Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education

2000/09/01 by Mick Healey, Alan Jenkins · 5 citations
Psychology · Social Sciences · #Geography Education and Pedagogy #Psychological and Educational Research Studies #Reflective Practices in Education

paper · pdf · doi:10.1080/00221340008978967

crossref issued 2000/09/01 · crossref published 2000/09/01 · crossref published-print 2000/09/01 · openalex publication_date 2000/09/01 · crossref published-online 2007/08/16 · crossref created 2007/08/22 · crossref deposited 2019/05/02 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29

Abstract

Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography.

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