David Kolb's experimental learning theory and learning styles model

Having developed the model over many years prior, David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI). In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.

Experimental Learning Model

Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences. Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting.

Experiential learning is conceived as a four stage cycle: 
                           (1) immediate concrete experience is the basis for
                           (2) observation and reflection;
                           (3) these observations are assimilated (absorbed and translated) into a theory (abstract concepts) from which new implications for action can be deduced;
                           (4) these implications or hypotheses then serve as guides in acting to create new experiences. .

Learning Styles Model

The learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis, each with 'conflicting' modes at either end:

Concrete Experience - CE (feeling)
Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing)
Reflective Observation - RO (watching)

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). These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectally related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking): The word 'dialectally' is not widely understood, and yet carries an essential meaning, namely 'conflicting' (its ancient Greek root means 'debate'). Kolb meant by this that we cannot do both at the same time, and to an extent our urge to want to do both creates conflict, which we resolve through choice when confronted with a new learning situation. We internally decide whether we wish to do or watch, and at the same time we decide whether to think or feel. The result of these two decisions produces (and helps to form throughout our lives) the preferred learning style.

We choose a way of 'grasping the experience', which defines our approach to it, and we choose a way to 'transform the experience' into something meaningful and usable, which defines our emotional response to the experience. Our learning style is a product of these two choice decisions: how to approach a task - ie., 'grasping experience' - preferring to watch or do , and our emotional response to the experience - ie., 'transforming experience' - preferring to think or feel.

In other words we choose our approach to the task or experience ('grasping the experience') -

The Diverger has the opposite learning strengths of the converger.  This person is best at Concrete Experience (CE) and Reflective Observation (RO).  This person's greatest strength lies in imaginative ability.  This person excels in the ability to view concrete situations from many perspectives.  We have labled this style Diverger because a person with this style performs better in situations that call for generation of ideas such as a "brainstorming" idea session.  Research shows that Divergers are interested in people and tend to be imaginative and emotional.  They have broad cultural interests and tend to specialize in the arts.  This style is characteristic of individuals from humanities and liberal arts backgrounds.  Counselors, organization development specialists and personnel managers tend to be characterized by this learning style.

Assimilating (watching and thinking - AC/RO) -

The Assimilator's dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO).  This person's greatest strength lies in the ability to create theoretical models.  This person excels in inductive reasoning and in assimilating disparate observations into an integrated explanation.  This person, like the converger, is less interested in people and more concerned with abstract concepts, but is less concerned with the practical use of theories.  For this person it is more important that the theory be logically sound and precise; in a situation where a theory or plan does not fit the "facts," the Assimilator would be likely to disregard or re-examine the facts.  As a result, this learning style is more characteristic of the basic sciences and mathematics rather than the applied sciences.  In organizations this learning style is found most often in the research and planning departments.

Converging (doing and thinking - AC/AE) -

The Converger's dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE).  This person's greatest strength lies in the practical application of ideas.  A person with this style seems to do best in those situations like conventional intelligence tests where there is a single correct answer or solution to a question or problem.  This person's knowledge is organized in such a way that through hypothetical-deductive reasoning this person can focus it on specific problems.  Research on this style of learning shows that Converger's are relatively unemotional, preferring to deal with things rather than people.  They tend to have narrow technical interests, and choose to specialize in the physical sciences.  This learning style is characteristic of many engineers.

Accommodating (doing and feeling - CE/AE) -

The Accommodator has the opposite learning strengths of the Asssimilator.  This person is best at Concrete Experience (CE) and Active Experimentation (AE).  This person's greatest strength lies in doing things in carrying out plans and experiments and involving oneself in new experiences.  This person tends to be more of a risk-taker than people with the other three learning styles.  We have labeled this person "Accomodator" because this person tends to excel in those situations where one must adapt oneself to specific immediate circumstances.   In situations where a theory or plan does not fit the "facts," this person will most likely discard the plan or theory.   This person tends to solve problems in an intuitive trial and error manner, relying heavily on other people for information rather than on one's own analytic ability.  The Accomodator is at ease with people but is sometimes seen as impatient and "pushy."  This person's educational background is often in technical or practical fields such as business.  In organizations people with this learning style are found in "action-oriented" jobs often in marketing or sales.

Diagram

When Styles are formed

Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person's development, and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are:
Acquisition - birth to adolescence - development of basic abilities and 'cognitive structures'
Specialization - schooling, early work and personal experiences of adulthood - the development of a particular 'specialized learning style' shaped by 'social, educational, and organizational socialization'
Integration - mid-career through to later life - expression of non-dominant learning style in work and personal life.

Kolb's model works on two levels -

a four-stage cycle:Concrete Experience - (CE) Reflective Observation - (RO) Abstract Conceptualization - (AC) Active Experimentation - (AE)
a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms: Diverging (CE/RO) Assimilating (AC/RO) Converging (AC/AE) Accommodating (CE/AE)

As with any behavioral model, this is a guide not a strict set of rules. Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people. Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. For instance - people who prefer the 'Assimilating' learning style will not be comfortable being thrown in at the deep end without notes and instructions. People who like prefer to use an 'Accommodating' learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.

How the Learning Styles Theory Impacts Education
Curriculum--Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving.

Instruction--Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.

Assessment--Teachers should employ a variety of assessment techniques, focusing on the development of "whole brain" capacity and each of the different learning styles.

Related:

Kolb's site     http://www.learningfromexperience.com/

Multiple intelligences http://www.businessballs.com/howardgardnermultipleintelligences.

Personality styles http://www.businessballs.com/personalitystylesmodels.htm

Further Research:

Online learners

Reading vs. Listening

Types of images