learning_theories:experiential_learning
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learning_theories:experiential_learning [2011/04/01 14:27] jpetrovic [What is experiential learning?] |
learning_theories:experiential_learning [2011/08/17 10:27] jpetrovic [General] |
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| ===== General ===== | ===== General ===== | ||
| - | Experiential learning is a **cycle learning theory** introduced by [[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]] 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 is a **cycle learning theory** introduced by [[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. |
| + | ELT defines learning as | ||
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| + | * "//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? ===== | ===== What is experiential learning? ===== | ||
| + | |||
| + | 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: | ||
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| + | - 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. | ||
| 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**//". Kolb suggests two opposite modes of getting experience: | 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**//". Kolb suggests two opposite modes of getting experience: | ||
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| 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: | 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: | ||
| - | * **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. | + | * **Assimilator** - Strong in 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. | * **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. | * **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 Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. According to Kolb et al.(([[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.]])) research has shown this kind of people are often **imaginative** and emotional, and often specialize in **arts**. | + | * **Diverger** - Strong in CE and RO modes. Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. According to Kolb et al.(([[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.]])) research has shown this kind of people are often **imaginative** and emotional, and often specialize in **arts**. |
| 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: | 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** - people with this learning style have a strong CE component and balanced AE and RO components. | + | * **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** - | + | * **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** - | + | * **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** - | + | * **Southerner** - Strong in AC and balanced in AE and RO modes. Has great conceptualization skills, but little use of practical experiences. |
| - | * **Balancing** - | + | * **Balancing** - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge. |
| [[http://www.businessballs.com/kolblearningstyles.htm|{{:images:kolb.jpg?590x500 |Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]][[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.}}]] | [[http://www.businessballs.com/kolblearningstyles.htm|{{:images:kolb.jpg?590x500 |Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]][[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.}}]] | ||
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| * **Divergers** - prefer **watching**, **collecting information**, **working in groups** and brainstorm instead of having practical experience. | * **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.]])). | + | 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 ===== | ===== Criticisms ===== | ||
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| ===== Keywords and most important names ===== | ===== 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]] | * [[http://education.stateuniversity.com/pages/3114/David-Kolb.html|David Kolb]] | ||
learning_theories/experiential_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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