A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour. Kolb’s four-stage learning cycle shows how experience is translated through reflection into concepts, which in turn are used as guides for active experimentation and the choice of new experiences. The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work.
The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience.
The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed. The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience. Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better.
These styles are: * assimilators, who learn better when presented with sound logical theories to consider * converges, who learn better when provided with practical applications of concepts and theories * accommodators, who learn better when provided with “hands-on” experiences * diverges, who learn better when allowed to observe and collect a wide range of information | | Honey and Mumford’s Learning Styles Questionnaire Kolb is the inspiration for a large numbers of theorists.
For example, Honey and Mumford’s model, Learning Styles Questionnaire (LSQ), is directly derived from Kolb’s theory. Honey and Mumford (2000) note their debt to Kolb’s theory, however, they also note that they produced their own Learning Styles Questionnaire (LSQ) because they found that Kolb’s LSI had low face validity with managers. So rather than asking people directly how they learn, as Kolb’s LSI does, Honey and Mumford gave them a questionnaire that probes general behavioural tendencies. Their reasoning is most people have never consciously considered how they really learn.
While basically the same as Kolb’s model, there are a couple of differences. First, they substitute the terms “reflector” for diverges (reflective observation), “theorist” for assimilators (abstract conceptualization), “pragmatist” for converges (concrete experience), and “activist” for accommodators (active experimentation). In addition, the new labels have slightly different meanings. Honey and Mumford’s learning cycle also slightly differs from Kolb’s: * Having an experience * Reflecting on it * Drawing their own conclusions (theorizing) Putting their theory into practice to see what happens Based on the result, the learners can then move around the cycle again, jump in any part of the cycle, and then quit when they deem them self as successful. * Reflector – Prefers to learn from activities that allow them to watch, think, and review (time to think things over) what has happened. Likes to use journals and brainstorming. Lectures are helpful if they provide expert explanations and analysis. * Theorist – Prefer to think problems through in a step-by-step manner.
Likes lectures, analogies, systems, case studies, models, and readings. Talking with experts is normally not helpful. * Pragmatist – Prefers to apply new learnings to actual practice to see if they work. Likes laboratories, field work, and observations. Likes feedback, coaching, and obvious links between the task-on-hand and a problem. * Activist – Prefers the challenges of new experiences, involvement with others, assimilation and role-playing. Likes anything new, problem solving, and small group discussions.
Cite this Kobe Learning Styles
Kobe Learning Styles. (2016, Oct 25). Retrieved from https://graduateway.com/kobe-learning-styles/