Thinking in experiential learning

By – Dr. Mrutyunjaya Mangaraj

Department of EEE,   SRM University – AP ( Amaravati)

 “Thinking in experiential learning” refers to the reflective and cognitive processes that occur as part of learning through experience. Experiential learning is most associated with David Kolb’s Experiential Learning Theory (ELT), which emphasizes how experiences—combined with reflection, conceptualization, and experimentation—lead to deeper, more meaningful learning.

Here’s a breakdown of what “thinking” looks like within the experiential learning process:

Kolb’s Experiential Learning Cycle

1. Concrete Experience

→ You do or encounter something (e.g., group project, fieldwork, simulation).
→ Thinking here may be minimal or intuitive—it’s about being present in the moment.

2. Reflective Observation

→ You step back and consider: What happened? What worked? What didn’t?
→ Thinking is introspective and analytical; learners compare experience to prior understanding.

3. Abstract Conceptualization

→You interpret the experience and generate theories or models.
→ This is where deeper thinking happens: patterns, connections, frameworks.

4. Active Experimentation

→ You test new ideas or strategies in a new context.
→ Thinking becomes applied and forward-looking—planning, problem-solving, innovating.

Types of Thinking in Experiential Learning:

1. Critical thinking – Questioning assumptions, analysing outcomes.
2. Metacognition – Awareness of how one learns; thinking about thinking.
3. Creative thinking – Generating new ideas from experience.
4. Systems thinking – Seeing the interconnectedness of actions, consequences, and contexts.
5. Reflective thinking – Learning from experience through structured self-reflection.

Practical Example

Scenario: A nursing student participates in a simulated emergency room situation.

1. Experience: Handles a patient experiencing cardiac arrest (Concrete).
2. Reflect: Thinks about what went well and what was stressful (Reflective).
3. Conceptualize: Relates this to textbook knowledge on crisis management (Abstract).
4. Experiment: Applies improved communication strategy in the next simulation (Active).

Encouraging Thinking in Experiential Learning 

1. Use reflective journals or learning logs.
2. Facilitate guided debriefs after activities.
3. Ask open-ended questions: What surprised you? What would you do differently?
4. Integrate case studies and role-plays with feedback loops.
5. Support collaborative learning, where learners think through shared experiences together.

Closing Thought

True learning is not completed by listening or memorizing, but by thinking deeply while experiencing. When learners actively reflect on thinking, experience becomes understanding, understanding becomes insight, and insight leads to lifelong grow