David Kolb developed the Experiential Learning Cycle theory in 1984. In his theory, Kolb explained that learning happens in four stage cycles and four separate learning styles where the recipient learns by undergoing the different knowledge phases from experience to reflection, followed by conceptualizing and ends with Action.
The Experiential learning theory according to Kolb outlines learning as the process of gaining, assimilating, transforming and owning knowledge by interacting with the environment (Kolb, 1984, p. 41). These interactions include abstract, concrete, reflective and active participation forms of learning.
The learning process follows this basic model (Saul McLeod, 2013)
As indicated in the model. Kolb’s learning model follows a series of learning and re-learning events that are either independent or reliant on each other but are rather cyclic in nature (Jane L. Leach, 2014, p 56). People replicate an idea in the mind and establish whether it is sound; concrete idealism (ALICE Y. KOLB and DAVID A. KOLB, 2005, p. 194)
Concrete Experience (CE) (Feeling)
Concrete Experience enables people to have a chance to feel the experience rather than imagining it. Similarly, Concrete learning concentrates on the individual ability to come up with imaginative ideas that are real and sound.
For instance, a teacher places pieces of the puzzle out on the floor and requests the students to put them together within five minutes. Each student has a distinct imaginative plan to solve the puzzle.
According to Richmond, A. S & Cummings, R, individuals in this group prefer to feel than think. They prefer to have what they can see rather to what they have learnt.
Reflective Observation (RO) (watching)
This approach concentrates on understanding the meaning of ideas. It involves analyzing, quantifying and validating meaningful thoughts. For example, when people are learning, they will tend to be patient, impartial, and they will think deliberately before taking any further step. In this approach, people rely on personal judgment and feelings. Whether scientific ideas are present or not, reflective observers tend to evaluate everything that comes their way. Whenever someone presents an idea, they will first take time and criticize it in their minds before giving a conclusion.
Abstract Conceptualization (AC): (thinking)
In this stage of learning, people understand the reasons of doing things. They tend to be more logical rather than relying on unsolicited advice. In addition, they tend to follow a systematic approach to solving their difficulties (Richmond, A.S and Cummings, R., 2005, p.46). They do not take anything at face value but rather evaluate the same against scientific principles. They time to read and find out information from varied sources of knowledge.
Active Experimentation (AE) (Doing)
Active Experimentation is where the people feel they are 100% involved when they are experiencing the changes in the events that occur. The learner would follow the most useful approach that is applicable to the situation and apply it. Solving mathematic questions after the lecture is an example of AE.
People who follow active experimentation tend to be pragmatists and engage in performance rather than watching.
Learning styles
Assimilating
This type of learning involves ideas only. The people in this group only concern themselves with designing theoretical models and their relevance on scientific basis.
Diverging
People in this category have great imaginative skills. They do not act but are excellent at providing solutions to theoretical problems. They take time to evaluate a situation, brainstorm on possible solutions before giving a concise solution to the problem at hand. Courses suitable for them include History, political science and arts.
Converging style
In this category, scientific principles and active experimentation meet. People are more enthusiastic to generate concepts in problems solving and try them out in practical situations. According to Kolb, Converging observers are suited for laboratory assignments, field studies and most practical situations that require forehand knowledge. In the learning cycle, they experience most joy and happiness since they are active most of the time.
Accommodating
This group learns making practical applications even without prior knowledge. They are not concerned about the quantity of information they have. They undertake risks in every aspect and do not consider scientific principle behind what they do.
Issues related to Kolb’s experiential learning cycle
Some of the issues discussed in Kolb’s theory include factors that shape and influence learning styles and application of the theory across disciplines i.e. medicine, management, etc. Influencing factors include
Personality. Those in Accommodating category are mostly extroverts and love to rely on other people for knowledge (Richmond, A.S and Cummings, R., 2005, p.46). The assimilating and diverging types often exhibit introversion behavior and personality. Education specification. In the learning cycle, people with converging style of learning major in practical courses i.e. Engineering, physics and experimental courses.
Adaptive competence. Those in film industry and required theatrical skills usually use accommodating style of learning. For leadership and decision-making, the converging learners are suited for practical situations.
Designing a tutorial training cycle
As a trainer or HR manager, I need to know that the job environment is a learning opportunity and each employee is a learner.
Some people learn through the diverging method. These learn by generating ideas and reflecting on them emotionally. A tutorial in the form of a discussion or interactive forum that accommodates different thoughts and perspectives will help them learn.
Providing reading material and holding lectures will assist people with an assimilating learning style.
Tutorials that have activities prior reading are best suited for those with accommodating learning features.
Those with Converging learning traits may require experimental activities after going through the tutorial for them to grasp the technical part of the knowledge gained.
References
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
- ALICE Y. KOLB and DAVID A. KOLB. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Journal of Academy of Management Learning & Education, Vol. 4, No. 2, 193–212.
- Jane L. Leach. (2014). Using simulation to expose shortcomings in clinical learning outcomes. Journal of nursing Education perspectives. 35:1, p 56-57
- Richmond, A. S., & Cummings, R. (2005). Implementing Kolb’s learning styles into online distance education. International Journal of Technology in Teaching and Learning, 1(1), 45-54.
- Saul McLeod. (2013). Kolb-Learning styles. [Online] Available at <http://www.simplypsychology.org/learning-kolb.html> Accessed 14 October 2014.
