The Use of Virtual Worlds for Developing Intercultural Competences

Experiential Learning Theory

In the experiential learning model proposed by Kolb (1984), learning is conceived as a four-stage cycle in which immediate concrete experience is the basis for individual observation and reflection, followed by the development of abstract concepts and generalizations from these experiences, which form “theories” that will be tested in new situations, to make decisions and solve problems. As Kolb (1981) states, learning is a process involving the resolution of dialectical conflicts between opposing modes of dealing with the world - action and reflection, concreteness and abstraction.

The Experiential Learning Theory (ELT) has been applied in a variety of learning contexts with distinct objectives (see for instance: Friar & Eddleston, 2007; Pittaway & Cope, 2007; Cook & Olson, 2006; Hardless, 2005; Hoover et al, 2010). However, despite the acceptance of ELT, it tends to be problematic from a relational point of view (Shotter, 1993), since Kolb’s cycle emphasizes individual, cognitive understanding and adaptation to a real world.