Experiential Learning

References

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Applications of the theory

Studies on higher education utilize Experiential learning theory and Learning style inventory as a framework.

Kolb's Experiential learning theory has been widely used in the moral development and career development of adults.

Experiential learning theory is useful in training design, management development, and career development.

Learning style inventory has been utilized in the computer and information science for end user training and development of end user software.

Learning style inventory is useful in many medical fields such as residency training, anesthesia education, family medicine, surgical training, and continuing medical education.

Experiential learning theory has been utilized in many nursing researches involving the relationship between learning styles and learning preferences, decision making skills, educational preparation, nursing role, nursing specialty, factors influencing career choices, and diagnostic abilities.

Nursing education utilizes Kolb's learning cycle in instructional design.

Learning Style Inventory

Kolb’s experiential learning theory is unique in its ability to measure individual learning styles. Learning style inventory is a scale that accurately measure learning styles. The Learning Style Inventory (LSI) was a nine item self-description questionnaire originally created in 1969. The original LSI has undergone several revisions. Kolb’s LSI is widely used and respected for its reliability and validity. Kolb’s LSI ranks individual’s preferred learning style among the four modes of learning cycle. Purpose of Learning style inventory is to provide learners with information about their preferred approach to learning. The LSI assesses six variables: four primary scores that measure an individual’s relative orientations to four learning modes -Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation- and two combination scores that measure an individual’s preference for abstractness over concreteness and action over reflection.

Learning Style

Based on experiential theory, grasping experience and transforming experience are the central processes in learning. Based on the personal inclinations, four basic types of learning styles have been identified. A person's learning style is determined by the personality type, early educational specialization, professional career, current job role and adaptive competencies. The four basic learning styles are: assimilators, convergers, accommodators, and divergers. Below is a diagram depicting the four basic learning styles and the learning cycle.

Four basic learning styles and the predominant modes of learning

Assimilators

They are great thinkers than doers. Assimilators predominantly utilize abstract conceptualization and reflective observation for learning. They learn through the logical and thoughtful approach, and prefers lectures, demonstrations, and reading materials for learning. Assimilators are capable of systematic planning and analysis of inductive reasoning. Psychologists and sociologists generally tend to be assimilators.

Convergers

Convergers are practical people who think carefully and act independently and prefers to learn by doing. They like to experiment with things, solve problems, and make decisions. Convergers usually choose skill oriented professions like nursing and engineering.

Accommodators

Accommodators are the most hands on people who avoid routine, but prefers creative risks. They prefers to learn alone and like to experiment and see what happens. They prefer challenges and active involvement in concrete situations. They make decisions based on intuitions than on logic. Teaching and business are suitable jobs for accommodators.

Divergers

Divergers learn through logical instruction and hands on exploration that leads to discovery. They are creative people who take their single experience and look at it from many perspectives to creative abilities. They like to work in groups and have strong communication skills. Divergers select jobs in the field of language, history, and politics.

Dynamics of the theory

Learning Cycle

Experiential learning theory consists of four stages of learning cycle with two dimensions of perception and two dimensions of processing. The four stages are concrete experience, abstract conceptualization, reflective observation, and active experimentation. Concrete experience and abstract conceptualization occurs at the level o perception where as reflective observation and active experimentation happens at the processing level. These stages are depicted in the diagram below.

Kolb's Learning Cycle

•The two modes of perception are dialectically opposite to the two modes of processing.

•Individuals are usually not capable of using all four modes of learning cycle with equal proficiency.

•Individuals unconsciously select the learning situations that will support their preferred creative adaptation.

•The use of all four modes of learning will result in optimal learning.

Concrete experience: learning from feeling

Reflective observation: learning from watching

Abstract conceptualization: learning from thinking

Active experimentation: learning by doing

Assumptions

There are six assumptions to the Experiential learning theory.

Learning is a process:

Experiential learning stress on the process of learning rather than the outcomes that are the focus of idealistic approaches and behavioural theories of learning. According to this theory, concepts and ideas are constantly changing under the influence of experience. In the light of this theory, learning measured in terms of outcome is viewed as maladaptation to experience and hence considered non-learning.

Learning is continuous:

Since human consciousness is continuous, we continuously learn from our experiences of day to day life. Everyone has at least a crude idea of the educational situation and a person actually refine or relearn their existing knowledge in the light of the new experience gained. Knowledge has no end point, instead every knowledge has infinite scope for improvement. Foundation that can be improved upon or refined

Learning requires resolution of conflicts:

Tension or conflict drives learning. Learning takes place when there is resolution of conflicts surrounding every situation encountered in the world. New knowledge, skills, or attitudes are result of the confrontation among four modes of experiential learning.

Learning is holistic:

Learning not only involves cognition or perception but the entire human functions of thoughts, feelings, comprehension, and behaviour. Learning is not simply associated with school or classroom, but rather occurs in all human settings and at all stages of life. Experiential learning views learning as a process of human adaptation to social and physical environment.

Learning involves transaction between the person and the environment:

Unlike the traditional educational systems where learning was viewed as an internal process books, teachers, and classroom were the essential elements; experiential learning requires real world experience integral to the process of learning.

Constructivism:

Constructivism is a paradigm that claims learning as an active process of creating and recreating knowledge. This theory is against the traditional educational models where pre-existing fixed knowledge is transferred from the teacher to the students. In experiential learning theory, new knowledge is linked to the existing knowledge and is subjectively recreated from the objective reality.