The Experiential Learning Cycle supports the ideas described above on adult learning. It was developed by Kolb (Kolb 1984), and is still used widely (Kolb et al. 1995). Kolb defines learning as ‘the process whereby knowledge is created through the transformation of experience’. As the diagram shows, there are four stages in the learning process, which are then re-entered as the cycle continues. For each stage of the cycle, there are different implications for teaching and learning.
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Stage of the Cycle
Reflective observation (questioning)
Generalization (thinking)
Active experimentation (action/doing)
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Description Learners acquire new knowledge, skills or attitudes; this stage may also involve the learner actively searching out and selecting additional information to support the experience.
Learners process the information by reflecting on the experience.
Learners think about how their new knowledge and skills relates to their own context and situation, and can be applied in other situations.
Learners apply what they have learned in the real context - this becomes a new experience and the cycle again continues with further reflection, generalization and action. |
Implications for teaching and learning Learners engage with a new situation; this can be provided through a formal teaching session (lecture, presentation, demonstration, film, computer-generated activity), through participatory learning methods (role-play, games, simulations), by field-trips, visits etc.
Learners reflect through individual exercises, group discussions, case study analysis, etc.
Learners structure and verbalize their new knowledge, and answer questions such as ‘what does this knowledge mean to you; how will it affect your performance; how will you apply it and in what way; what do you feel about this learning; how have your values changed?’
Learners try out new skills, or attempt to solve real problems with their newly developed knowledge, for example through field work, practical exercises, etc. |
(Taylor 2003)
Exercise for reflecting on the experiential learning cycle
The experiential learning cycle is a very useful element to introduce in a training of trainers course. Sometimes, however, it can seem rather abstract, especially if the concept of experiential learning is new to participants. The following exercise can be very useful, giving an opportunity for participants to consider how they learn themselves, how they think about learning, and how they use these strategies to plan and carry out their own training activities. The exercise itself follows the main steps of the experiential learning cycle, which is worth pointing out in a debriefing at the end. Normally you should allocate half a day, or about 3 hours, for this exercise to be done fully.
Exercise (3 hours)
1. Begin by asking course participants to reflect, individually, on their own learning experience, identifying important personal learning, and describing the learning process they experienced. Use the following questions (participants should write down their answers on a piece of paper):
— Think of something important in your life that you have learned.
— Why did you need to learn it?
— How did you learn it (attending a course, reading, observing, trying it out in practice)?
— What do you think now about the way you learned it? Could you have learned it in a different way, and if so, how? What could have improved the learning process?
After about 20 minutes of individual reflection, ask participants to share their responses with the person sitting next to them (10 minutes for this “buzz” session). Then ask participants to quickly share in plenary any important points they have learned through this reflection (20 minutes).
2. Brainstorm (20 minutes) on how adults learn with the following questions:
— What are the differences between the way that adults and children learn?
— What are the implications for the design of training programmes?
— What are the implications for the delivery of training programmes?
3. Present the experiential learning cycle, using a large flipchart and cards with the different stages of the cycle. Build it up visually. Provide the theoretical background to the concept of experiential learning (20 minutes).
4. Provide an example of learning with which most participants will be familiar, e.g. ‘riding a bicycle’. Ask participants how they learned to do this. Try to identify different approaches that participants used to learn this skill. Relate this to the four learning styles. Add these learning styles, using cards, to the experiential learning cycle chart (30 minutes).
5. Form groups, and ask them to identify strategies they have used or are aware of when training adults. What has worked well and what does not work well? (30 minutes).
6. Have a feedback session from groups in plenary. Build up a series of ‘dos’ and ‘don’ts’ of adult learning practices on a flipchart. Provide other examples if required. (30 minutes).
