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Kolb's experiential learning theory proposes that learning is a continuous process grounded in experience, involving resolving conflicts between opposing modes of reflection and action. The theory describes a four-stage cycle of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also developed a learning styles inventory to understand how individuals prefer different learning modes within this cycle.

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61 views18 pages

Click To Edit Master Subtitle Style

Kolb's experiential learning theory proposes that learning is a continuous process grounded in experience, involving resolving conflicts between opposing modes of reflection and action. The theory describes a four-stage cycle of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also developed a learning styles inventory to understand how individuals prefer different learning modes within this cycle.

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Manoj Lohiya
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Kolb Experiential Learning


Kolb proposes that experiential learning has six main characteristics:

Learning is best conceived as a process, not in terms of outcomes. Learning is a continuous process grounded in experience. Learning requires the resolution of conflicts between dialectically 5/5/12

Kolb's Learning Theory

Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle. In this respect, Kolb's model differs from others since it offers both a way to understand individual learning styles, which he named the "Learning Styles Inventory" (LSI), and also an explanation of a cycle of experiential learning that applies to all learners.
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Basis of Kolb's Experiential Learning Model

Experiential means relating to or resulting from experience while experimental means relating to or based on experiment. Kolb uses the term experiential as his theory is based more on reflection of experiences. While others use experimental when referencing experimental-inquiry techniques that requires learners to test hypothesis 5/5/12 (experiment) about content

Kolb's learning model is based on two continuums that form a quadrant:

1.

2.

Processing Continuum: such as preferring to learn Perception Continuum: such as preferring to learn
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Our approach to a task, by doing or watching. Our emotional response, by thinking or feeling.

The Learning Cycle

This matrix provides a learning cycle that involves four processes that must be present for learning to occur. Note that this part of Kolb's model is more useful in that rather than trying to pinpoint a learning style, he provides a model learning program. Kolb called this Experiential Learning 5/5/12 since experience is the source of

1.

2.

Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings. Reflective observation (watching): Observing before making a judgment by viewing the environment from different 5/5/12 perspectives. Looks for the meaning of things.

3.

Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation. Active experimentation (doing): Ability to get things done by

4.

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Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes

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Example
Listed below are some examples:

Learning to ride a bicycle:

Reflective observation - Thinking about riding and watching another person ride a bike. Abstract conceptualization Understanding the theory and having a clear grasp of the biking concept.

Concrete experience - Receiving practical tips and techniques from a 5/5/12

Example
Learning to coach:

Concrete experience - Having a coach guide you in coaching someone else. Active experimentation - Using your people skills with what you have learned to achieve your own coaching style. Reflective observation - Observing 5/5/12 how other people coach.

Kolb views the learning process as a context of people moving between the modes of concrete experience (CE) and abstract conceptualization (AC), and reflective observation (RO) and active experimentation (AE). Thus, the effectiveness of learning relies on the ability to balance these modes, which Kolb sees as opposite activities that best promote learning.
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Kolb's Learning Styles

Kolb theorized that the four combinations of perceiving and processing determine one of four learning styles of how people prefer to learn. Kolb believes that learning styles are not fixed personality traits, but relatively stable patterns of behavior that is based on their background and experiences. Thus, they can be 5/5/12

1.

Diverging (concrete, reflective) - Emphasizes the innovative and imaginative approach to doing things. Views concrete situations from many perspectives and adapts by observation rather than by action. Interested in people and tends to be feeling-oriented. Likes such activities as cooperative groups and brainstorming. 5/5/12

2.

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Assimilating (abstract, reflective) Pulls a number of different observations and thoughts into an integrated whole. Likes to reason inductively and create models and theories. Likes to design projects and experiments.

3.

Converging (abstract, active)- Emphasizes the practical application of ideas and solving problems. Likes decision-making, problemsolving, and the practical application of ideas. Prefers technical problems over interpersonal issues. 5/5/12

4.

Accommodating (concrete, active) Uses trial and error rather than thought and reflection. Good at adapting to changing circumstances; solves problems in an intuitive, trial-and-error manner, such as discovery learning. Also tends to 5/5/12

Each learning style is located in a different quadrant of the cycle of learning:

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