BookPDF Available

Experiential Learning: Experience As The Source Of Learning And Development

Authors:
David A. Kolb at Case Western Reserve University
David A. Kolb
Download full-text PDF
Read full-text
Download citation
Content uploaded by David A. Kolb
Author content
All content in this area was uploaded by David A. Kolb on Dec 13, 2013
Content may be subject to copyright.
[kolb84]
Kolb, D.A. (1984):
Experiential learning: experience as the
source of learning and development
Englewood Cliffs, NJ: Prentice Hall.
URL: http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf
!
(31.05.2006)
local file name: kolb84 Kolb Experiential learning.pdf
internal note:
bibliographical data
@book{kolb84,
AUTHOR = {D.A. Kolb},
TITLE = {Experiential learning: experience as the source of learning and development},
YEAR = {1984},
ADDRESS = {Englewood Cliffs, NJ},
PUBLISHER = {Prentice Hall},
URL = {http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf!
(date of download: 31.05.2006)},
KEYWORDS = {Lernen / Development | Kybernetik / Systemtheorie /dynamische Systeme | Lernen |
Erfahrung | Konstruktvismus | Wissen | Kolb, David A. | Piaget, Jean | Dewey, John | Adaptation |
Theorienkonstruktion | knowledge construction | }
}
31. Mai 2006
http://www.learningfromexperience.com/images/uploads/process-of-
experiential-learning.pdf
August 26, 2005
... He established that the rapidly changing nature of work and technological innovation necessitates a continuous learning process for individuals to adapt and thrive. More so, Kolb (1984) who introduced the Experiential Learning Theory emphasizes that learning is a cyclical progression which involves concrete experiences, reflective observation, abstract conceptualization, and active experimentation. This theory supports the idea that lifelong learning is an ongoing cycle where individuals continuously build on their experiences to acquire new knowledge and skills. ...
View
... Project-based learning and community-based projects have provided students with real-life experiences. Kolb (1984) explains that learning is more effective when students are directly involved in practical experiences, which strengthens their understanding. ...
Evaluation of the Implementation of Merdeka Belajar Using the CIPP Model: A Case Study at SMK Negeri 2 Payakumbuh
Article
Full-text available
  • Mar 2025
The Merdeka Belajar Curriculum was launched by the Ministry of Education, Culture, Research, and Technology to improve the quality of education in Indonesia. This curriculum is designed to provide flexibility in learning, develop 21st-century skills, and instill the values of the Pancasila Student Profile. However, the implementation of the Merdeka Belajar Curriculum in Vocational High Schools (SMK) faces various challenges, such as limited resources, teacher readiness, and the involvement of the business and industrial sectors. This study aims to evaluate the implementation of the Merdeka Belajar Curriculum at SMK Negeri 2 Payakumbuh using the Context, Input, Process, and Product (CIPP) evaluation model. The evaluation was conducted to understand the application of the curriculum and identify its strengths, weaknesses, and improvement opportunities. This research uses a quantitative method with a structured approach to evaluate the implementation of the Merdeka Belajar Curriculum. Quantitative data were collected through the distribution of questionnaires designed to measure the four components of the Context, Input, Process, and Product (CIPP) evaluation model. The research sample includes teachers, students, and the principal at SMK Negeri 2 Payakumbuh who are involved in the curriculum implementation.. The research instruments consist of questionnaires, interviews, and observations designed to measure the four components of the CIPP model. The results show that the context, input, process, and product components of the Merdeka Belajar Curriculum implementation are generally good. However, the input component requires improvement, particularly regarding resource availability, ongoing teacher training, and strengthening collaboration with the business and industrial sectors. This study recommends that implementing the Merdeka Belajar Curriculum be continued by improving the input aspect through providing adequate resources, intensive teacher training, and strengthening partnerships with the business and industrial sectors to enhance curriculum relevance.
View
... There are various definitions of learning style. According to Kolb (1984), learning style is defined as an individual's preferred method of perceiving and processing information, while Dunn and Dunn (1993) define learning style as a process arising from differences in environment. It is stated that individuals learn subjects more easily and the learning process is more effective when a teaching environment suitable for learning styles is provided (Felder, 1996). ...
Investigation of VARK learning styles of pre-service science teachers in terms of various variables
Article
Full-text available
  • Apr 2025
In this study, to reveal the VARK learning styles of pre-service science teachers, to examine them in terms of grade level and gender variables and to get their opinions about VARK was aimed. The study was conducted as triangulation design. 178 (144 women, 34 men) pre-service science teachers were studied. To collect data, the VARK scale and semi-structured interviews were used. In terms of VARK learning styles, a significant difference was determined between 1st and 2nd grades in favor of 2nd grades, between 1st and 3rd grades in favor of 3rd grades and between 2nd and 4th grades in favor of 2nd grades. Also, kinesthetic learning style was the most dominant in all grade levels. However, no significant difference was found in terms of gender. The PSTs prefer to learn a subject by reading and writing and to teach the lesson with actions that will make the student active, and that they learn more through reading and writing activities while studying for an exam. Their visual memory was generally good, their tendency to forget what they heard, read and wrote was high and they learnt better when they did a task themselves. Also, they understand a subject more easily by reading from the source, they benefit from writing while expressing their ideas, they learn better by doing a job themselves, and they have more kinesthetic and visual learning styles. The study will contribute to the PSTs to be aware of their own learning styles and to guide their students with different learning methods and techniques when they start to work.
View
Kepemimpinan Kolaboratif sebagai Penggerak Dual-System Education di SMK Swasta Pembda Nias
Article
Full-text available
  • Dec 2024
Dual-system education menggabungkan pembelajaran di sekolah dengan pelatihan kerja di industri untuk menciptakan lulusan siap kerja. SMK Swasta Pembda Nias menghadapi tantangan implementasi sistem ini, termasuk koordinasi yang lemah dengan mitra industri dan keterbatasan fasilitas. Penelitian ini mengeksplorasi peran kepemimpinan kolaboratif dalam mengatasi hambatan tersebut. Menggunakan pendekatan kualitatif dengan metode studi kasus, data dikumpulkan melalui wawancara, observasi, dan analisis dokumen yang melibatkan kepala sekolah, guru, siswa, dan mitra industri. Analisis tematik digunakan untuk memahami pola kepemimpinan yang efektif. Hasil penelitian menunjukkan bahwa kepemimpinan kolaboratif mampu memperkuat hubungan dengan dunia industri, meningkatkan kualitas pembelajaran berbasis kerja, dan mendorong keterlibatan siswa. Strategi utama mencakup komunikasi intensif, pengelolaan sumber daya bersama, dan pemberdayaan guru sebagai fasilitator. Kesimpulannya, kepemimpinan kolaboratif efektif mendukung dual-system education di SMK Swasta Pembda Nias. Penelitian ini merekomendasikan pelatihan kepemimpinan kolaboratif dan peningkatan dukungan kebijakan untuk memperluas keberhasilan model ini.
View
View
Preparation for Travel: The Educator's Role and Point of View
Chapter
  • Apr 2025
This chapter emphasizes the growing importance of global learning in education while highlighting that educators are pivotal in facilitating these experiences. From curriculum design to supervising students during international programs, they must integrate diverse educational theories to promote cross-cultural understanding, critical thinking, and global citizenship. The responsibilities of educators extend beyond the classroom to include pre-departure training, on-site supervision, and helping students reflect on their experiences after returning home, ensuring continued learning. Various educational theories that guide global learning practices in higher education, underscoring the need for well-rounded, theory-informed approaches are referenced and discussed. Additionally, this chapter highlights non-traditional global learning experiences, which can offer equally valuable educational outcomes. There is also a personal a component as one educator shares a meaningful experiences and several excerpts from students are provided on what the experiences meant to them.
View
Experiential Journeys: A Short-Term Study Tour and a Study Abroad Program
Chapter
  • Apr 2025
The purpose of this chapter is to discuss and compare the content, experiences, educational benefits and cultural takeaway of two types of overseas study programs. The two programs are a study abroad program and a short-term study tour. The participants for both programs are from two Japanese higher education institutions. Although the programs started in early 2000 and continued for many years, the two cohorts being discussed and compared took place specifically in 2005. The Japanese institutions that participated in both programs sent a different cohort of students annually to the Australia university. The Australian university was located in regional New South Wales.
View
From Campus to Career: Transforming Technology Skills Through University-Workplace Collaboration
Chapter
  • Apr 2025
University-workplace collaborations play a pivotal role in bridging the gap between academic learning and industry demands, particularly in the domain of technology skill development. This study examines the impact of structured collaboration programs on students, faculty, and industry professionals using a mixed-methods approach. Quantitative analysis reveals significant skill enhancement, with mentorship and digital tools as critical success factors. Qualitative insights highlight challenges like scheduling conflicts and resource disparities, suggesting actionable strategies for improvement. The findings underscore the transformative potential of these collaborations in fostering workforce readiness and curriculum innovation, offering pathways for sustainable educational practices.
View
Teacher Preparation and Professional Development Programs With Technology-Enhanced Learning
Chapter
  • Apr 2025
The term Technology Enhanced Learning (TEL) refers to application of technology to teaching and learning process.Teaching profession requires incessant developing and upgrading. For this reason, Professional Development Programs are an essential requirement for the institutions and the teachers. Professional development programs are now designed to cater to this new need of the teachers aiming to enhance their digital skills and prepare them to use technology in their class preparations, class conduction, assessments, etc. This chapter aims to investigate the need for digital skills, technology enhanced learning to develop teachers. The purpose of this study is to identify key challenges and solutions to the effective integration of technology in teacher preparation. The study would also provide guiding principles on how to move the field towards effective integration of technology in teacher preparation, development programs and how to incorporate technology enhanced learning in their professional development.
View
Impact of Audio-Visual Aids on the Performance of Grade 1 Students in Science
Article
Full-text available
  • Dec 2024
This study examined that how audio-visual (AV) aids can improve first-grade science students' performance. The objective of this research was to find out how well AV aids may enhance students' performance and learning. For this study, a quasi-experimental research design was employed. The participants for this research were 20 students of grade 1. A test composed of multiple-choice questions was used as a research instrument. The research found that the group used AV aids during teaching performed better than the group that received traditional lectures during teaching. Based on the findings, it is suggested that AV aids may be a useful tool for helping young children to understand the subject of science.
View
View
View
The Nature of Extraversion: A Genetical Analysis
Article
  • Aug 1975
A biometrical-genetical analysis of twin data to elucidate the determinants of variation in extraversion and its components, sociability and impulsiveness, revealed that both genetical and environmental factors contributed to variation in extraversion, to the variation and covariation of its component scales, and to the interaction between subjects and scales. A large environmental correlation between the scales suggested that environmental factors may predominate in determining the unitary nature of extraversion. The interaction between subjects and scales depended more on genetical factors, which suggests that the dual nature of extraversion has a strong genetical basis. A model assuming random mating, additive gene action, and specific environmental effects adequately describes the observed variation and covariation of sociability and impulsiveness. Possible evolutionary implications are discussed.
View