To understand experiential learning, many have reiterated the need to be able

to identify students' learning styles. Kolb's Learning Style Model is the most
widely accepted learning style model and has received a substantial amount
of empirical support. Kolb's Learning Style Inventory (LSI), although one of the
most widely utilized instruments to measure individual learning styles,
possesses serious weaknesses. This study transforms the LSI from a type
(categorical measure) to a degree (continuous measure) style of learning style
measure that is not only more parsimonious but is also easier to use than the
existing LSI. Two separate studies using samples of engineering and
computer science graduate students (Study 1) and undergraduate and
graduate students pursuing quantitative degrees (Study 2) culminating in a
corroborative multi-sample validation were employed, producing a
methodologically sound option to the existing LSI. Implications for future
research and guidance for learning and teaching methods are discussed.
C Manolis, DJ Burns, R Assudani, R Chinta - Learning and individual …, 2013 – Elsevier

In information security education, learning experiences that involve hands-on

experimentation are extremely important. However, information security topics
are challenging to teach in traditional computer laboratories mainly due to
restrictive information technology policies. In the literature, virtual computer
laboratories have been proposed to address the challenges of providing
students with hands-on learning experiences in information security. While the
literature mainly focuses on technical aspects of virtual computer laboratories
and related hands-on activities, pedagogical aspects of hands-on activities are
overlooked. Our experiences with a virtual computer laboratory have shown
that hands-on activities which are designed based on a prescriptive, step-by-
step approach do not always achieve the expected learning outcomes. In this
paper, we propose Kolb's Experiential Learning Cycle as a framework to
design hands-on activities in virtual computer laboratories, and we argue that
hands-on activities designed based on this framework enhance student
learning outcomes. We illustrate how the stages of Kolb's model can be
incorporated into hands-on activities and present results from two empirical
studies to test the effectiveness of the proposed framework. The empirical
findings in the first study suggest that hands-on activities designed based on
the proposed framework are more likely to increase student interest and
competency compared to step-by-step hands-on activities. In the second
study, the collected data is analyzed using structural equation modeling to
determine the relationships among the factors affecting student learning
outcomes as a result of hands-on activities. The results of the second study
show that student-to-student interaction is an important factor determining
student learning experiences.
A.Konak. TK Clark, M Nasereddin - Computers & Education, 2014 – Elsevier

Kolb's Experiential Learning Theory can be used to guide simulation-based interprofessional education, offering both
a foundation and process for knowledge acquisition based on the needs of each individual learner.

JA Poore, DL Cullen, GL Schaar - Clinical Simulation in Nursing, 2014 - nursingplus.com

Whilst much is debated about the importance of experiential learning in

curriculum development, the concept only becomes effective if it is applied in an
appropriate way. We believe that this effectiveness is directly related to a sound
understanding of the theory, supporting the learning. The purpose of this article is
to introduce readers to the theories underpinning experiential learning, which are
then expanded further in an AMEE Guide, which considers the theoretical basis
of experiential learning from a social learning, constructionist perspective and
applies it to three stages of medical education: early workplace experience,
clerkships and residency.

This article argues for the importance and relevance of experiential learning and
addresses questions that are commonly asked about it. First, we answer the
questions ‘what is experiential learning?’ and ‘how does it relate to social learning
theory?’ to orientate readers to the principles on which our arguments are based.
Then, we consider why those ideas (theories) are relevant to educators – ranging
from those with responsibilities for curriculum design to ‘hands-on’ teachers and
workplace supervisors. The remainder of this article discusses how experiential
learning theories and a socio-cultural perspective can be applied in practice. We
hope that this will give readers a taste for our more detailed AMEE Guide and the
further reading recommended at the end of it.
S Yardley, PW Teunissen, T Dornan - Medical teacher, 2012 - Taylor & Francis