David A. Kolb (1939) – Experimental Learning Theory
“Learning is the process whereby knowledge is created through the transformation of experience” David A. Kolb.
David A. Kolb is an American organizational psychologist, currently professor at the Weatherhead School of Management in Cleveland, Ohio. He describes how people learn from their own experiences using trial and error model. In early 1970 together with Ronald Fry they developed a theory of experimental learning (the human reactions are the results of experiences)– in its pure form there is no teacher present in the process. People learn from events that happen and mistakes that are made. Kolb’s experiential learning theory is one of the best-known educational theories in higher education. Experimental learning will be seen in simulation, role – play and case – study activities. The experience can be staged or left open. As its name indicates, the ‘experiential learning theory’ affirms the importance of experiential activities such as fieldwork and laboratory sessions. The theory presents a way of structuring a session or a whole course using an Experimental Learning Cycle (1984).
• The adult learning process is composed of the following stages. In the first stage of the cycle Concrete Experience (CE), learners actively experience an activity such as a lab session or fieldwork. ‘They must be able to involve themselves fully and openly, and without bias in new experience’. Reflective Observation (RO) is build upon first stage and learners consciously reflect back on that experience. ‘They must be able to reflect on and observe these experiences from many perspectives’. The third stage, Abstract Conceptualization (AC), is where learners attempt to conceptualize a theory or model of what is observed. In the fourth stage, Active experimentation (AE) learners are trying to plan how to test a model or theory or plan for a forthcoming experience. ‘They must be able to use theories to make decisions and solve the problems’. This theory asserts that without reflection we would simply continue to repeat our mistakes, so students would do too. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory.
Four quadrants of the cycle are associated with four different forms of knowledge: divergent, assimilative, convergent and accommodative knowledge. According to Kolb’s research people learn in four different styles, which correspond to four stages of the experimental learning cycle. Each learning style is associated with a different way of solving problems. It is described as Learning Style Inventory (1976), which suggests that practitioners of creative disciplines, such as the arts, are found in the Divergent quadrant. Pure scientists and mathematicians are in the Assimilative quadrant. Applied scientists and lawyers are in the Convergent quadrant. Professionals who have to operate more intuitively, such as teachers, are in the Accommodative quadrant.
APPLYING EXPERIMENTAL LEARNING TO BECOME A BETTER TEACHER.
Developing reflective practice means developing ways of reviewing our own teaching so that it becomes a routine and a process by which we might continuously develop. This process is presented using four stages of cycle below:
- Concrete Experience (doing / having an experience) – Trial-and-error practice. I could attend training events, workshops or read the on-line learning materials – together with my actual experience of teaching in the classroom plus my other teaching duties and practices. It may also derive from my own experience of being a student, or observing lesson of other teachers, lecturers.
- Reflective Observation (reviewing / reflecting on the experience) – I would seek advice from mentors, tutors, managers and other members of the team. Then I need to put my reflections in some systematic way so that I remember what I thought and build on that experience for next time, CPD – continuing professional development. For example this might be through my own self-reflections or evaluations after the event through keeping a diary log or reflective journal. It may also include student feedback, peer observation of teaching (e.g. comments made by your mentor or colleague), external examiner comments, discussions with my mentor.
- Abstract Conceptualization (concluding / learning from the experience) – Reflection brings together theories and the analysis of past action. It allows us to come to conclusions about our practice – ‘Abstract Conceptualism’. In addition to our reflections on our experience it would be useful to read relevant literature on teaching and learning or to attend staff development event or other activities.
- Active Experimentation (planning / trying out what you have learned) – The conclusions I formed from my ‘Abstract Conceptualization’ stage then form the basis by which I can plan changes and implement those changes in my teaching practice. ‘Active Experimentation’ then starts the cycle again when we implement those changes in our teaching practice to generate another concrete experience, which is then followed by reflection and review to form conclusions about the effectiveness of those changes.
Kolb’s theory also makes teachers aware of the way in which different learning styles have to be combined for effective learning. Applying Learning Style Inventory in my teaching practice will help me to recognize learners’ own learning styles as a basis for the development of effective teaching and learning strategies. The theory also direct me to ensure that a range of teaching methods are used in a course and tells me to encourage students to reflect and to provide them with feedback that reinforces their learning.
BIBLIOGRAPHY:
David Kolb (1983), Experimental Learning: Experience as the source of Learning and development, New Jersey: Prentice Hall
Joyce S Osland, Marlene E. Turner and David Kolb (2001): Organizational Behavior: An Experiential Approach, New Jersey: Prentice Hall
http://www.brookes.ac.uk/services/ocsld/resources/theories.html
http://www.learning-theories.com/
Kolb, D.A. (1984) Experiential Learning, NJ: Prentice Hall
Moon J (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Pa