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learning_theories:experiential_learning [2011/08/17 14:34] jpetrovic [Criticisms] |
learning_theories:experiential_learning [2011/08/17 15:09] jpetrovic [Criticisms] |
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Some of the criticisms referring to Kolb's theory suggest: | Some of the criticisms referring to Kolb's theory suggest: | ||
- | * Kolb's 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 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]].)), |
- | * it 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.]])) | + | * 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.]])) | |
- | * 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**. | + | |
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+ | Results of experimental validation vary: a meta-study of 81 studies implementing experiential learning resulted in 61.7% of the | ||
+ | studies supporting it, 16.1% showing mixed support, and 22.2% not support experiential learning theory.((Hickcox, L. K. 1991. An historical review of Kolb’s formulation of experiential learning theory. Unpublished doctoral dissertation, University of Oregon, Corvallis. Cited by [[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]])) In another meta-study of learning style inventory assessment, out of analyzed studies, 49 showed strong support, 40 showed mixed sup-port, and 12 studies showed no support at all. | ||