrieved 7 January 2022, from
https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/
本文主要介绍了科尔布的体验式学习理论与学习风格，具体内容如下：

1. 体验式学习理论核心：科尔布认为经验在知识构建中至关重要，学习是通过经验的转化创造知识的过程。其理论包括
两部分，一是学习遵循由具体经验、反思观察、抽象概念化和主动实验四个阶段构成的循环，完成循环可将经验转化
为知识；二是关注学习风格，即获取知识的认知过程，个体能在将抽象概念应用于新情境时展现所学知识。
2. 学习的四个阶段
1. 具体经验：学习循环始于此，可为全新或重构的经历，学习者需积极参与活动，因为参与是学习关键，仅
阅读或观看不足以获取新知识。
2. 反思观察：在经历后，学习者反思任务，此阶段交流很重要，有助于发现理解与经验的差异，良好的词汇
表达能力有助于回顾事件。
3. 抽象概念化：学习者结合已有知识对事件进行总结，开始对概念分类并得出结论，涉及解释经验并与当前
概念理解作比较，概念可新可旧。
4. 主动实验：这是测试阶段，学习者将结论应用于新经验，进行预测、分析任务和规划知识运用，确保知识
的留存。学习循环虽可从任意阶段进入，但需完整完成才能实现有效学习，各阶段相互依存。
3. 四种学习风格

1. 发散型：采取新颖、创造性方法，从多角度评估具体经验，重视情感、关注他人，喜欢头脑风暴和小组合
作，偏好实践活动与系统讲解课程。
2. 同化型：强调推理，能审视事实并整体评估经验，喜欢设计实验和完成项目，偏好独立练习、有音视频辅
助的课程及有答案的自主探索。
3. 聚合型：以解决问题为学习途径，能做决策并应用想法，倾向避开人际和感知因素，寻找技术解决方案，
喜欢练习册、计算机任务和互动活动。
4. 顺应型：适应性强且直觉敏锐，通过试错引导经验，自行寻找答案，能根据情况改变路径，擅长人际交
往，偏好主动参与活动、深度探究及促进独立发现的任务。
4. 应用：教师可通过课堂观察识别学生学习风格，线上教学时教师也应参与学生整个学习循环以了解其偏好。良好的教
学实践应包含多种学习活动，以满足不同学习风格学生需求，促进其全面发展，且学习过程中各阶段可能相互转化，
不应局限对学习经验所属阶段的认知。
翻译全文

科尔布的体验式学习理论与学习风格
科尔布提出，经验在知识建构的发展过程中至关重要，因为学习是通过发现和积极参与来实现的。科尔布将学习定义为：“知
识是通过经验的转化而创造的过程”（科尔布，1984）。

科尔布的体验式学习理论包含两个部分。第一部分是学习遵循一个四阶段循环，如下所述。科尔布认为，理想情况下，学习者
会依次经历这些阶段完成一个循环，从而将他们的经验转化为知识。该理论的第二部分聚焦于学习风格，即获取知识时所发生
的认知过程。从本质上讲，科尔布认为当个体能够将抽象概念应用于新情境时，他们就能展示自己所获得的知识或学习成果。

完成循环的所有阶段才能实现从经验到知识的转化。科尔布的整个理论都基于将经验转化为知识的这一理念。每有新的经验，
学习者都能够将新的观察结果与他们现有的理解相结合。理想情况下，学习者应该有机会经历每个阶段。
在科尔布的理论中，经验是核心，因为他将其视为一个必须有所改变或转化的过程。对所教授内容的记忆或回忆并不等同于学
习，因为这没有给学习者增加价值。科尔布的模型承认，必须从经验中产生某些东西才能将其定义为学习。
科尔布的学习四阶段

科尔布的学习循环基于让・皮亚杰所强调的学习者通过与环境的相互作用创造知识这一观点。

 具体经验：学习者参与一项活动或任务，这可以是全新的体验，也可以是对已发生事情的重新想象。科尔布认为学习
的关键在于参与，学习者仅仅阅读或观看相关内容是不够的，为了获取新知识，他们必须积极参与任务。
 反思观察：在经历具体经验之后，学习者退后一步反思任务。学习循环的这一阶段允许学习者提出问题并与他人讨论
经验。这个阶段的交流至关重要，因为它能让学习者找出自己的理解与经验本身之间的差异。良好的词汇表达能力也
有助于对所发生的事件进行全面回顾。
 抽象概念化：学习循环的下一步是理解这些事件。学习者通过反思先前知识、运用熟悉的观点或与同伴讨论可能的理
论来尝试总结经验。当学习者开始对概念进行分类并对所发生的事件得出结论时，他们就从反思观察进入了抽象概念
化阶段。这涉及对经验的解释以及与他们当前对该概念的理解进行比较。概念不一定是 “新的”；学习者可以分析新
信息并修改他们对已有观点的结论。
 主动实验：循环的这一阶段是测试阶段。学习者再次参与一项任务，这次的目标是将他们的结论应用于新的经验。他
们能够进行预测、分析任务，并为未来获取的知识制定计划。通过让学习者将知识付诸实践并展示其与生活的相关
性，可以确保他们在未来能够记住这些信息。

由于科尔布的学习理论是循环性的，人们可以从循环的任何一个阶段进入这个过程。然而，为了确保有效学习的发生，应该完
整地完成这个循环。每个阶段都相互依赖，必须全部完成才能发展新知识。

虽然各个阶段共同构成一个学习过程，但有些人可能会更偏好某些环节。有些人可能非常依赖具体和反思经验，但在抽象和主
动阶段花费的时间较少。基于此，罗杰・弗莱与科尔布合作确定了四种独特的学习风格：
科尔布的学习风格

 发散型（具体经验 / 反思观察）：这种学习风格采取新颖且富有创造性的方法。个体倾向于从不同角度评估具体经
验，而不是依据所采取的行动。他们重视情感并对他人感兴趣。偏好这种学习风格的人往往喜欢头脑风暴和小组合作
等任务。
 发散者偏好的教学方法：

 实践活动和探索机会
 突出系统使用方法及其优缺点的传统教师课堂讲授
 同化型（抽象概念化 / 反思观察）：这种学习风格强调推理。表现出这种学习风格的个体能够审视事实并对整个经
验进行评估。他们往往喜欢设计实验并从头到尾完成项目。
  同化者偏好的教学方法：
 学习者无需教师指导即可完成的独立、有准备的练习
 有音频或视频演示辅助的传统教师课堂讲授
 遵循教程且提供答案的个人探索或演示
 聚合型（抽象概念化 / 主动实验）：这种学习风格强调将解决问题作为一种学习方法。偏好这种学习风格的个体能
够做出决策并将自己的想法应用于新的经验。与发散者不同，他们倾向于避开人和感知因素，而是选择寻找技术解决
方案。
 聚合者偏好的教学方法：
 提供练习题集的练习册或工作表
 基于计算机的任务
 互动活动
 顺应型（具体经验 / 主动实验）：这种学习风格具有适应性和直觉性。这些个体通过试错来引导自己的经验，更喜
欢自己去发现答案。他们能够根据情况改变路径，通常具有良好的人际交往能力。
 顺应者偏好的教学方法：
 能让他们积极参与的活动
 对诸如 “如果…… 会怎样？” 或 “为什么不？” 等深层次问题的探索和教师支持
 促进独立发现的任务
应用

一般来说，教师能够通过在课堂上观察学生来识别他们的学习风格。学生在展示、讨论和合作活动中会开始表现出对特定风格
的偏好。在进行在线课程教学时，教师在整个学习循环中与学生互动以了解他们的偏好是很重要的。通常，最佳教学实践总是
包括各种各样的学习活动，以满足所有学习风格的需求。丰富多样的经验有助于所有学习者，无论他们偏好何种风格，因为这
有助于他们在特定领域发展技能，并培养出更灵活、全面发展的学习者。

科尔布的体验式学习理论将学习视为一个完整的过程。所有阶段都可以贯穿于各种经验之中。例如，一场传统的师生讲座可能
既是具体经验又是抽象经验，这取决于学习者与之互动的方式。这也意味着学习者可能将强烈而情绪化的反思视为具体经验，
或将完成基于计算机的任务视为抽象经验。此外，学习者可能会构建自己的抽象模型以更好地理解具体经验或任务。重要的是
不要将学习经验局限于你所认为的某个阶段。

参考文献：
科尔布，D.A.（1984） 《体
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文章来源：库尔特，S.（2022）。科尔布的体验式学习理论与学习风格 - 教育技术。2022 年 1 月 7 日获取
自 https://educationaltechnology.net/kolbs-experiential-learning-
theory-learning-styles/
The next step in the learning cycle is to make sense of these
events. The learner attempts to draw conclusions of the
experience by reflecting on their prior knowledge, using ideas
with which they are familiar or discussing possible theories with
peers. The learner moves from reflective observation to abstract
conceptualization when they begin to classify concepts and form
conclusions on the events that occurred. This involves
interpreting the experience and making comparisons to their
current understanding on the concept. Concepts need not be
“new”; learners can analyze new information and modify their
conclusions on already existing ideas.
解释一下
在学习循环中，下一步是理解这些事件。学习者会通过反思自己的先验知识、运用熟悉的观点或者与同伴讨论可能的理论，来
尝试总结经验。当学习者开始对概念进行分类并针对所发生的事件形成结论时，就从反思观察阶段进入到了抽象概念化阶段。
这包括对经验进行解释，并将其与自己目前对该概念的理解进行比较。概念不一定是 “全新的”，学习者可以分析新信息，并
对已有的观点修改结论。

例如，在学习物理中物体的运动这一概念时，学习者可能已经知道一些简单的运动现象如自由落体。当遇到新的情境如斜面上
物体的运动时，他们会回忆起之前关于重力、摩擦力等相关知识（先验知识），和同学讨论在斜面上可能存在的力以及物体运
动的规律（与同伴讨论理论），然后对斜面上物体运动这个新事件进行分析总结，将其与自由落体等已有的运动概念进行对比，
判断有哪些相同和不同之处，进而深化对运动概念的理解，可能还会根据新的发现修改之前对某些运动情况的结论，比如对物
体速度变化原因的理解等，从而完成从具体事件的观察反思到抽象概念化的过程，形成更完善的关于物体运动的知识体系