NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1041231
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0158-037X
The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory
Bergsteiner, Harald; Avery, Gayle C.
Studies in Continuing Education, v36 n3 p257-274 2014
Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome identified problems and integrate the experiential learning field. In the model, an initial response to a learning stimulus or intent occurs at the intersection of a concrete/active/primary learning cycle and an abstract/passive/secondary cycle. The model accommodates four classes of variables that describe six broad "learning activity types" (engage in, write about, observe, hear/see, read, hear), the three "senses" these activities predominantly engage (kinaesthetic, visual, aural), six "learning modes" (concrete, active, primary, abstract, passive, secondary) and four learning stages. Importantly, instead of assigning learning modes to stages of learning as Kolb does, the model assigns them to the two cycles as a whole.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A