1. LEARNING AS A COGNITIVE PROCESS -
EXPERIENTIAL LEARNING - DAVID KOLB
Introduction:
David A. Kolb helped to develop the modern theory of experiential learning, drawing heavily on the work of John
Dewey, Kurt Lewin and Jean Piaget.
David Kolb published h is learning styles model in 1984 from which he developed his learning style inventory.
Kolb's experiential learning theory works on two levels:
A Four-stage cycle of learning
A Four learning styles
Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
“Learning is the process whereby knowledge is created through the transformation of experience”
- (Kolb, 1984, p. 38)
Kolb's Experiential Learning Theory (Kolb, 1984) defines experiential learning as "the process whereby
knowledge is created through the transformation of experience. Knowledge results from the combination of
grasping and transforming experience."
The Experiential Learning Cycle
Kolb's experiential learning style theory is typically represented by a four-stage learning cycle in which the learner
'touches all the bases':
1. Concrete Experience - a new experience or situation is encountered, or a reinterpretation of existing
experience.
2. Reflective Observation of the New Experience - of particular importance are any inconsistencies
between experience and understanding.
3. Abstract Conceptualization reflection gives rise to a new idea, or a modification of an existing abstract
concept (the person has learned from their experience).
4. Active Experimentation - the learner applies their idea(s) to the world around them to see what
happens.
2. Effective learning is seen when a person progresses through a cycle of four stages: of
1) having a concrete experience followed by
2) observation of and reflection on that experience which leads to
3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then
4) Used to test hypothesis in future situations, resulting in new experiences.
Kolb (1974) views learning as an integrated process with each stage being mutually supportive of and feeding into
the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.
However, effective learning only occurs when a learner can execute all four stages of the model. Therefore, no one
stage of the cycle is effective as a learning procedure on its own.
Learning Styles
Kolb's learning theory (1974) sets out four distinct learning styles, which are based on a four-stage learning cycle.
Various factors influence a person's preferred style. For example,
Social Environment
Educational Experiences
The basic cognitive structure of the individual.
The learning style preference is the product of two pairs of variables, or two separate 'choices' that we make.
A typical presentation of Kolb's two continuums is that:
The east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is
called the Perception Continuum (our emotional response, or how we think or feel about it).
3. Kolb believed that we cannot perform both variables on a single axis at the same time (e.g., think and feel). Our
learning style is a product of these two choice decisions.
It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix. Each learning
style represents a combination of two preferred styles.
The matrix also highlights Kolb's terminology for the four learning styles:
Accommodating
Diverging
Converging
Assimilating
Learning Styles Descriptions:
Accommodating (doing and feeling - CE/AE) Converging (doing and thinking - AC/AE)
Grasp experience by doing rather than
watching.
Transform the experience through
feeling (concrete experience) rather
than thinking (abstract
conceptualization)
People with an accommodating learning
style will tend to rely on others for
information than carry out their own
analysis.
A accommodating learning style will be
in Teaching, Management, Nursing and
Sales
Grasp experience by doing rather than
watching.
Transform the experience through
thinking (abstract conceptualization)
rather than feeling (concrete
experience).
Use their learning to find solutions to
practical issues. They prefer technical
tasks, and are less concerned with
people and interpersonal aspects.
A converging learning style enables
specialist and technology abilities.
Active Experimentation
(Doing)
Reflective Observation
(Watching)
Concrete Experience
(Feeling)
Accommodating (CE/AE) Diverging (CE/RO)
Abstract Conceptualization
(Thinking)
Converging (AC/AE) Assimilating (AC/RO)
4. For Example - Learning to ride a bicycle :
The learning process does not necessarily begin with experience, however. Instead, each person must choose
which learning mode will work best based upon the specific situation.
Divergent - Reflective observation
Thinking about riding and watching another person ride a bike.
Assimilative- Abstract conceptualization
Understanding the theory and having a clear grasp of the biking concept.
Accommodative - Concrete experience
Receiving practical tips and techniques from a biking expert.
Convergent - Active experimentation
Leaping on the bike and have a go at it.
Conclusion of Theory of Experiential learning:
Kolb’s theory provides a way at looking at how a person learns, thinks, and acts. His theory is not a be-all, end-all
to understanding student learning and development, but it is a helpful tool.
Having an understanding of Kolb’s learning theory can be beneficial to the educator or college counselor because
when you understand the learning style of a student, you can better teach, counsel, or advise the student based on
the style by which they learn or think.
Diverging (feeling and watching - CE/RO) Assimilating (watching and thinking - AC/RO)
These people are able to look at
things from different perspectives.
They are sensitive. They prefer to
watch rather than do, tending to
gather information and use
imagination to solve problems.
Kolb called this style 'diverging'
because these people perform better
in situations that require ideas-
generation, for example,
brainstorming.
The diverging styles prefer to work in
groups, to listen with an open mind
and to receive personal feedback.
Ideas and concepts are more important
than people.
They excel at understanding wide-
ranging information and organizing it in
a clear, logical format.
In formal learning situations, people with
this style prefer readings, lectures,
exploring analytical models, and having
time to think things through.
These people require good clear
explanation rather than a practical
opportunity.
5. EducationalImplications:
Both Kolb's learning stages and cycle could be used by teachers to critically evaluate the learning provision
typically available to students, and to develop more appropriate learning opportunities.
Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to
engage in the manner that suits them best.
Also, individuals can be helped to learn more effectively by the Identification of their lesser preferred learning
styles and the strengthening of these through the application of the experiential learning cycle.
Ideally, activities and material should be developed in ways that draw on abilities from each stage of the
experiential learning cycle and take the students through the whole process in sequence.
Self Reflection:
I have learnt how an individual have different style of learning and process the learning stages to make a new
experience in day to day life. Experiential learning would help me to understand my own style of learning and
strengthen my abilities. As a teacher it will even help me to identify the learning style of the students and engage
them in the best suitable way in the learning process.
References:
McLeod, S. A. (2017, Oct 24). Kolb - learning styles. Simply Psychology.
https://www.simplypsychology.org/learning-kolb.html
Wikipedia: https://en.wikipedia.org/wiki/Kolb%27s_experiential_learning
Course Hero, North Carolina State University (N.C. State), course title- ECD-220
https://www.coursehero.com/file/p2b08bs/Conclusion-Kolbs-theory-provides-a-way-at-looking-at-how-a-person-
learns-thinks/
