Overview

Kolb's reflective cycle, also commonly known as Kolb's learning cycle, was given by David Kolb in 1984 by focusing on four stages and different styles of learning. In this learning theory and reflective cycle, Kolb quoted that “Learning is a process whereby knowledge is created through a transformation of experience”. So, Kolb’s reflective cycle also known as the experiential learning cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation (Bergsteiner & Avery, 2014).

You can transform the experience into effective learning by actively engaging in your experiences, reflecting on your observations, interpreting abstract concepts, and experimenting with new ideas. This approach allows you to create knowledge through a transformation of your experiences, leading to personal growth and enhanced decision-making abilities. By immersing yourself in this reflective process, you can gain valuable insights, deepen your understanding, and apply your learnings effectively in real-world situations.

Kolb's reflective cycle can also be referred to as a shorter version of Gibbs model, as the basis of both models are about an individual's own experiences (Abdulwahed & Nagy, 2009). However, the difference between the both lies in the number of stages in each model. An essential aspect over here is to consider that reflection models like Gibbs and Kolb focus on individual learning whereas there are even other reflection models such as Schon model of refection that are helpful for reflecting on the organisational problem. In this reflective cycle, individuals review past experiences, formulate concepts, and apply the learnings gained. A detailed description of the different stages in Kolb’s reflective cycle is discussed as follows-

Four stages of Kolb’s reflective cycle

Description of 4 stages of Kolbs reflective cycle

Stage 1: Concrete experience

Concrete experience is the section that relates to your new experiences or situations being encountered by you at different aspects of life. In this stage, you need to think meticulously about newly experienced situations or past experiences you want to reflect upon. It is a considerable fact to know that this section focuses on factual information and explains the whole context of the situation you are reflecting upon. At this stage, you can write a reflection on a specific situation by answering the following questions.

  • What did you do?
    This highlights your role and responsibilities during the experience, detailing your actions and decisions.
  • What did others involved in the situation do?
    This question answers the impact and influence of others’ actions in the situation, considering their contributions and behaviors.
  • What were the key moments in this experience?
    Identifying significant events can help clarify what stood out to you and why it was important.
  • How did the environment or context affect the experience?
    Consider how factors like location, time, or resources influenced what happened.
  • Were there any unexpected challenges?
    Reflecting on surprises can provide insights into how well you adapted to changing circumstances.

Stage 2: Reflective observation

In this section, after describing a whole experience in concrete form, the next section is about writing the reflective observation. Reflective observation is more about what you have learned and what you observed during your experience and explaining the same in your reflection writing. In this section, you will majorly highlight the differences between your assumptions before that and how those perceptions have significantly changed after the experience. The key questions that can be considered to explain this stage in reflective writing include

  • What did you assume?
    This will highlight your prior assumptions about the experience.
  • What happened?
    Here, you revisit the reality of the experience, detailing what actually occurred.
  • What did you learn?
    This question focuses on insights gained from your experience, both positive and negative.
  • How did your feelings change throughout the experience?
    Reflecting on emotional shifts can deepen your understanding of how feelings influenced your actions.
  • What surprised you during this experience?
    Identifying surprises can reveal gaps in your understanding or assumptions.
  • How did this experience compare to similar past experiences?
    Comparing experiences can help identify patterns in your learning and behavior.

Stage 3: Abstract conceptualization

Abstract conceptualization is the third stage in reflective practice which leads to explaining new ideas with a focus on the experience as well as new learnings gained from present experience. Alongside, you will also focus on how these learning will help you attain your future SMART goals more effectively. In this stage, you need to explain your new ideas and learnings by answering the following questions.

  • What could you have done better or differently?
    This encourages self-assessment by identifying actions that might have led to better outcomes.
  • How would you deal with similar situations in the future?
    Outline specific strategies or approaches you'll use when faced with similar circumstances again.
  • What new strategies can you develop based on this experience?
    Identifying new approaches allows for innovation in problem-solving.
  • How do these new ideas relate to existing knowledge or theories?
    Connecting insights to broader concepts deepens understanding and reinforces learning.
  • What skills do you need to improve for future situations?
    Identifying areas for skill development can guide your personal growth.
  • How can these insights inform your long-term goals?
    Consider how what you've learned aligns with your future aspirations and objectives.

Stage 4: Active experimentation

The last stage in this reflective practice is active experimentation which implies a detailed description of how your newly acquired knowledge is applied in practical situations. This practical knowledge will help you to deal with various situations and try out new strategies. Some assisting questions that will help you in defining this section are

  • What did you do differently when a similar situation occurred again?
    Reflecting on different actions taken helps assess whether changes were effective.
  • What results did you observe after implementing these changes?
    Evaluating outcomes allows you to see if your new strategies led to desired results.
  • How can you continue to refine your approach based on feedback?
    Seeking feedback encourages ongoing learning and adaptation.
  • What challenges did you face while implementing these changes?
    Identifying obstacles helps prepare for future difficulties and enhances resilience.
  • How will you measure success in applying these new ideas?
    Defining success criteria helps track progress and effectiveness over time.

Moving ahead, for better comprehension, let us apply Kolb’s model of reflection to reflect on the learnings.

Kolb’s reflective cycle example in nursing

Case assessment - This reflective example will highlight the experience of a nurse during her summer internship in the surgical ward. This reflection practice will focus on a nurse’s experience who was treating a patient suffering from leg ulcers and faced some challenges in handling the patient.

Stage 1: Concrete experiences

During my summer internship in compression therapy for leg ulcers, I was placed in an ulcer treatment ward. On one of my visits with a community nurse, I was asked to change the dressing of a patient suffering from leg ulcers. Leg ulcers are often difficult to treat and successful treatment majorly depends on the correct diagnosis and treatment of the identified causes (Dogra & Sarangal, 2014). Hence, firstly I removed debris from ulcers using nonstick dressing so that ulcers could get a space to heal. Along with this, I also applied a compression bandage for improving vein circulation in his leg. Aside from this, I especially used gloves for removing the dirty dressing and applying new ones. But suddenly my senior nurse intervened and gave some systematic antibiotics to the patient. I was left confused after her sudden intervention.

 

Stage 2: Reflective observation

In the beginning, I was pretty confident about my theoretical knowledge and had all the information about ulcer management practices. A major reason was that I did not use an aseptic non-touch technique because I assumed that a clinical clean technique would have been enough. After the dressings were changed, I asked for feedback from my senior nurse on my performance. She then guided me that although I used a clinical clean technique while changing a dressing, I failed to consider the risk of infection. Along with this, she highlighted that I forgot to change gloves between removing dirty dressings and applying new ones. She thought that it could have led to a serious infection which was the reason she intervened and gave the patient some systematic antibiotics. Through her feedback, I learned that the aseptic non-touch technique is also important to remove the risk of infection. Besides, I observed that a senior nurse also provided systemic antibiotics.

 

Stage 3: Abstract conceptualization

After engaging in this situation and taking feedback from a senior nurse, I got to know that an aseptic non-touch technique could have been applied while changing the dressing of a patient suffering from a leg ulcer. The use of this technique helped to prevent the risk of contamination and infection. Now, I have seen that ulcer management also requires considerable care and treatment. If a similar situation occurs next time, I will ensure that I follow the same steps and make additional changes as per the guidance of my senior.

 

Stage 4: Active experimentation

After one week after the occurrence of this situation, I was again assigned the task of changing the dressing of a patient with venous ulcers. During this ulcer management, I used the aseptic non-touch technique whereby I took several standard precautions which include hand decontamination, changing gloves while removing dirty non-sterile gloves dressing, applying a new dressing, etc. Along with this, I also applied various infection prevention and control precautions during this case to prevent the risk of infection and complications. I also gave the patient clinical antibiotics. Antibiotics have a minor effect on ulcer healing but are a major requirement for clinical infections with surrounding cellulitis (Simon, Dix & McCollum, 2004). This case treatment then helped me to regain confidence and improved my ability to effectively engage in various wound dressing activities.

FAQs

What are the limitations of Kolb's reflective cycle?

Kolb's reflective cycle has been criticized for oversimplifying the learning process and lacking clear evidence of its effectiveness. Some even argue that it may not be universally applicable to all learning situations due to its linear nature that might overlook the complexities of real-life experiences.

What is the difference between Kolb and Gibbs reflective cycle?

While both models focus on reflective learning, Kolb's cycle follows a linear pattern of experiencing, reflecting, thinking, and acting, whereas Gibbs' model includes more specific stages.

What are the 4 learning styles of Kolb?

Kolb identified four learning styles: converging (emphasis on practical application), diverging (focus on experiencing and observing), assimilating (prioritizing theoretical concepts), and accommodating (hands-on experimentation). Understanding one's learning style can help tailor educational approaches to individual preferences, optimizing the learning process.

What is Abstract conceptualization in Kolb’s learning cycle and how it is different from reflective observation?

Abstract conceptualization in Kolb’s learning cycle is when you take time to think about your experiences and create new ideas or theories based on them. This stage is different from reflective observation, where you mainly focus on what happened and how you felt during the experience. In abstract conceptualization, you connect your reflections to broader concepts that can guide your future actions.

Why is Kolb’s learning cycle important?

Kolb’s learning cycle is important because it helps people learn from their experiences in a structured way. By going through the steps of experiencing, reflecting, thinking, and trying out new ideas, individuals can improve their skills and understanding over time. This cycle encourages continuous growth and adaptability in both personal and professional life.

What are other model of reflection popularly known?

Other popular models of reflection include Gibbs' Reflective Cycle, which focuses on experiences and feelings, and Schon's Reflective Model, which emphasizes reflection in action and on action. Additionally, the Rolfe et al. framework uses a simple "What? So what? Now what?" approach to guide reflection.

Where can I apply Kolb’s experiential cycle in Practice?

You can apply Kolb's experiential cycle in practice as an educator by using hands-on activities to help students learn from their experiences. Nurses can use it to reflect on patient care situations, improving their skills and decision-making. Practitioners in various fields can also benefit by analyzing their experiences to enhance their work practices and professional growth.

References

Bergsteiner, H., & Avery, G. (2014). atwin-cycle experiential learning model: reconceptualizing Kolb's theory. Studies In Continuing Education, 36(3), 257-274. https://doi.org/10.1080/0158037x.2014.904782

Abdulwahed, M., & Nagy, Z. (2009). Applying Kolb's Experiential Learning Cycle for Laboratory Education. Journal Of Engineering Education, 98(3), 283-294. https://doi.org/10.1002/j.2168-9830.2009.tb01025.x