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--- learning_theories:experiential_learning [2011/08/17 14:06]
jpetrovic [Bibliography]
+++ learning_theories:experiential_learning [2011/08/17 14:58]
jpetrovic [Criticisms]
@@ Line 54: / Line 54: @@
 Experiential learning is a model **suggested for adult learners**. General implications of this model are that teaching/learning process should consist of all four stages of Kolb's model, but it also suggests **individual changes** should be applied, depending on learners learning style.
-  * **Assimilators** - prefer **watching**, **thinking** and **good explanations of theories and ideas** to practical experiences. This kind of learners usually enjoy lectures and readings as well as having enough time to think about new ideas.
+  * Assimilators - prefer **watching**, **thinking** and **good explanations of theories and ideas** to practical experiences. This kind of learners usually enjoy lectures and readings as well as having enough time to think about new ideas.
-  * **Convergers** - prefer **doing** and **thinking**, **finding practical solutions** to problems. This kind of learners usually like new ideas and their practical applications.
+  * Convergers - prefer **doing** and **thinking**, **finding practical solutions** to problems. This kind of learners usually like new ideas and their practical applications.
-  * **Accomodators** - prefer **practical experiences** and **intuitive approach** instead of reading instructions. This kind of learners also usually prefer **teamwork**.
+  * Accomodators - prefer **practical experiences** and **intuitive approach** instead of reading instructions. This kind of learners also usually prefer **teamwork**.
-  * **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 (online) 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.]]))(([[http://www.sicet.org/journals/ijttl/issue0501/Richmond.Vol1.Iss1.pp45-54.pdf|Richmond, A. S, and R. Cummings. Implementing Kolb’s learning styles into online distance education. International Journal of Technology in Teaching and Learning 1, no. 1: 45–54, 2005.]]))
 ===== Criticisms =====
-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.)):
+Some of the criticisms referring to Kolb's theory suggest:
-    * 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**.
+    * his learning cycle is **oversimplified** and ignores non-experiential ways of learning((Forrest, C. Kolb's Learning Cycle. Train the Trainer, 12, 2004. cited by [[http://reviewing.co.uk/research/experiential.learning.htm#2#ixzz1HFOLReyw|Greenaway, R. Experiential Learning articles and critiques of David Kolb's theory]].)),
+    * his learning cycle pays insufficient attention to **goals**, **purposes**, **intentions**, choice and decision-making, which are also a part of learning(([[http://books.google.com/books?id=M3zsc-MJaSwC|Harrison, R. Supporting Lifelong Learning: Perspectives on learning. Routledge, 2002.]]))
+    * the results of //learning style inventory// are based solely on the way learners rate themselves which results in **questionable results**(([[http://iteslj.org/Articles/Kelly-Experiential/|Curtis, K. David Kolb, The Theory of Experiential Learning and ESL. The Internet TESL Journal, Vol. 3(9), September 1997.]]))
@@ Line 99: / Line 98: @@
 [[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and Mainemelis, C. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles: p227–247. 2001.]]
+[[http://learningfromexperience.com/research-library/experiential-learning-and-its-critics/|Kayes, D. Christopher. Experiential Learning and Its Critics: Preserving the Role of Experience in Management Learning and Education. Academy of Management Learning & Education 1, no. 2: 137-149, December 2002.]]

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