KOLB’S LEARNING MODELA REVIEW

EXPERIENTIAL LEARNING THEORY (ELT): DAVID KOLB 1984

“Learning is a process whereby knowledge is created through the transformation of experience”, Kolb 1984, p 38

4 Distinct Learning Styles based on four-stage learning cycle Cycle of learning – central principal in experiential learning

theory Immediate or concrete experiences lead to observations and

reflections Observations and reflections assimilated into abstract concepts Abstract concepts produce implications for actions that can be

actively tested Actions taken create new experiences

Kolb Learning Model – Stages & Styles

FOUR STAGE CYCLE 1. Concrete experience (CE)

Feeling 2. Reflective observation (RO)

Watching 3. Abstract conceptualization

(AC) Thinking 4. Active Experimentation (AE)

Doing

FOUR LEARNING STYLES Diverging (CE/RO) Feel & Watch Assimilating (AC/RO) Think &

Watch Converging (AC/AE) Think & Do Accommodating (CE/AE) Feel &

Do

KOLB’ LEARNING STYLES

Preferred learning style

We choose a way of grasping experience and a way to transform the experience

Grasping experience – how to approach it a) watch or b) do Transform experience – our emotional response to experience a)

think or b) feel

3 Stages of Development

Various factors influence a person’s preferred style. Age improves propensity to reconcile and integrate Development stages:

Acquisition – birth to adolescence, development of basic abilities & cognitive structures

Specialization – schooling, early work and personal experiences of adulthood, development of specialized learning style shaped by social educational and organizational socialization

Integration – mid career through to later lifer, expression of non dominant learning style at work and personal life

General Application of Theory

Organizational Application: Based on Kolb theory, adult learning and development function has been

improved Training and Development has incorporated experiential learning Learning Organization concept focusses on how groups and organizations learn

Education Application: Improved classroom learning through more appropriate learning opportunities Classroom activities designed to offer learners chances to engage in suitable

manner – shift from teacher dominated to participative learning environment Educators can identify preferred learning style and application of experiential

learning cycle Use of better techniques like case study methods for real life learning scenarios

Application of Kolb Theory for Young Adults (18-25 year olds)

Kolb’s model is a generalized model and its applicability to young adults is dependent on individual situations and environmental factors

Whereas the stages and styles may be loosely relevant, its practical impact varies based on development stage and individual difference

Kolb’s model lacks universal applicability even for Young Adults Education experiences can be enhanced on the basis of

experiential learning model of Kolb. However, all kinds of content cannot be learned through experience based learning e.g. mathematics

Unique Considerations

Development takes place in “good enough” environment coupled with biological timetable

Young Adults have: More complex thinking Appreciation for diverse views Mutuality in relationship Emotional regulation Risk taking and decision making caveats

Individual Differences

Age, education, gender Abuse, neglect. Trauma Race. Ethnicity, sexual identity Temperament Parenting style Illness Disabilities Substance abuse Culture Getting stuck

MIT Young Adults Development Project

In order to provide Young Adults with challenge to improve learning: Interactions with teachers and other adults Diversity of peers Interdisciplinary & integrative approaches to education Instruction in cognitive skills

MIT Young Adult Development Project

Kolb’s model is applicable in education for young adults in the light of the support from external environment Matching level of challenge with ability Balance of structure and flexibility Monitoring Safety net Tincture of time

Reflections

Kolb’s model does not include the impact of human interactions (family, peers, teachers); interdisciplinary approaches to education, and instruction to cognitive skills like leadership and critical thinking

Kolb’s focus is on one aspect: behavioral processes of learner. It fails to include the psychological, emotional and social factors in the external environment and interactions with environment

Kolb’s model discusses the abstract conceptualization of learners. Young adults (18-25 year olds) are in an age group where it has only somewhat developed. Abstract conceptualization improves in late adulthood given the right environment. It doesn’t become part of learning on its own unless given the right environment to develop. It is established in research finding that human brain does not reach full maturity until at least mid 20s (J. Giedd)

Reflections

Kolb’s model is more relevant to organizational learning for later adulthood than for young adults.

The developmental stage of specialization where Kolb’s model really is applicable is shaped by social , educational and organizational socialization

Although teachers and educational institutions can design curriculum with focus on experimental learning, the development stage of learners themselves may need more time.

A supportive environment inclusive of family, peers, teachers helps to maintain positive learning experiences and foster learning development

Reflections

Kolb’s model doesn’t include age related development. Brain and cognitive development may develop over time and hence learners in later adulthood should be the focus for Kolb model and not the young adults

Kolb’s model does not incorporate environment and other effects on behavior and learning. In reality no learning is in vaccum and environment and individual factors have a bigger influence than internal factors or individual himself.

Types (positive or negative) and duration of experience is also an important contributor towards learning which is not included in Kolb model. In addition, the source of experience is critical for learners. If a teacher or educator is not deemed positively by a learner, the learning experience may turn out to be different than expected.

Concluding Remarks

According to Kolb’s model, learning is based on experience. Experiences may vary and depend on individual development, learner’s immediate environment and individual differences

For young adults (18-25 year olds), both stages of learning cycle and types of learning styles are dependant on environment and individual differences. Changes may be take place with different development stages

Diversity of experiences can enhance experiential learning Experiences supported by a well developed safety net can

enhance learning and create positive reinforcement

References

http://www.businessballs.com/kolblearningstyles.htm McLeod, S. A. (2013). Kolb - Learning Styles. Retrieved from

www.simplypsychology.org/learning-kolb.html http://hrweb.mit/worklife/youngadults/index.html