What Is Experiential Learning Theory

Experiential Learning Theory

General

Experiential learning theory is a cycle learning theory introduced by American educational theorist David Kolbⁱ⁾ in 1971^two) and was inspired by earlier works of Kurt Lewin, Jean Piaget³⁾ and John Dewey. Equally it was developed within humanist epitome, experiential learning offers a holistic perspective on learning and is orientated by and large on adult learning. Name of this theory was intended to should emphasize the importance of experience in the learning procedure.

Experiential learning theory defines learning as

"the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming feel."⁴⁾

What is experiential learning?

The experiential learning theory is based on six propositions^v) short described with the post-obit 3:

Learning is all-time described as a holistic process of creating knowledge and adapting to the globe.
Learning is actually relearning, since it is greatly dependent on already learned material.
Learning is driven by conflict, differences, and disagreement and results in assimilation and accommodation.

Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.

Kolb^half-dozen) suggests two opposite modes of acquiring feel:

concrete feel or CE (feeling through practical experiencing),
abstract conceptualization or AC (concluding and thinking about the experience),

and ii opposite modes of transforming that experience into knowledge:

reflective observation or RO (actively observing experience and its outcomes),
active experimentation or AE (planing on how to test something and finally doing).

All of these components together class a circle of learning in which they follow i after some other: CE→RO→AC→AE→CE→… The very process of learning can begin in any of them. Still, every learner develops strengths in some of mentioned modes more than in others and learn amend under those conditions, which results in iv different learning styles identified too by Kolb⁷⁾ ^viii):

Assimilator - Stiff in AC and RO components. Prefers abstract conceptualizations and theoretical models, requires time to think through. Values logical validity more practical applications.
Converger - Strong in AC and AE components. Prefers practical applications of concepts and theories he learns and like experimenting. They are often good trouble solvers and like dealing with technical issues.
Accommodator - Strong in CE and AE components. Prefers practical experiences and interim more according to the feeling than based on logical analysis or theoretical aspects.
Diverger - Stiff in CE and RO modes. Prefers learning through observing and collecting information, good at viewing concrete situations from different points of view. This kind of people are ofttimes imaginative and emotional, and often specialize in arts.⁹⁾

The new 9 learning styles. Notice how the old learning styles now form the corners of the rectangle. Image borrowed from: Kolb, D A. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Click on the picture to follow the link.

Kolb'southward model was later refined by himself and other researchers¹⁰⁾ ¹¹⁾ ¹²⁾ through improvement of the learning styles grid resolution from 2×ii to 3×three by introducing five additional learning styles^xiii):

Northerner - Strong in CE and balanced in AE and RO modes. Has a chapters for deep interest and learns through experimenting, but has problems with conceptualizations.
Westerner - Stiff in AE and balanced in CE and AC modes. Has bully action skills and possibilities for thinking and conceptualizing, but issues with analyzing past experience.
Easterner - Strong in RO and counterbalanced in CE and AC modes. Has bang-up ascertainment and reflection skills as well equally learning from concrete feel, but problems with putting his plans into action.
Southerner - Strong in Air-conditioning and balanced in AE and RO modes. Has great conceptualization skills, but lilliputian use of practical experiences.
Balancing - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge.

In club to identify preferred learning style in Kolb'south model, "larning style inventory" method has been adult. This method for determining an private's optimal acquireing mode, strengths and weaknesses consists of a survey which explores one'due south perceiving (how i prefers to larn data) and processing (how i makes sense of new things). Diverse variants of this method can be found in simplified costless on-line tests and newer methods similar the adaptive fashion inventory or the learning skills profile take also been introduced^xiv).

Kolb's theory has as well influenced other authors to create like models for determining of preferred learning manner. The critique that Kolb'southward learning styles inventory was difficult to apply to people who never actually paid attention to how they larn more efficiently encouraged Peter Honey and Alan Mumford to create their Learning Styles Questionnaire ^fifteen). Information technology was based on Kolb's theory, only instead of asking people how they learn it was probing for virtually common learning behaviors. Other similar models include: Anthony Gregorc'due south Mind Styles Model ^sixteen), Neil Fleming'southward VARK Model¹⁷⁾ and other.

What is the practical meaning of experiential learning?

Experiential learning is a model suggested for adult learners. General implications of this model are that teaching/learning procedure should consist of all 4 stages of Kolb's model, but it also suggests individual changes should be applied, depending on learners learning style.

Assimilators - adopt watching, thinking and good explanations of theories and ideas to practical experiences. This kind of learners usually enjoy lectures and readings as well every bit having enough fourth dimension to think about new ideas.
Convergers - prefer doing and thinking, finding practical solutions to bug. This kind of learners normally similar 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.
Divergers - prefer watching, collecting information, working in groups and brainstorm instead of having practical experience.

Kolb'southward theory was practical in a number of studies on topics that include (online) instruction, computer and information science, psychology, management, medicine, nursing, bookkeeping and law.^eighteen) ¹⁹⁾ ^xx)

Criticisms

Some of the criticisms referring to Kolb's theory suggest:

his learning cycle is oversimplified and ignores not-experiential means of learning²¹⁾,
his learning cycle pays bereft attending to goals, purposes, intentions, choice and decision-making, which are also a part of learning²²⁾
the results of learning style inventory are based solely on the manner learners rate themselves which results in questionable results ²³⁾

Results of experimental validation vary: a meta-written report of 81 studies implementing experiential learning resulted in 61.7% of the studies supporting it, 16.i% showing mixed back up, and 22.2% not support experiential learning theory.²⁴⁾ In another meta-study of learning manner inventory assessment, out of analyzed studies, 49 showed potent support, 40 showed mixed support, and 12 studies showed no support at all.²⁵⁾

Keywords and most important names

Concrete feel (CE), reflective ascertainment (RO), abstruse conceptualization (AC), active experimentation (AE), assimilator, converger, accomodator, diverger, learning style inventory, learning styles, northerner, westerner, easterner, southerner, balancing

Bibliography

Kolb, D. A, R. Eastward Boyatzis, and C. Mainemelis. Experiential learning theory: Previous enquiry and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology serial: 227–247. 2001.

Experiential Learning (Kolb). Learning Theories Knowledgebase. Retrieved Feb nine, 2011.

Kearsley, G. Experiential Learning. Theory Into Practise Database. Retrieved February 8, 2011.

Greenaway, R. Experiential Learning manufactures and critiques of David Kolb'due south theory. Retrieved March 21, 2011.

Lowy, Alex, and Phil Hood. The power of the 2x2 matrix: using 2x2 thinking to solve business problems and make ameliorate decisions. John Wiley and Sons, 2004.

Big Dog and Little Domestic dog's Performance Juxtaposition: Honey and Mumford's Learning Styles Questionnaire. Retrieved February 8, 2011.

Kolb, David A. Experiential Learning: Feel as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, North.J. 1984.

Kolb, David A. Learning manner inventory. Boston, MA: McBer and Company. 1985.

Kolb, D. A, R. Eastward Boyatzis, and Mainemelis, C. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles: p227–247. 2001.

Kayes, D. Christopher. Experiential Learning and Its Critics: Preserving the Role of Feel in Direction Learning and Educational activity. Academy of Direction Learning & Education one, no. two: 137-149, December 2002.