Relevant bibliographies by topics / Kolb's experiential learning theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Kolb's experiential learning theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Kolb's experiential learning theory"

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Hopkins, Richard. "David Kolb's Experiential Learning Machine." Journal of Phenomenological Psychology 24, no. 1 (1993): 46–62. http://dx.doi.org/10.1163/156916293x00035.

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AbstractThis article is a review of David Kolb's program of work on learning styles and experiential learning, which I find to be a problematic instance of psychologism. I argue that Kolb's approach ignores the process nature of experience and that attractive as it may be instrumentally, it ultimately breaks down under the weight of its structuralist reductions. Kolb attempts to account for experiential learning without a coherent theory of experience, such as might have been found in phenomenology, which he virtually ignores. Thus, Kolb neglects the constitutive effects of the noetic-noemic corelationship and the intentional reality of the person. I contrast Kolb's formulations with John Dewey's much more resilient conception of "habit" and close with a critical analysis of various ways in which Kolb's learning-style instruments are used for aggressive intervention in people's lives.
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Schellhase, Kristen C. "Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review." Athletic Training Education Journal 1, no. 2 (2006): 18–27. http://dx.doi.org/10.4085/1947-380x-1.2.18.

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Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to experiential learning theory and learning styles in athletic training education and other allied health professions. Studies reviewed include published articles and dissertations involving experiential learning, learning styles, and clinical educator behaviors. Data Synthesis: Learning styles research related to athletic training is inconclusive due to the differences in vocabulary and measuring instruments used by researchers. Conclusions/Recommendations: This review illustrates the need to conduct more research on learning styles and how experiential learning theory might be used to facilitate education in athletic training education programs.
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Akella, Devi. "Learning together: Kolb's experiential theory and its application." Journal of Management & Organization 16, no. 1 (2010): 100–112. http://dx.doi.org/10.1017/s1833367200002297.

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AbstractThis paper aims to make a limited contribution to Kolb's Experiential Learning Theory. An evaluation has been made of an empirically based personal narrative of the author's experiences, reflections and problems as an instructor of a management elective course at the undergraduate level. The paper examines the process of reflection, correction and learning from the perspective of the instructor and how the issue of race and origin of the student learners' can stimulate or hinder assimilation of knowledge within a classroom. The study reveals that it is essential for an educator to be critically reflective of his/her culture and that of his/her students to be able to assess their learning styles and adopt suitable and appropriate teaching pedagogies within the classroom. This paper draws attention towards types of teaching pedagogies, non traditional methods and aids and their effectiveness in educating students of diverse backgrounds. It provides insights about diversity within classrooms and its impact on teaching, pedagogies and learning styles of both educators and students, by portraying the journey of an educator and her process of self improvement.
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Akella, Devi. "Learning together: Kolb's experiential theory and its application." Journal of Management & Organization 16, no. 1 (2010): 100–112. http://dx.doi.org/10.5172/jmo.16.1.100.

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AbstractThis paper aims to make a limited contribution to Kolb's Experiential Learning Theory. An evaluation has been made of an empirically based personal narrative of the author's experiences, reflections and problems as an instructor of a management elective course at the undergraduate level. The paper examines the process of reflection, correction and learning from the perspective of the instructor and how the issue of race and origin of the student learners' can stimulate or hinder assimilation of knowledge within a classroom. The study reveals that it is essential for an educator to be critically reflective of his/her culture and that of his/her students to be able to assess their learning styles and adopt suitable and appropriate teaching pedagogies within the classroom. This paper draws attention towards types of teaching pedagogies, non traditional methods and aids and their effectiveness in educating students of diverse backgrounds. It provides insights about diversity within classrooms and its impact on teaching, pedagogies and learning styles of both educators and students, by portraying the journey of an educator and her process of self improvement.
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Rosidin, Rosidin. "Optimalisasi Pembelajaran Berbasis Pengalaman (Experiential Learning)." AKADEMIKA 8, no. 2 (2014): 151–65. http://dx.doi.org/10.30736/akademika.v8i2.82.

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The mission of Islamic universities to become world-class universities necessitates a serious improvement of the entire element in it. This paper highlights the learning elements as target for urgent improvement required. The problems formulated in this paper are: 1) A normative study as a result of the socalled thematic tarbawi interpretation of the verses of the Qur'an that are relevant to the experience-based learning; 2) A theoretical study discussing one of the experience-based learning models, namely the Kolb's experiential learning (EL); 3) A practical study in the form of ideas that is constructed from normative and theoretical study outcomes with applicable operational measures. The formulation of these problems is qualitatively studied by using library research. The research results are: 1) The stories of prophets (PBUT) and characters in the Qur'an indicate explicitly or implicitly their interaction with experience-based learning; 2) The theory of experience-based learning theories having been tested and are widely applicable is the one of the Kolb's Experiential Learning (EL) that serves three main products, namely (a) the EL Cycle consisting of concrete experience, reflective observation, abstract conceptualization and activeexperimentation; (B) learning strategies that are relevant to the EL Cycle; (C) learning style that is based on EL Cycle, namely divergence, assimilation, convergence and accommodation. 3) The practical study in this research resulted in three recommendations, namely (a) Kolb's EL Cycle-based implementation; (B) Kolb's EL-based learning strategies Kolb; (C) The Facilitation of learning style based on the Kolb's model in learning.
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Bergsteiner, Harald, and Gayle C. Avery. "The twin-cycle experiential learning model: reconceptualising Kolb's theory." Studies in Continuing Education 36, no. 3 (2014): 257–74. http://dx.doi.org/10.1080/0158037x.2014.904782.

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Holman, David, Karel Pavlica, and Richard Thorpe. "Rethinking Kolb's Theory of Experiential Learning in Management Education." Management Learning 28, no. 2 (1997): 135–48. http://dx.doi.org/10.1177/1350507697282003.

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ATKINSON, GEORGE, and PATRICIA H. MURRELL. "Kolb's Experiential Learning Theory: A Meta-Model for Career Exploration." Journal of Counseling & Development 66, no. 8 (1988): 374–77. http://dx.doi.org/10.1002/j.1556-6676.1988.tb00890.x.

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Poore, Julie A., Deborah L. Cullen, and Gina L. Schaar. "Simulation-Based Interprofessional Education Guided by Kolb's Experiential Learning Theory." Clinical Simulation in Nursing 10, no. 5 (2014): e241-e247. http://dx.doi.org/10.1016/j.ecns.2014.01.004.

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Tomčić, Lana. "The importance of respecting the learning styles in the teaching process: An example of Kolb's model of experiential learning." Norma 26, no. 1 (2021): 67–79. http://dx.doi.org/10.5937/norma2101067t.

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The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory and practice: the acquired knowledge contributes to better knowledge and understanding of students, their way of learning, the quality of teacher-student interaction, but also to shedding light on the causes of learning difficulties and preventing school failure.
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Dissertations / Theses on the topic "Kolb's experiential learning theory"

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Pickens, James F. "Experiential learning as a method of teaching personnel policy to managers a test of Kolb's theory /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8809273.

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Rollo, James Michael. "Kolb's theory of experiential learning compared with the perceived needs of reentry students at large public universities." Gainesville, FL, 1986. http://www.archive.org/details/kolbstheoryofexp00roll.

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Laschinger, Heather Kathleen. "Learning styles of baccalaureate nursing students and attitudes towards theory-based nursing practice a validation study of Kolb's experiential learning theory." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5223.

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Ramesh, Babu Aiswarya, and Rida Ijaz. "Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121.

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Project failures are a reality that most project managers face several times in their careers, but even more significant than the failure itself, is what these individuals learn after experiencing it. Studies do exist within the entrepreneurship literature which analyze failure of entrepreneurial projects. But these are not particularly focused on projects executed within organizations and the experiences of entrepreneurs would be different to those of project managers within firms, after a failure occurs. The authors have made a research from a sample of 6 project managers over such project failures. Using Kolb's experiential Theory to understand the learning that occurs after project failures helped the authors to create a model which the project managers can use in their process of learning after failures. This study also elaborates about the project management literature in association with project failures and also the various aspects of learning that can be achieved in an organization.
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Ray, Sherry Rene. "Issues Related to Implementing High-Fidelity Simulation in a Nursing Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4753.

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Due to the shortage of clinical sites, nursing educators, deans, and directors are compelled to implement alternative clinical solutions such as high-fidelity simulation (HFS). The problem is that nursing educators are often not prepared to implement HFS as a teaching strategy. Faculty readiness is imperative for a successful simulation program and student outcomes. Therefore, the purpose of this study was to investigate the perceptions and practices of faculty, deans, and directors on the implementation of HFS across the nursing curriculum. Kolb's experiential learning theory provided the theoretical support for both the teaching and learning required by faculty for a successful simulation program. The key research question was to investigate how nursing educators perceived the implementation of HFS across the curriculum and how nursing deans and directors provided support for integrating HFS throughout the curriculum. The study population included 13 nursing faculty and 7 deans using simulation at prelicensure programs. Data collection included interviews, observations of simulation labs, and document analysis. Data were analyzed using open and priori coding. Five themes emerged relating to need for faculty development, need for time, need for resources, need for space, and need for support. These findings were consistent with the literature. Based on the findings, a professional development program in simulation pedagogy was developed. The faculty development program could lead to a positive social change by reducing barriers and increasing the use of simulation. Increasing the use of simulation allows nursing students to practice clinical reasoning skills and gain confidence and competence with the goal of improving patient outcomes.
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Grinnell, Lynn D. "A qualitative exploration of reflective thinking in experiential learning debriefings." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.

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Mattos, Guilherme. "Análise sobre a aprendizagem dos empreendedores sociais brasileiros : uma pesquisa à luz da Experiental Learning Theory." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171362.

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Os empreendedores sociais são protagonistas na abordagem de problemas sociais no Brasil. Contudo, mesmo com esse destaque, pouco ainda se sabe sobre as particularidades desses profissionais. A aprendizagem desses indivíduos é um dos assuntos que carecem da atenção dos acadêmicos. Desse modo, uma das teorias que oportuniza análises a respeito da aprendizagem desses indivíduos é a Experiential Learning Theory (ELT) de Kolb (1984), que relata que a aprendizagem é o processo de criação de conhecimentos a partir da transformação das experiências do indivíduo. Um dos subprodutos da ELT é o conceito dos estilos de aprendizagem: traços pessoais que servem como indicadores de como os indivíduos percebem, interagem e respondem aos ambientes de aprendizagem. Para Alonso et al. (1997), existem quatro diferentes tipos de estilos de aprendizagem: o pragmático, o teórico, o ativo e o reflexivo. Assim, os autores elaboraram o instrumento Cuestionario Honey y Alonso sobre Estilos de Aprendizaje (CHAEA) para verificarem os estilos de aprendizagem dos indivíduos e realizarem análises relativas ao assunto. Dessa forma, a presente pesquisa se propôs a analisar a aprendizagem dos empreendedores sociais brasileiros à luz da Experiential Learning Theory, utilizando, para isso, o instrumento CHAEA. Primeiramente, os 90 empreendedores sociais brasileiros pesquisados tiveram seus estilos de aprendizagem verificados e os resultados foram analisados por meio de análises estatísticas univariadas e bivariadas. Assim, foi constatado que o estilo pragmático, o estilo teórico, o estilo ativo e o estilo reflexivo somam, respectivamente, 36,7%, 31,1%, 24,4%, e 7,8% da preferência geral dos pesquisados. Num segundo momento, particularidades e tendências relativas à aprendizagem desses indivíduos foram discutidas, e hipóteses foram produzidas. Essas hipóteses oferecem margem para o desenvolvimento de novos estudos relacionados ao tema. É indicado que as futuras pesquisas procurem trabalhar com amostras mais numerosas e com outros tipos de análises estatísticas. À parte das descobertas em relação à aprendizagem dos pesquisados e das hipóteses desenvolvidas, esta pesquisa também teve outro desdobramento relacionado ao estudo do empreendedorismo social no Brasil: o delineamento do perfil do empreendedor social brasileiro. Foi encontrado que esse indivíduo se caracteriza, majoritariamente, por ser identificado com o gênero masculino, ser jovem, declarar-se da raça ou cor branca, possuir alto grau de escolaridade e estar envolvido há pouco tempo com iniciativas sociais. O perfil constatado corrobora o perfil encontrado por outros autores e traz maior solidez para a discussão do tema. De forma geral, esta pesquisa colaborou para o avanço das pesquisas relativas ao empreendedorismo social e à aprendizagem experiencial no Brasil. Também foi viabilizada para os empreendedores sociais brasileiros participantes a oportunidade de verificarem seus estilos de aprendizagem e, assim, entenderem melhor suas próprias particularidades quanto à aprendizagem. Por último, destaca-se a contribuição para com instituições voltadas à educação, que por meio dos resultados desta pesquisa poderão aprimorar seus cursos direcionados aos empreendedores sociais.<br>Social entrepreneurs are central figures in addressing societal problems in Brazil. Nevertheless, despite the spotlights being pointed on these individuals, little is known about their particularities. Their learning process, for instance, is a subject lacking academic research. Therefore, one way to analyze their learning process is through the Experiential Learning Theory (ELT) present by Kolb (1984), which says that learning is the process whereby knowledge is created through the transformation of experience. One of the ELT's sub-products is the learning styles concept, which suggests that personal traits work as indicators of how someone perceives, interacts and responds to learning environments. Alonso et al. (1997) proposed four different learning styles: pragmatist, theorist, activist and reflector. As a result, the authors created the survey Cuestionario Honey y Alonso sobre Estilos de Aprendizaje (CHAEA) to verify someone's learning style and to carry out analysis about their learning process. Thus, the present research aims to analyze Brazilian social entrepreneurs' learning process in the light of the Experiential Learning Theory, using, to that end, the CHAEA survey. Primarily, the 90 Brazilian social entrepreneurs studied in this research had their learning styles verified and their results analyzed through univariate and bivariate techniques. Thus, it was determined that the pragmatist style, the theorist style, the activist style and the reflector style represented, respectively, 36.7%, 31.1%, 24.4%, and 7.8% of the participant’s general preference. Secondly, particularities and tendencies regarding the Brazilian social entrepreneurs studied were discussed, and hypotheses were produced. This hypotheses offer a clear research path to anyone interested in developing new studies about the subject. It is indicated for future researches to work with larger samples and with other types of statistical analysis. Besides the discoveries regarding the participant's learning process and the hypotheses developed, this research also presented other outcome related to social entrepreneurship studies in Brazil: the establishment of the Brazilian social entrepreneur profile. It was found that these individuals are characterized, mostly, by recognizing themselves as males, by being young, by declaring themselves as white individuals, by possessing a high schooling level and by getting involved recently with social enterprises. The profile formed supports profiles described by other authors in their researches and brings a meaningful consolidation regarding the subject discussion. In general, this research contributed to the advance of researches related to social entrepreneurship and to experiential learning in Brazil. In a practical viewpoint, it was made possible for the Brazilian social entrepreneurs which were part of this research to verify their learning styles and, thus, understand better their own particularities regarding their learning processes. Lastly, the contribution to educational institutions needs to be addressed. Through the results of this research it will be possible for these establishments to improve their courses designed for social entrepreneurs.
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Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.

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How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.
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Grady, Daniel J. "A Critical Review of the Application of Kolb?s Experiential Learning Theory Applied Through the use of Computer Based Simulations Within Virtual Environments 2000-2016." Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282034.

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<p> This integrative research review aims to examine the application of Kolb&rsquo;s theory of experiential learning through the use of simulations within virtual learning environments. It will first cover the framework of experiential learning as stated by Kolb, a learning theory that is finding new life within the context of simulations, role-playing games (RPGs), massive multiplayer role playing games (MMORPGs) and virtual environments. This analysis was conducted by making use of combined research strategies that focused specifically on both qualitative and quantitative reviews that utilized Kolb&rsquo;s experiential theory of learning (ELT) within the context of the application of computer based simulations in virtual environments used to facilitate learning. The review was guided by three principle questions: From the year 2000 to 2016, which research studies that examine the use of simulations to facilitate learning, use experiential learning theory as its foundational theoretical approach? Of the works that were selected, which studies were computer based simulations in virtual environments and demonstrated firm connections between Kolb&rsquo;s ELT and the results of the study? And lastly, within the final group of studies identified what patterns emerge through the application of Kolb&rsquo;s ELT within the context of computer based simulations in virtual environments? </p>
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Kubacki, David. "What can be Learned from the Country's First University Owned Brewery and Brewpub? A Case Study." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1599753353684825.

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Books on the topic "Kolb's experiential learning theory"

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Hayward, M. J. David Kolb's experiential learning theory: An exegesis and critical evaluation. University of Birmingham, 1992.

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Baker, H. Eugene. Experiential exercises in organization theory. Prentice Hall, 1995.

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A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer, 2004.

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Moon, Jennifer A. A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer, 2004.

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Baker, H. Eugene. Experiential exercises in organization theory and design. Thomson South-Western, 2004.

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Peter, Jarvis. Towards a comprehensive theory of human learning. Routledge, 2006.

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Beginning with ourselves in practice, theory, and human affairs. Brookline Books, 1987.

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Varela, Francisco J. Conocer: Las ciencias cognitivas : tendencias y perspectivas : cartografia de las ideas actuales. Gedisa, 1990.

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Weatherford, David E. A review of theory and research found in selected experimental education, life skill development, and 4-H program impacts literature. North Carolina Agricultural Extension Service, 1987.

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Lasting lessons: A teacher's guide to reflecting on experience. ERIC Clearinghouse on Rural Education and Small Schools, 1992.

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Book chapters on the topic "Kolb's experiential learning theory"

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Kolb, Alice Y., and David A. Kolb. "Experiential Learning Theory." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_227.

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Burke, Derek. "Experiential Learning Theory." In How Doctors Think and Learn. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46279-6_4.

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Seaman, Jayson. "Experiential Learning: History, Ideology, Theory." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_355-1.

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Biswas, Dipayan. "Extending Experiential Learning: Blending Theory with Practical Applications." In Celebrating America’s Pastimes: Baseball, Hot Dogs, Apple Pie and Marketing? Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26647-3_57.

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Cocca, P., F. Marciano, M. Alberti, M. Lambri, and D. Lorenzi. "Impact of experiential learning on safety climate: A case study." In Risk, Reliability and Safety: Innovating Theory and Practice. CRC Press, 2016. http://dx.doi.org/10.1201/9781315374987-280.

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Yen, Wan-Hsuan, and Chi-Cheng Chang. "Attitude Toward Online Peer-Assessment Activity: Experiential Learning Theory Viewpoint." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7_6.

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Reeder, Elizabeth H. "Theory Applied: Experiential Teaching Integrates Student Learning With Community Needs." In Proceedings of the 1982 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16946-0_66.

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Frontczak, Nancy T., Karen A. Loveland, and Clayton L. Daughtrey. "Designing Retail Shopping Experiences: An Application of Experiential Learning Theory." In New Meanings for Marketing in a New Millennium. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11927-4_11.

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Howe, Dr Vince, Dr Rebecca Porterfield, and Dr Barbara Spencer. "Moving Educational Theory to Practice: Experiential Learning for Part-Time MBA Programs." In Revolution in Marketing: Market Driving Changes. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11761-4_22.

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Sung, Jungyeon, and Kwangsu Cho. "User Experiences with Augmented Reality Advertising Applications: Focusing on Perceived Values and Telepresence Based on the Experiential Learning Theory." In Human Centric Technology and Service in Smart Space. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5086-9_2.

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Conference papers on the topic "Kolb's experiential learning theory"

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Elizeu da Silva, Edson, Maria das Gracas Bruno Marietto, and Wagner Tanaka Botelho. "Kolb's experiential learning theory guiding the simulation-based higher education in computing: A pedagogical proposal based on the Game of Life." In 2014 XL Latin American Computing Conference (CLEI). IEEE, 2014. http://dx.doi.org/10.1109/clei.2014.6965193.

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Yates, Natalie, and Martha Hunt. "DRONES IN DESIGN EDUCATION: RECONNECTING WITH SITE AND KOLB’S EXPERIENTIAL LEARNING THEORY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1860.

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"Research on Teaching Mode Reform of Applied University International Trade Major Based on Kolb's Experiential Learning Theory-- Skill Competition as the Driving Force." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.138.

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"Research on Teaching Mode Reform of Applied University International Trade Major Based on Kolb's Experiential Learning Theory-- Skill Competition as the Driving Force." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.180.

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Dong, Janet, and Janak Dave. "Experiential Learning for Engineering Technology Students in 21st Century." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. This model shows how theory, concrete experience, reflection and active experimentation can be brought together to produce richer learning than any of these elements can on its own. The College of Engineering and Applied Science did not implement the Kolb model fully due to insufficient resources. Therefore, only the first two of the four stages were used. Many avenues of concrete experiential learning exist for the students in the engineering technology programs at the University of Cincinnati, such as co-op, service learning, global study programs, field projects, academic research, etc. This paper gives a description of the experiential learning of students at the University of Cincinnati in the areas of global study, honors program and undergraduate research. Two faculty members in Mechanical Engineering Technology from the College of Engineering and Applied Science were involved in these experiences. Their experiences, along with student reflections, are discussed in the paper.
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Neeley, W. Lawrence, Kirsten Lim, April Zhu, and Maria C. Yang. "Building Fast to Think Faster: Exploiting Rapid Prototyping to Accelerate Ideation During Early Stage Design." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12635.

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While rapid prototyping has proved to be an invaluable resource for expediting particular phases of the design process, its decreasing cost of operation and increasing accessibility reveal greater potential for these tools to substantially impact the design process itself. While many studies have investigated the advantages of creating and interacting with physical models in engineering design, this study explores the value of delaying decisions and pursuing many prototypes as it applies to individual designers in the earliest phases of the design process. Inspired by The Second Toyota Paradox, we propose the use of Kolb’s theory of experiential learning to reconcile the implications of set-based rather than point-to-point engineering with the value of an individual designer’s learning through interactions with concrete objects. We compared the performance of engineering students in a design challenge. The independent variable was the number of prototypes the participant was required to produce in the first iteration. Participants who were instructed to produce more prototypes in the same amount of time in which their control counterparts were only required to produce one expressed much higher levels of time constraint and dissatisfaction in their primary prototypes. However, multiple-design participants’ prototypes performed better, showed significantly greater improvement between iterations; in addition, satisfaction increased significantly after completion of the final prototype. We look to Kolb’s theory of experiential learning and an individualized application of corporate concurrent engineering to suggest a new design process heavy in low-fidelity, low-quality physical models in early design stages.
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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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Kamis, Arnold, and Heikki Topi. "Network Subnetting: An Instance of Technical Problem Solving in Kolb's Experiential Learning Cycle." In Proceedings of the 40th Annual Hawaii International Conference on System Sciences. IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.399.

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Liu, Pei-shun, and Xue-fang Wang. "Practice Teaching Design and Implementation Based on Kolb's Learning Theory." In 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00058.

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Wright, Angela. "Collaborative learning: Businesses and HE co-create." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.02.

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This novel research pivoted around a collaborative cyclical learning experience between businesses in a City Centre scape and a local Higher Education Institution. This concept provided for a dual aspect to learning; third level MBA students in parallel with business operatives in a City. The students were tasked with addressing a business problem in cooperation with City Hall and to write a ‘service charter for this city’, while being assessed for progression for their MBA. This Collaborative experiential learning (Kolb, &amp; Kolb, 2017) centred on a group of 22 MBA students while they interacted with 20 businesses in a European City to research, develop and write a service charter. Details of the development of the charter per se are not dealt with in this paper, just the experience of its development by the students and business alike. Finding novel ways to assess third level students is always a challenge for Higher Education Institutions. Imagine the opportunity of being placed at the fulcrum of learning and business development through a dual aspect collaborative learning challenge and experiential learning. An experimental approach was afforded to MBA level 9 students when they were tasked with writing a ‘Service Charter ‘for their City – while in parallel, being assessed through ‘problem solving’ for 5 ECTS credits with the third level partner. The dual aspect of learning and co-creation between businesses and college began when the students sought to solve a problem for City businesses and find a solution to their problem and reflect on it, and the second, when a recommendation came from the research that the businesses needed to undertake further training in order to implement the plan of the final City Service Charter.
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Reports on the topic "Kolb's experiential learning theory"

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McKinney, Ellen. Using Kolb's Experiential Learning Cycle to lead students in learning about sewable circuits. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-422.

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