David Kolb Experiential Learning Theory

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David KolbExperiential Learning Theory

• Four Processes of Learning
• Four Stages of Learning
• Four Learning Styles
• Theory Use as an Educator
• Critique of Theory

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Objectives

• Define Experiential Learning Theory
• Review theoretical backgrounds
• Discuss four processes of learning
• Explain four learning stages
• Discuss four learning styles
• Apply Experiential Learning theory in education
• Review critique of theory

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Experiential Learning Theory

• learning is the process whereby knowledge is
  created through the transformation of experience
  (Kolb, 1984, p. 38)
• Integrating new information into existing
  knowledge
• Involving the whole person
• Transacting between the person and the environment

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Theoretical Backgrounds

• Dewey
• Learning grounded in experience
• Lewin
• Being active in learning
• Piaget
• Resulting from interaction of the person and the
  environment

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Four Processes of Learning

• Watching
• Senses -perceiving information
• Thinking
• Mind reflecting how it impacts life
• Feeling
• Emotions fitting into learners experiences
• Doing
• Muscle performing new ways to act

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Four Learning Stages
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Concrete Experience

• Doing or having an experience

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Reflective Observation

• Reviewing or reflecting on the experience

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Abstract Conceptualization

• Concluding or learning from the experience

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Active Experimentation

• Planning or trying out what you have learned

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Four Learning Styles
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Accommodator

• Learns through concrete experience
• Transforms learning into abstract experimentation
• Leaders, risk takers, needs mentor, strength in
  doing, likes examples
• Teaches students by encouragement, modeling

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Diverger

• Learns through concrete experience
• Transforms learning by reflective observation
• Likes to brainstorm, solve problems, imaginative,
  emotional, people person
• Teaches through lectures and motivates students
  to learn

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Converger

• Learns through abstract conceptualization
• Transforms information through active
  experimentation by doing
• Prefers objects, dislikes group activities, likes
  questioning, problem-solver, unemotional
• Teaches by questioning and encouraging students

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Assimilator

• Learn through abstract conceptualization
• Transform learning through reflective observation
• Likes reading, research, organizing, working
  alone, likes class calendar
• Teaches students by lecturing, traditional
  classroom

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Kolbs Experiential Learning Cycle
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Critique

• Cultural consideration are not included
• Little research support
• Stages of learning may be sequenced differently
• Does not apply in all types of learning
  situations
• Insufficient information on reflection
• Doesnt explore nature of knowledge in depth
• Smith, (2001).

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References

• Hurst-Wajszczuk, K. (2010). Do they really get
  it? Using the Kolb LSI to reach every student.
  Journal of Singing, 66(4), 421-
• 427.
• Kolb, D. A. (1984). The process of experiential
  learning. In D. Kolb, Experiential learning
  experience as the source of
• learning and development (pp. 20-38).
  Englewood Cliffs, NJ Prentice Hall Inc.
• Kolb, D. A. Kolb, A .Y.(2005) Learning styles
  and learning spaces enhancing experiential
  learning in higher education. Academy of
• Management Learning and Education, 4(2),
  193-212.
• Lisko, S. A. ODell, V. (2010). Integration of
  Theory and Practice experiential learning
  theory and nursing education. Nursing
• Education Perspectives, 31(2), 106-108.
• Merriam, S. B., Caffarella, R. S., Baumgartner,
  L.M. Learning in adulthood a comprehensive
  guide (3rd Ed.). San Francisco CA. Jossey-Bass.
• Smith, M. K. (2001). David. A. Kolb on
  experiential learning. The Encyclopedia of
  Informal Education. Retrieved August 3, 2010
  from