Kolb’s Experiential Learning Theory

Introduction to the Learning Theory

Experiential learning theory is an approach to education in which an individual’s learning process is framed within a cycle of four principles: concrete experience, reflective observation, abstract conceptual, and active experimentation. This learning theory was developed by David A. Kolb, of Case Western Reserve University, and is intended to provide an organized sequential view of how learning occurs.

The theory of experiential learning is a branch of constructivist theory. It focuses on the learner and emphasizes the active, meaningful engagement of the individual with their learning. Experiential learning theory describes learning as a cyclical process, within which teachers act as a guide, providing and facilitating experiences for learners.

Origins of the Learning Theory

Development of experiential learning theory, as conceived by David A. Kolb, was built on the work of John Dewey, Kurt Lewin, and Jean Piaget. Dewey believed that learning was fundamentally an experiential process that provided the learner with opportunities to interact with the subject matter. Lewin believed that learning was largely a social and environmental process, where behavior is determined by the individual’s experience within the environment. The contributions of Piaget’s levels of cognitive development brought the underlying idea that knowledge is constructed sequentially, starting with the concrete and progressing to the ability to conceive and apply knowledge in the abstract.

Kolb was able to combine the theories of Dewey, Lewin, and Piaget, into a cyclical framework that focused both on the active engagement of the learner in the curriculum and the process of how the learner assimilated that information

Fundamental Tenets of the Theory

This experiential approach to learning via concrete experience, reflective observation, abstract conceptual, and active experimentation, has increased in popularity in recent decades and has been used as a contrasting approach to behaviorist learning theory.

As explained by Wing W.Y. Ho and Yan H.Y. Lau, (2025):

This approach adds depth and meaning to learning by involving both the mind and body in activities that promote reflection and practical application (Rustici, 1997). Thus, it enables “a learner to construct knowledge, skills, and value from direct experiences” (Jacobs, 1999, p. 51). Activities such as case studies, problem-based learning, games, role play, drama, field visits, simulations, skills labs, practicums, internships, apprenticeships, and exchange programs offer students diverse experiential learning opportunities.

The following video provides a simple overview of the experiential learning theory and provides some brief examples.

As with the examples from the video (Eric Matthews in the lobster suit, Tim Allen dropping the metal beam, etc.),  the process of Kolb’s experiential learning theory gives individuals learning opportunities and the chance to grow from that experience. Learner understanding in the experiential model comes as a result of focusing on the learner and the supposition that learning is more than information output, it also involves the process of applying that information to a variety of contexts. In contrasting experiential learning theory with behaviorist theory, Kolb (1984) explained, “Experiential learning theory, however, proceeds from a different set of assumptions. Ideas are not fixed and immutable elements of thought but are formed and re-formed through experience.” Thus, experiential learning theory provides a framework, within which a student can learn information, reflect on that information, then re-engaged with the information to construct novel application of their understanding.

Within experiential learning theory, the teacher takes on the role of a mentor, whose primary goal is to provide the learner with appropriate experiences that present information in proper context. They then work to help the student reflect on their experience and the information with which they engaged, then provide opportunity for the student to demonstrate their understanding. Also, the student’s role in experiential learning is to engage with information, then make sense of that information through reflection, abstract conceptualization, and actively experimenting with that knowledge.

Strengths and Limitations of the Theory

When considering the experiential learning theory approach to learning, it is important to understand what it can and cannot do. The following sections of strength and limitations of experiential learning theory were created with the help of OpenAI’s, ChatGPT 4o.

Some of the most powerful strengths of the experiential model include the active engagement with information and transference of that information. This engagement and transference promotes critical-thinking skills and internalization of abstract thought that connect to concrete experiences. An experiential learning model encourages students to develop abilities and gain soft skills that enable them to learn and be productive beyond K-12 education.

Despite the appeal of experiential learning, there are some significant limitations to its use. The first is that this learning theory is both resource-intensive and time-consuming. In order for a teacher to prepare meaningful activities for students, they need to have access to resources (technology, finances, administrative support) and be provided with sufficient time to plan and implement activities. In the world of public K-12 education, both teacher time and their access to appropriate resources can be limited, or even seemingly non-existent. Also, there is the state-mandated curriculum to consider which is generally rigid and often do not accommodate opportunity for deviation from a pacing guide to experiences with open-ended learning.

Though the limitations frequently hamstring educators in the classroom, many teachers are able to find enough room in the curriculum and sufficient resources to provide students with concrete experiences, reflective observations, abstract conceptualization, and chances to actively experiment with information.

Instructional Design Implications

In the classroom, experiential learning theory lends itself to providing students with opportunities to actively engage with the curriculum. If implemented effectively, this approach to education can result in deeper understanding and transference of knowledge for the learner, with content like real-world scenarios and case studies. A generalized list of possible implementation strategies is found below:

• Case-studies based on real-world scenarios
• Laboratory experiments
• Computer generated simulations
• Problem-based learning
• Role-playing
• Field trips
• Inquiry-based learning
• Hands-on activities
• Internships

Though not an exhaustive list, these general examples of experiential learning strategies can help facilitate the goals of providing students with concrete experiences and reflective observations, followed by the chance transfer that knowledge. In the next section, a case study is provided that demonstrates a possible approach to experiential learning, by using a case study with middle-school math students. The case study was created with the help of Google Gemini (2025).

Business, budgeting, and bankruptcy

Ms. Davis wants to teach her middle school math students about budgeting, financial literacy, market research, and the practical application of math skills in a business setting. Her intention is to use a real-world scenario to provide students with a concrete experience that will promote further learning about business. So, she develops the following simulation

Students will create and pitch a proposal for a school business, with a budget and a “loan” request.

Since students often lack a clear understanding of how math is used in real-world business decisions, Ms. Davis will bridge this gap by beginning the simulation with a practical market research activity. In this simulation, students will take out a “loan” from a small grant provided to the school, sell their product (sodas, candy, novelty items, etc.), then repay the loan with profit going toward a class party.

Concrete Experience (CE)

Students are split into groups and asked to brainstorm business ideas suitable for the school environment. Ms. Davis points out that businesses frequently use consumer data to ensure their products or services target their customer base. This initial step generates excitement and allows students to explore their interests. The student groups are then tasked with creating a survey to collect responses from their peers regarding their business ideas. Ms. Davis then disperses the surveys to the student body.

Reflective Observation (RO)

Research analysis: After compiling the results of their surveys, Ms. Davis explains that businesses take this sort of data and make decisions based on the results. The decisions can include the type of product made, the price-point at which that product is sold, etc. The groups are then given time to parse through their results.

Budget Considerations: Student groups reflect on their survey results by considering the best business idea with regards to return-on-investment. This includes retail price mark-up and the “loan” they would need to start their business.

Abstract Conceptualization (AC)

Ms. Davis provides instruction on budgeting principles and the loan application process. She explains fixed vs. variable costs, revenue projections, profit margins, and loan repayment. Students learn how to create a budget spreadsheet using technology and how to use their survey data to make realistic projections. The student groups then prepare a “loan application” and pitch their idea to the “bank” (Ms. Davis). Loan applications will include:

• • Business Description: What the business will do.
  • Target Market: Who the customers are (supported by survey data).
  • Budget: Detailed breakdown of costs and projected revenue.
  • Loan Request: Justification for the amount needed and repayment plan.

Groups present their proposals to Ms. Davis (the “bank”) must defend their budget, explain their market analysis, and convince Ms. Davis to approve their “loan.” Ms. Davis asks clarifying questions to probe their reasoning.

Active Experimentation (AE)

Ms. Davis After having pitched their business proposals and getting approved for their loan, Ms. Davis provides the products to each group and they are given two weeks in which to run their business. During the two weeks, groups are tracking product, sales, and consumer activity.

At the end of the first week, Ms. Davis meets with each group to discuss success and set-backs. Businesses are given a chance to revise their approach and determine whether they are on track to pay back their loan.

Once the two weeks are up, student business groups create a professional presentation on their results and present to the class. This presentation includes the original pitch, the amount of the loan, statistics for the two weeks, and a summary of success and set-backs; specifically whether the loan was repaid. The class then compiles all of their data to determine the amount available for a class party.

Using Kolb’s experiential learning theory to teach about finance, Ms. Davis has provided her students with the four key moments in educational development (CE, RO, AC, AE) and enriched their learning.

Conclusion

Kolb’s theory of experiential learning gives educators a framework for learning that guides them through a repeatable set of steps meant to focus on how the learner experiences curriculum and the learner’s internalization of that knowledge.  Though experiential learning can be taken to the extreme, such that the needs of the learner are forgotten due to emphasis on the experience, the framework of concrete experience, reflective observation, abstract conceptual, and active experimentation, can enhance learning of students and focus educators on the process of how learners learn.

Now, let’s see what we’ve learned:

Resources

Google. (2025). Gemini Advanced 2.0 Flash (March 8 version) [Large language model]. https://gemini.google.com

Ho, W. W. Y., & Lau, Y. H. Y. (2025). Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model. Teaching and Teacher Education, 157, 104947. https://doi.org/10.1016/j.tate.2025.104947

Jacobs, J. (1999). Experiential Education: The Main Dish, Not Just a Side Course. ERIC.

Kolb, D. (1984, January). Experiential Learning: Experience as the Source of Learning and Development. Research Gate; Prentice-Hall.

OpenAI. (2025). ChatGPT 4o (Feb 28 version) [Large language model]. https://chat.openai.com

Rustici, C. M. (1997). Sonnet Writing and Experiential Learning. College Teaching, 45(1), 16–18. https://doi.org/10.1080/87567559709596180

University of Florida. (2022). Kolb’s four stages of learning. Citt.ufl.edu; University of Florida. https://citt.ufl.edu/resources/the-learning-process/types-of-learners/kolbs-four-stages-of-learning/