Instructors should consider different learning theories while they are developing lesson plans. In order to accommodate different learning needs, they should be creative about combining different methods. Here are some ideas about how to use Kolb`s Experiential Learning Theory in adult learning.
Main concepts
According to Kolb, “Learning is the process whereby knowledge is created through the transformation of experience” (1984). He describes learning as a four-stage cycle based on Lewin’s experiential model. Concrete experiences are the basis for the observation and reflection stage. These observations are fused and assimilated from new meanings to theory for behavior that can be produced as a result . These meanings or hypotheses work as a guide in acting to form new experiences (Kolb, 1984, p. 21).
Concrete experience and abstract conceptualization explain how the individual perceives knowledge, reflective observation and active life explain how the individual processes knowledge (Kolb, 1984, p.40). According to the model, learners need four different abilities to be efficient. These are
- Concrete Experience (CE) abilities,
- Reflective Observation (RO) abilities,
- Abstract Conceptualization (AC) abilities,
- Active Experimentation (AE) abilities.
Each individual’s learning style is a component of these four learning skills (Kolb, 1984, p.30). According to Kolb`s definition:
- Convergent learners‘ dominant learning abilities are abstract conceptualization and active experimentation .
- Divergent learners are better at emphasizing concrete experience and reflective observation.
- Assimilative style relies on abstract conceptualization and reflective observation. On the other hand.
- Accommodative learners emphasize concrete experience and active experimentation (Kolb, 1984).
Adult Learning Applications
The role of experience is essential for andragogy. Knowles states that as individuals mature, they have a collection of experiences that becomes an increasing resource for learning (Knowles, 1973, p.45). Instructors need to help the learner to access to this experience repertoire to learn the new information. Kolb’s four-stage learning cycle can be implemented by having learners reflect on their experience, conceptualizing it, and experimenting on how to use it to solve new problems.
When students’ learning styles are known, the teaching strategies, methods, and the necessary materials can be selected easily. The instructors need to consider addressing different learning styles in their programs (Velázquez & Assar, 2009). Instructors use Kolb’s Learning Style Inventory, and learn about the focus, strengths of the learners to accommodate different needs.
Strategies
How can we connect learners’ previous knowledge/experience to the new concept and implement the four-stage learning cycle in their programs? Instructors can get benefit from “games” for this.
For instance, the “musical chairs” game could be used to teach competitive aspects of the market. In this case, the learners can experience the competition during the game, and then they reflect on what they have noticed and felt during the game. Next, the instructor introduces them with marketing competition concepts and have the learners analyse the game according to the new concept. And the session is wrapped up with a discussion about takeaways.
Different learning styles can be accommodated by putting learners in different roles like the observer or actor and creating situations for them to change the degree of their participation from specific involvement to detachment. For example, pairing up learners and asking them to teach the content to each other with given instructions is a good way of addressing Kolb’s learning styles. First, one person can demonstrate the knowledge and explain what he/she is doing during the process with details. And he/she asks questions to make sure that the information is understood. Then pairs switch turns, and the other person can follow the same instructions to demonstrate his/her knowledge. And in the end, they share what they have learned from the experience. This strategy might be applied to teach how to use a specific tool or a formula to solve a problem.
*Photo licensed under Creative Commons
References
Knowles, M. S. (1973). The Adult Learner: A neglected species (4e), Houston: Gulf Publishing Company
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs. NJ: Prentice Hall Inc.
Velázquez, A. & Assar, S. (2009). Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media. Educational Technology & Society. 12. 15-29.
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