David KolbExperiential Learning Theory Four Processes of LearningFour Stages of LearningFour Learning StylesTheory Use as an EducatorCritique of Theory

Objectives

•Define Experiential Learning Theory•Review theoretical backgrounds•Discuss four processes of learning•Explain four learning stages•Discuss four learning styles•Apply Experiential Learning theory in

education•Review critique of theory

Experiential Learning Theory

•“learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38)

•Integrating new information into existing knowledge

•Involving the whole person•Transacting between the person and the

environment

Theoretical Backgrounds

•Dewey▫Learning grounded in experience

•Lewin▫Being active in learning

•Piaget▫Resulting from interaction of the person

and the environment

Four Processes of Learning

•Watching▫Senses -perceiving information

•Thinking ▫Mind – reflecting how it impacts life

•Feeling▫Emotions – fitting into learners experiences

•Doing▫Muscle – performing new ways to act

Four Learning Stages

Concrete Experience

•Doing or having an experience

Reflective Observation

•Reviewing or reflecting on the experience

Abstract Conceptualization

•Concluding or learning from the experience

Active Experimentation

•Planning or trying out what you have learned

Four Learning Styles

Accommodator

•Learns through concrete experience•Transforms learning into abstract

experimentation•Leaders, risk takers, needs mentor,

strength in doing, likes examples

•Teaches students by encouragement, modeling

Diverger

•Learns through concrete experience•Transforms learning by reflective

observation•Likes to brainstorm, solve problems,

imaginative, emotional, people person

•Teaches through lectures and motivates students to learn

Converger

•Learns through abstract conceptualization•Transforms information through active

experimentation – by doing•Prefers objects, dislikes group activities,

likes questioning, problem-solver, unemotional

•Teaches by questioning and encouraging students

Assimilator

•Learn through abstract conceptualization•Transform learning through reflective

observation•Likes reading, research, organizing,

working alone, likes class calendar

•Teaches students by lecturing, traditional classroom

Kolb’s Experiential Learning Cycle

Critique

•Cultural consideration are not included•Little research support•Stages of learning may be sequenced

differently•Does not apply in all types of learning

situations•Insufficient information on reflection•Doesn’t explore nature of knowledge in

depth Smith, (2001).

References• Hurst-Wajszczuk, K. (2010). Do they really get it? Using the Kolb LSI to reach every student. Journal of Singing, 66(4), 421-

427.

• Kolb, D. A. (1984). The process of experiential learning. In D. Kolb, Experiential learning: experience as the source of

learning and development (pp. 20-38). Englewood Cliffs, NJ: Prentice Hall Inc.

• Kolb, D. A. & Kolb, A .Y.(2005) Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of

Management Learning and Education, 4(2), 193-212.

• Lisko, S. A. & O’Dell, V. (2010). Integration of Theory and Practice: experiential learning theory and nursing education. Nursing

Education Perspectives, 31(2), 106-108.

• Merriam, S. B., Caffarella, R. S., Baumgartner, L.M. Learning in adulthood: a comprehensive guide (3rd Ed.). San Francisco: CA. Jossey-Bass.

• Smith, M. K. (2001). David. A. Kolb on experiential learning. The Encyclopedia of Informal Education. Retrieved August 3, 2010 from

http://www.infed.org/bexplrn.htm.