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The view of learning being a cyclical process is a generally accepted notion in higher education. Kolb proposes that "learning is the process whereby knowledge is created through the transformation of experience" (1984, p. 38). The theory presents a cyclical model of learning, often referred to as the ‘learning cycle', consisting of four stages as shown below. A learner may begin at any stage, but the stages should then follow each other in sequence:

• concrete experience (or "DO")
• reflective observation (or "OBSERVE")
• abstract conceptualization (or "THINK")
• active experimentation (or "PLAN")

This diagram and a further introduction can be found at the Learning Theories Website.

In course design there is a need therefore to consider carefully how students will experience learning. The Learningandteaching.info website provides further information on experiential learning and the contested aspects of this concept.

A paper by Mick Healey and Alan Jenkins ‘Learning cycles and learning styles: Kolb's experiential learning theory and its application in geography in higher education’ provides an example of how the Kolb learning cycle can be used in course design and delivery. 

Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.

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