Differences

This shows you the differences between two versions of the page.

--- learning_theories:experiential_learning [2011/03/21 15:25]
jpetrovic [What is experiential learning?]
+++ learning_theories:experiential_learning [2011/08/17 11:17]
jpetrovic [What is experiential learning?]
@@ Line 1: / Line 1: @@
-====== Experiential Learning ======
+====== Experiential Learning Theory ======
 ===== General =====
-Experiential learning is a **cycle learning theory** developed by [[http://education.stateuniversity.com/pages/3114/David-Kolb.html|David Kolb]] in 1980s and was inspired by earlier works of [[http://www.muskingum.edu/~psych/psycweb/history/lewin.htm|Kurt Lewin]]. As it was developed within [[learning_paradigms:humanism|humanist paradigm]], experiential learning offers a **holistic perspective on learning** and is orientated mostly on adult learning.
+Experiential learning theory is a **cycle learning theory** introduced by American educational theorist [[http://education.stateuniversity.com/pages/3114/David-Kolb.html|David Kolb]]((Some sources like [[http://www.lifecircles-inc.com/Learningtheories/learningmap.html|Cooper, S. Theories of Learning in Educational Psychology]] or [[http://tip.psychology.org/|Kearsley G. Explorations in Learning & Instruction: The Theory Into Practice Database]] associate experiential learning with [[http://www.nrogers.com/carlrogersbio.html|Carl Rogers]].)) in 1971((Kolb, D. A. Individual learning styles and the learning process. Cambridge, MA: Massachusetts Institute of Technology, 1971.)) and was inspired by earlier works of [[http://www.muskingum.edu/~psych/psycweb/history/lewin.htm|Kurt Lewin]], [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]]((See also: [[learning_theories:Stage Theory of Cognitive Development]])) and [[http://dewey.pragmatism.org/|John Dewey]]. As it was developed within [[learning_paradigms:humanism|humanist paradigm]], experiential learning offers a **holistic perspective on learning** and is orientated mostly on adult learning. Name of this theory was intended to should emphasize the importance of experience in the learning process.
+Experiential learning theory defines learning as
+  * "//the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.//"(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBYQFjAA&url=http%3A%2F%2Facademic.regis.edu%2Fed205%2FKolb.pdf&rct=j&q=kolb84%20Kolb%20Experiential%20learning.pdf&ei=24NKTsCeMsee-wb_xI2cCQ&usg=AFQjCNGdXkEjcY7T1FMOw2SMAxS4Goz96w&cad=rja|Kolb, David A. Experiential learning: experience as the source of learning and development. Prentice-Hall, 1984.]]))
 ===== What is experiential learning? =====
-In his influential book "[[http://www.amazon.co.uk/Experiential-Learning-Experience-Source-Development/dp/0132952610#reader_0132952610|Experiential Learning: Experience As The Source Of Learning And Development]]" (1984) Kolb describes learning as "//the process whereby **knowledge is created through the transformation of experience**//". In order to be effective, learning should therefore incorporate following **four stages**:
+The experiential learning theory is based on six propositions(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, Alice Y., and David A. Kolb. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212, 2005.]])) short described with the following three:
-[[http://www.businessballs.com/kolblearningstyles.htm|{{  :images:kolb.jpg?650x520|Kolb's learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]]
+  - Learning is best described as a holistic process of creating knowledge and adapting to the world.
+  - Learning is actually relearning, since it is greatly dependent on already learned material.
+  - Learning is driven by conflict, differences, and disagreement and results in assimilation and accommodation.
-    * **Concrete experience** (CE) - practical experiencing through doing
+[[http://www.businessballs.com/kolblearningstyles.htm|{{  :images:kolb.jpg?550|Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]]
-    * Reflective observation (RO) - actively **observing** experience and its outcomes
-    * Abstract conceptualization (AC) - concluding and **thinking** about the experience
-    * **Active experimentation** (AE) - planing on how to test a new model or theory
-Mentioned **stages follow one after another** forming a circle as they were introduced above, yet the process of **learning can begin in any of them**. Still, every learner develops strengths in some of mentioned stages more than in others and learn better in those conditions, what results in four **learning styles** identified also by Kolb:
+Kolb(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, Alice Y., and David A. Kolb. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212, 2005.]])) suggests two opposite modes of acquiring experience:
+    * **concrete experience** or CE (feeling through practical experiencing),
+    * **abstract conceptualization** or AC (concluding and thinking about the experience),
+and two opposite modes of transforming that experience into knowledge:
+    * **reflective observation** or RO (actively observing experience and its outcomes),
+    * **active experimentation** or AE (planing on how to test something and finally doing).
+All of these components together form a circle of learning in which they follow one after another: CE->RO->AC->AE->CE->... The very process of **learning can begin in any of them**. Still, every learner develops strengths in some of mentioned modes more than in others and learn better under those conditions, which results in four different **learning styles** identified also by Kolb(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBYQFjAA&url=http%3A%2F%2Facademic.regis.edu%2Fed205%2FKolb.pdf&rct=j&q=kolb84%20Kolb%20Experiential%20learning.pdf&ei=24NKTsCeMsee-wb_xI2cCQ&usg=AFQjCNGdXkEjcY7T1FMOw2SMAxS4Goz96w&cad=rja]|Kolb, David A. Experiential learning: experience as the source of learning and development. Prentice-Hall, 1984.]]))(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, Alice Y., and David A. Kolb. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212, 2005.]])):
+    * **Assimilator** - Strong in AC and RO components. Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications.
+    * **Converger** - Strong in AC and AE components. Prefers **practical applications** of concepts and theories he learns and like experimenting. They are often good problem solvers and like dealing with technical issues.
+    * **Accommodator** - Strong in CE and AE components. Prefers **practical experiences** and acting more according to the feeling than based on logical analysis or theoretical aspects.
+    * **Diverger** - Strong in CE and RO modes. Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. This kind of people are often imaginative and emotional, and often specialize in arts.(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]]))
+[[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|{{  :images:kolb9.jpg?500x500|The new 9 learning styles. Notice how the old learning styles now form the corners of the rectangle. Image borrowed from: Kolb, D A. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Click on the picture to follow the link.}}]]
+Kolb and other researchers(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])) later improved the resolution of the learning styles grid from 2x2 to 3x3 by introducing five new learning styles, that offered a refinement of the four Kolb's styles:
+  * **Northerner** - Strong in CE and balanced in AE and RO modes. Has a capacity for deep involvement and learns through experimenting, but has problems with conceptualizations.
+  * **Westerner** - Strong in AE and balanced in CE and AC modes.  Has great action skills and possibilities for thinking and conceptualizing, but problems with analyzing past experience.
+  * **Easterner** - Strong in RO and balanced in CE and AC modes. Has great observation and reflection skills as well as learning from concrete experience, but problems with putting his plans into action.
+  * **Southerner** - Strong in AC and balanced in AE and RO modes. Has great conceptualization skills, but little use of practical experiences.
+  * **Balancing** - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge.
-    * Assimilator (prefers **abstract conceptualizations** and theoretical models)
-    * Converger (prefers **practical applications** of concepts and theories he learns)
-    * Accommodator (prefers **practical experiences** with concepts and theories he learns)
-    * Diverger (prefers learning through observing and **collecting information**)
 In order to identify preferred learning style in Kolb's model, "**[[http://www.haygroup.com/au/services/index.aspx?ID=14323|learning style inventory]]**" method has been developed. This **method for determining an individual’s optimal learning style**, strengths and weaknesses consists of a survey which explores one's perceiving (how one prefers to acquire information) and processing (how one makes sense of new things). Various variants of this method can be found in simplified free on-line tests((For example: [[http://casa.colorado.edu/~dduncan/teachingseminar/KolbLearningStyleInventoryInfo.pdf|Duncan, D. Kolb Learning Style Inventory. University of Colorado at Boulder.]])).
@@ Line 36: / Line 60: @@
   * **Divergers** - prefer **watching**, **collecting information**, **working in groups** and brainstorm instead of having practical experience.
+Kolb's theory was applied in a number of studies on topics that include education, computer and information science, psychology, management, medicine, nursing, accounting and law(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]]))(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])).
 ===== Criticisms =====
+Kolb's theory has influenced other authors to create similar models for determining of preferred learning style. The critique that Kolb's learning styles inventory was difficult to apply to people who never really paid attention to how they learn more efficiently encouraged Peter Honey and Alan Mumford to create their //learning styles questionnaire// (LSQ). It was based on Kolb's theory, but instead of asking people how they learn it was probing for most common learning behaviors.
+Some of the criticisms(([[http://reviewing.co.uk/research/experiential.learning.htm#2#ixzz1HFOLReyw|Greenaway, R. Experiential Learning articles and critiques of David Kolb's theory]])) referring to Kolb's theory include((Forrest, C. Kolb's Learning Cycle. Train the Trainer. Issue 12, 2004.)):
+    * doubts that not everyone's learning process has to undergo Kolb's stages and **not necessarily in that order**,
+    * **lack of experimental research** and too simplified learning cycle which ignores non-experiential learning, and
+    * not paying enough attention to the process of **reflection** and **lack of precision**.
@@ Line 43: / Line 77: @@
 ===== Keywords and most important names =====
-    * **Concrete experience (CE)**, **reflective observation (RO)**, **abstract conceptualization (AC)**, **active experimentation (AE)**, **assimilator**, **converger**, **accomodator**, **diverger**, **learning style inventory**, **learning styles**
+    * **Concrete experience (CE)**, **reflective observation (RO)**, **abstract conceptualization (AC)**, **active experimentation (AE)**, **assimilator**, **converger**, **accomodator**, **diverger**, **learning style inventory**, **learning styles**, **northerner**, **westerner**, **easterner**, **southerner**, **balancing **
     * [[http://education.stateuniversity.com/pages/3114/David-Kolb.html|David Kolb]]
 ===== Bibliography =====
+[[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]]
 [[http://www.learning-theories.com/experiential-learning-kolb.html|Experiential Learning (Kolb) at Learning Theories.]] Retrieved February 9, 2011.
-[[ http://tip.psychology.org/rogers.html|TIP: Theories. Experiential Learning.]] Retrieved February 8, 2011.
+[[http://tip.psychology.org/rogers.html|TIP: Theories. Experiential Learning.]] Retrieved February 8, 2011.
-Lowy, Alex, and Phil Hood. The power of the 2x2 matrix: using 2x2 thinking to solve business problems and make better decisions. John Wiley and Sons, 2004.
+[[http://reviewing.co.uk/research/experiential.learning.htm#axzz1HFPk4RNX|Greenaway, R. Experiential Learning articles and critiques of David Kolb's theory.]] Retrieved March 21, 2011.
+[[http://my.safaribooksonline.com/book/professional-development/9780787972929|Lowy, Alex, and Phil Hood. The power of the 2x2 matrix: using 2x2 thinking to solve business problems and make better decisions. John Wiley and Sons, 2004.]]
+[[http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html|Big Dog and Little Dog's Performance Juxtaposition: Honey and Mumford's Learning Styles Questionnaire.]] Retrieved February 8, 2011.
 ===== Read more =====
-[[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]]
 [[http://www.amazon.co.uk/Experiential-Learning-Experience-Source-Development/dp/0132952610#reader_0132952610|Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J. 1984.]]

Learning Theories

User Tools

Site Tools

Differences

Page Tools