Most L&D teams know David Kolb’s name. Fewer know that half his theory has held up to four decades of research, and that half of it hasn’t.
The Experiential Learning Cycle is one of the most evidence-based frameworks in adult learning. Kolb’s Learning Styles, on the other hand, sit alongside VARK in the ‘intuitive but unsupported’ pile.
Indeed, a 2022 study shows that students exposed to Kolb’s Learning Cycle demonstrated improved understanding compared to traditional methods.
Both frameworks still shape how we design training. This guide breaks down what’s worth keeping, what’s worth retiring, and how to build Kolb’s cycle into modern learning programmes.
Who Is David Kolb?
David A. Kolb is an American psychologist, professor, and educational theorist. He was born in December 1939 in Illinois, United States.
His unique perspective on learning has had a big influence on the educational sector. In fact, research has confirmed that his theory is still the most commonly cited source in relation to reflective learning.
It has reshaped how educators and L&D professionals think about the value of tailored, experience-driven learning.
In 1981, Kolb founded an organisation called Experience Based Learning Systems (EBLS). He created this organisation to advance research and practice in experiential learning. Even today, he continues the EBLS programme with an international network of researchers, practitioners, and learning partners.
On top of various research articles, Kolb’s contributions to the world of experiential learning and learning styles include:
- Experiential Learning: Experience as the Source of Learning and Development (1984, 2015)
- Organizational Behavior: An Experiential Approach (6th Edition) (1994)
- Innovation in Professional Education: Steps on a Journey from Teaching to Learning (1995)
- Conversational Learning: An Experiential Approach to Knowledge Creation (2002)
- The Experiential Educator: Principles and Practices of Experiential Learning (2017)
- How You Learn Is How You Live: Using Nine Ways of Learning to Transform Your Life (2017)
David has received several awards and honorary degrees in recognition of his contributions to experiential learning.
What is Kolb’s Experiential Learning Theory?
Kolb’s experiential learning theory is one of the most influential theories and models in the learning and development space. As the name reveals, the theory focuses on how we learn as a result of our experiences. As Kolb himself puts it:
“Learning is the process whereby knowledge is created through the transformation of experience.”
For Kolb, learning requires the acquisition of abstract concepts that can then be applied flexibly in a wide range of situations. Edgar Dale’s Cone of Experience can help us to understand the sources of these abstract (and concrete) experiences.
Kolb’s theory has two interconnected parts. The first part details the four-stage cycle that the learning experience follows. According to Kolb, by going through the different stages, learners can convert their experiences into knowledge.
The second part focuses on learning styles and the cognitive processes that need to occur for learners to acquire knowledge. The theory highlights how individuals can demonstrate their understanding when they are able to apply abstract concepts to new situations.
Let’s start by exploring the four stages of learning, referred to as the Experiential Learning Cycle.
The 4 Stages of Kolb’s Learning Cycle
Experiences sit at the core of Kolb’s theory. According to him, learners must change or transform something in order to learn. As such, memorisation or recollection is not the same as learning, as this process does not improve or reshape our understanding. And as a result, the learner has not gained any additional value.
Kolb created the Experiential Learning Cycle in 1974. This four-stage model views learning as an integrated process. All four stages are mutually supportive because Kolb believes that effective learning is a cyclic process that involves experiencing, reflecting, thinking and acting.
The model describes two ways of grasping knowledge. These are concrete experiences and abstract conceptualisation.
The other two modes, reflective observation and active experimentation, help learners to transform their experience into knowledge. Each of these stages acts as a foundation for the next stage.
According to the cycle, learning occurs when an individual comes across an experience and reflects upon it. This leads to an analysis and formulation of abstract concepts. Learners can then experiment with their hypotheses in various situations. Let’s break it down further.
1. Concrete Experience (CE)
The Experiential Learning Cycle is typically presented with concrete experience at the top, to signify that that’s where the process begins. At this stage, learners encounter an experience. This could be a brand-new experience or a fresh look at one you’ve had before.
Kolb believed that the key to learning lies in active involvement. It’s not enough for learners to just read or watch demonstrations to acquire new knowledge.
As such, each learner should actively engage in an experience. This could involve being exposed to a new task or a new way of carrying out a project they are already familiar with.
While the experience is usually a personal one, it might also be a shared experience. In this situation, learners acquire knowledge by observing, hearing about, or reading about someone else’s experiences. And this kind of social learning comes loaded with benefits.
2. Reflective Observation (RO)
Concrete experiences are followed by reflective observation. As such, after engaging in an experience, learners should step back to reflect on the task or activity. This stage in the learning cycle allows the learner to ask questions and discuss the experience with others.
For most individuals, this is where seeing and doing transforms into the real-time absorption of new information. In practice, this could mean a situation where a person is shown how to accomplish a goal. They then look at how it could be applied in different circumstances.
Communication is vital as it allows learners to identify any discrepancies between their understanding and the experience itself. Discussing the experience with others helps to ease the reflection process by introducing other points of view.
At this stage, learners will also try to place the experience alongside other previous experiences to look for patterns or notable differences. This helps them to reflect on any inconsistencies and the gap between their understanding and the experience itself.
3. Abstract Conceptualisation (AC)
Reflective observation leads to abstract conceptualisation. At this stage, learners form new ideas or alter their current understanding based on the reflections that arose from the previous stage.
This happens when they begin to classify concepts and form conclusions based on the events that occurred. As such, abstract conceptualisation gives learners the chance to assess how their new ideas can be applied in the real world.
They do this by interpreting the experience and making comparisons to their current understanding of the concept. When learners return to a task, they can then do so with the goal of applying their conclusions to new experiences.
In other words, they generate abstract principles that they can apply to future situations. After all, information becomes more meaningful and memorable when it connects to our lives and offers opportunities for practical application.
4. Active Experimentation (AE)
The last stage of the cycle involves active experimentation. At this stage, learners apply their new ideas to the world around them. They apply those ideas the next time the situation comes up and see what shifts.
This stage offers an opportunity for learners to test out their new ideas and the lessons gathered from the experience. By actively experimenting with different concepts, individuals learn how to associate what they have experienced with new ideas and innovations.
This experimentation results in new concrete experiences that effectively trigger the beginning of the next cycle. One experience sets up the next. That’s the point. The cycle never really ends.
Making the Most of the Cycle
Even though concrete experiences are at the top of the cycle, learners can enter it at any stage and follow it through its logical sequence. However, as each stage is dependent on the others, learners must complete them all to develop new knowledge.
As such, learners should complete the cycle in its entirety to ensure that effective knowledge transfer takes place. In fact, according to Kolb, no one stage of the cycle is effective on its own.
Instead, learners must complete all four stages of experiencing, reflecting, thinking, and acting to develop new knowledge. And with each new experience, learners are able to integrate their new observations with their current understanding.
Kolb’s Cycle Explained: A Worked Example
It’s always easier to understand a theory when it’s presented with a practical example. So, imagine you have just attempted to bake banana bread for the first time.
- Concrete Experience: After removing your supposedly delicious banana bread from the oven, you notice that it is burnt from the top but still raw inside. Oh dear!
- Reflective Observation: You then proceed to review the steps you took when baking and check them against the recipe, to see if you had followed the instructions carefully.
- Abstract Conceptualisation: Based on your reflection, you can determine that your oven was too hot, and you needed to bake the banana bread for longer but at a lower temperature.
- Active Experimentation: Still craving some mouth-watering baked goods, you decide to start again. This time you are careful to adjust the temperature and baking time.
Your second attempt will result in a new concrete experience, and the cycle of learning continues.
According to Kolb, there are two goals in the experiential learning process. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process.
Considering our example, you will now have learnt some specifics about baking. Furthermore, you will have also learnt something about how you build your baking knowledge.
This happens through trial and error, as you experiment with different factors and reflect on the results to try and achieve a desired goal.
Kolb’s 4 Learning Styles
Kolb extended his learning cycle in 1984 and introduced a model featuring different learning styles. Combined, these models create Kolb’s experiential learning theory, which explores learners’ inner cognitive processes.
While Kolb’s four stages of learning work together to create a learning process, some individuals prefer certain components over others. For example, one may depend heavily on concrete and reflective experiences, and choose to spend less time on the abstract and active stages.
As a result, Kolb identified four unique learning styles based on his four-stage learning cycle. He suggests that our learning style preference is actually the result of two pairs of variables or two ‘choices’ that we make. He then mapped these onto two intersecting axes:
The horizontal axis is called the Processing Continuum, and the vertical axis is the Perception Continuum. Kolb argued the two ends of each axis are opposites — you can’t think and feel at the same time.
Attempting to do so creates an internal conflict. Learners resolve this by making an unconscious choice. This naturally determines the learner’s favoured learning style.
- The Processing Continuum describes how we turn experience into understanding — through doing (active experimentation) or watching (reflective observation).
- The Perception Continuum describes how we grasp experience in the first place — through feeling (concrete experience) or thinking (abstract conceptualisation).
These distinct styles of learning each involve an emphasis on two phases of the learning cycle. They are often easier to understand when presented in a table, like below:
1. Diverging (CE/RO)
Kolb called this learning style ‘diverging’ because these learners perform better in situations that require idea-generation and exploration. In fact, according to Kolb, learners with a diverging learning style are adept at looking at things from different perspectives.
Individuals with diverging learning styles tend to have broad cultural interests and like to gather information to solve problems.
Kolb also highlighted that people with a diverging learning style prefer to work in groups. After all, group work helps them to listen with an open mind and receive personal feedback.
So, in a nutshell, they prefer to watch or feel rather than do. Based on this, their learning preferences are concrete experience (CE) and reflective observation (RO).
2. Assimilating (AC/RO)
An assimilating learning style could also be seen as the ‘think and watch’ style. After all, this individual’s learning characteristics are abstract conceptualisation (AC) and reflective observation (RO).
The assimilating learning style is all about taking a concise and logical approach to learning. Learners with this preference often consider ideas and concepts more important than people.
They require clear explanations and demonstrations instead of practical learning opportunities. They’re great at understanding a wide range of information and organising it in a logical format.
These learners tend to be more interested in the soundness and precision of ideas rather than in their practical value. In learning interventions, they prefer reading, lectures, exploring analytical models, and having the time to think about and analyse information.
3. Converging (AC/AE)
Kolb named this learning style ‘converging’, as these learners tend to converge on the answers they want. They have a preference for abstract conceptualisation (AC) and active experimentation (AE). It’s also referred to as the ‘think and do’ style.
Individuals with a converging learning style are good problem solvers and will use their learning to find solutions to practical issues. They can then apply their ideas to new experiences.
As such, convergers tend to prefer technical tasks and are often less concerned with interpersonal activities. Instead, they focus on experimenting with new ideas and working with practical applications.
Their strength is in applying theories and abstract concepts to real-world problems. Convergers tend to prefer instructional techniques like workbooks or worksheets and interactive activities that require problem-solving.
4. Accommodating (CE/AE)
Individuals with the accommodating learning style prefer ‘hands-on’ experiences where they can rely on intuition rather than logic. This ‘feel and do’ style indicates a preference towards concrete experience (CE) and active experimentation (AE).
These learners prefer to take a practical and experiential approach where they can discover the answers for themselves. This sometimes includes trial and error, rather than engaging in logical analysis.
Their greatest strength lies in doing things and making things happen. In other words, they take initiative, set goals and actively work to achieve them, even if that means relying on their ‘gut’ instinct rather than analysis.
Accommodators prefer instructional techniques that allow them to actively engage in a task and promote independent discovery and thinking.
Does Kolb’s Theory Hold Up? Evidence & Criticism
While Kolb’s experiential learning theory remains a popular model, it has been widely criticised.
For instance, it has faced claims that it’s too simple. While Kolb presents clearly defined stages, learning is rarely ever so ‘neat and tidy’ in real life. Instead of a strictly linear progression from one stage to the next, real learning often involves revisiting previous stages.
In addition, Kolb’s model has faced criticism as it ignores some important aspects of learning. For instance, it doesn’t account for the various social and cultural contexts in which learning can occur and the impact this has on us.
Lastly, some critics argue that Kolb’s model has very little empirical support. For instance, learning styles have become a somewhat controversial topic in the L&D landscape. In fact, our self-defined learning style does not seem to have any real impact on educational outcomes.
This isn’t just an academic debate. This systematic review by Newton and Salvi (2020) was unable to find reliable evidence that matching instruction to a learner’s style improves outcomes.
Despite this, if you’re able to set aside the learning styles debate, there’s a reason why Kolb’s Learning Cycle remains popular. It’s remarkably easy to understand and can be applied to various contexts successfully. Let’s explore three common use cases.
How to Build Kolb’s Cycle Into Your Training
Kolb’s cycle works best when it runs over weeks, not hours. Think microlearning nudges, AI prompts for reflection, and on-the-job experimentation. Let’s explore some of these applications, in three different contexts.
1. In Classrooms
Kolb’s learning styles and cycle can be used by teachers and trainers alike to critically evaluate the training they offer.
Using Kolb’s methods helps them to design and create more appropriate and personalised training interventions. But remember, the best use of Kolb in classrooms isn’t diagnostic — it’s structural. You should design every unit to move learners through all four stages, rather than sorting learners into boxes.
You don’t need to diagnose every learner’s style to use Kolb well. The evidence is much stronger for building variety into training — hands-on practice, time to reflect, explicit models, room to experiment — than for matching activities to self-reported styles. Design for the full cycle and all four preferences get covered anyway.
Experiential activities inside the classroom include:
- Field trips
- Art projects
- Science experiments
- Role-playing exercises
- Reflection and journaling
- Opportunities for internship
- Interactive classroom games
Creating training interventions that reflect all four components of the learning cycle is an ideal approach. Covering all four stages means every learner hits the mode they find most natural — and the ones they’d otherwise avoid.
2. Coaching and Mentoring
Coaching is where Kolb’s cycle earns its keep. A good coach doesn’t just ask “how did that go?” — they walk the coachee through every stage of the loop.
Run a recent experience back through the four stages:
- Concrete Experience: What actually happened? Stick to the facts, not interpretation.
- Reflective Observation: What stood out? What surprised you? What would someone watching have seen?
- Abstract Conceptualisation: What does this tell you about how you work, lead, or decide? What’s the pattern?
- Active Experimentation: What will you try differently next time? Make it specific and time-bound.
This structure stops reflection drifting into vague “lessons learned” territory. It forces the coachee to pull a principle out of the experience, then commit to testing it.
3. Experiential eLearning
Modern learning tech makes it easier than ever to run Kolb’s cycle at scale — but only if you design for all four stages, not just the ones that are easy to deliver digitally. Here’s how each stage maps to what a good LMS can actually do:
- Concrete Experience: Branching scenarios, simulations, and game-based challenges put learners in the driving seat of a realistic problem. Game mechanics like experience points (XP), badges, and leaderboards add stakes that make the experience memorable.
- Reflective Observation: Social learning features like social feeds or peer Q&A turn private reflection into a conversation. AI-generated reflection questions push learners to articulate what actually happened, and why.
- Abstract Conceptualisation: Microlearning, podcasts, and short explainer content give learners the frameworks to make sense of what they experienced. Focused and on-demand — not an hour-long webinar.
- Active Experimentation: This is where most eLearning falls over. The cycle demands that learners try something in the wild, not just pass a quiz. Follow-up nudges, manager check-ins, and spaced practice built into your LMS turn classroom knowledge into workplace behaviour.
A learning management system (LMS), like our very own Growth Engineering LMS, gives you the building blocks for all four stages in one place — so the cycle doesn’t stall at “completed the course”.
Final Words
So there’s Kolb — cycle and styles. The cycle holds up after four decades of scrutiny. The styles don’t. The takeaway isn’t to throw the whole thing out. It’s to design training that takes learners through all four stages.
That’s experience, reflection, theory, and application. Just don’t waste any effort trying to diagnose who’s a ‘Diverger’ and who’s a ‘Converger’.
Thanks for reading. If you’ve enjoyed this content, please connect with me here or find more articles here.
Kolb is one theorist. There are 20+ more worth knowing before you design your next programme. Download the Learning Theories & Models Guidebook.
