Kolb's (1984) experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb's model concerns a lack of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb's model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed.

Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self-directed learning competence in formal educational settings.

Fostering adult learners’ competence to adapt appropriately to our ever-changing world is a primary concern of adult education. The purpose of the present article is novel and examines whether the consideration of modes of learning (instruction, performance, and inquiry) could assist in the design of adult education that facilitates self-directed learning and enables learners to think and perform adaptively. The concept of modes of learning originated from the typology of Houle. However, to date, no study has reached beyond this typology, especially concerning the potential of using modes of learning in the design of adult education. Specifically, an apparent oversight in adult learning theory is the foremost importance of the consideration of whether inquiry is included in the learning process: its inclusion potentially differentiates the purpose of instruction, the nature of learners’ performance, and the underlying epistemological positioning. To redress this concern, two models of modes of learning are proposed and contrasted. The reinforcing model of modes of learning (instruction, performance, without inquiry) promotes teacher-directed learning. A key consequence of employing this model in adult education is that learners may become accustomed to habitually reinforcing patterns of perceiving, thinking, judging, feeling, and acting—performance that may be rather inflexible and represented by a distinct lack of a perceived need to adapt to social contextual changes: a lack of motivation for self-directed learning. Rather, the adapting model of modes of learning (instruction, performance, with inquiry) may facilitate learners to be adaptive in their performance—by encouraging an enhanced learner sensitivity toward changing social contextual conditions: potentially enhancing learners’ motivation for self-directed learning.

PurposePolicy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.Design/methodology/approachThe paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.FindingsThe formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.Practical implicationsSDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.Originality/valueThe described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.

No abstract