Kolb’s Model of Experiential Learning
Reflection : Theory to Practice
Within the taught aspects of the University of Leeds Audiology programme the reflection models of
Kolb (model of experiential learning, Figure 1 (Kolb, 1984)) and Gibbs (reflective cycle, (Gibbs,
1988)) are presented and the importance of incorporating these models into work-based practice are
discussed. How to reflect upon a work-based situation using the Kolb’s model is promoted with the
students to teach them to become proactive in their own learning and in the development of
autonomous clinical and professional practice. However, lectures, textbooks and University-based
discussions are unlikely to fully prepare audiology students to be confident reflective practitioners.
Reflective skill development and achievement can be greatly enhanced via experience, feedback and
the use of a framework or structure to guide the reflective process (Levett-Jones, 2007; Duffy, 2009;
Mann et al., 2009). Thus, in addition to taught theoretical components and completion of a
Professional Development Portfolio, a guided approach incorporating multi-sourced feedback and
reflective assignments has been implemented to facilitate professional development and the
development of reflective skills.
Figure 1 Adapted from Kolb’s Model of Experiential Learning (Kolb 1984)
The University of Leeds
Order Now