Importance Of Experiential Learning

The answer to what makes the most effective learning method has evolved over time, with the concept being used in a variety of different settings. Learning is best defined as the process of obtaining new information and knowledge through the means of study, or more importantly through the means of experience. The foundations of the experiential learning theory (ELT) were established by the work of John Dewey (1859-1952), Kurt Lewin (1890-1947) and Jean Piaget (1896-1980) (Kolb, 1984: 20); all three explored the idea of the ‘hands-on’ approach to learning in their respective fields. Dewey’s concept of reflective thinking coupled with Lewin’s idea of the importance of action research and Piaget’s theory of cognitive development provided the mainstay

Kolb (born 1939) explores in his learning cycle. The cycle— first created in the 1970s— is a four-step model which is based on four main elements: Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active Experimentation. Each element of Kolb’s cycle work collectively during the learning experience and the person follows each stage in its logical sequence. The concrete experience is the starting point of the cycle and is the actual doing of an activity; Kolb (1984) explores the notion created by Aristotle that “we learn by doing” (Aristotle, 349 BC: 1) as in his model, active participation is a prerequisite element. This step is shortly followed by the reflective observation of that experience; upon reflection, an individual can move onto the third step which allows the person to develop and form abstract concepts about said experience. This enables him or her to thoroughly understand what has occurred and also allows enough time to think about how anything could be done differently. The third stage of active conceptualisation supports the individual in generalising the concepts learnt so that it can be applied in the final stage of Kolb’s cycle, active experimentation. In this concluding stage, these concepts are tested and applied in ‘actual situations in order to validate or reframe the

As a result, Kolb identifies four learning styles which include: Diverging, Assimilating, Converging and Accommodating. The purpose of the learning style inventory stands in Kolb’s exploration of how effective learning can be achieved if an individual’s learning style is identified; this is because learning can then be orientated according to that person’s