Journal articles: '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 (April 1, 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 (March 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 (March 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 (December 31, 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 (April 16, 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 (June 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 (April 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 (May 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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Kaskowitz, Gary. "Factor Analysis of the Model Constructs Suggested by Kolb's Learning Skills Profile." Perceptual and Motor Skills 80, no. 2 (April 1995): 479–86. http://dx.doi.org/10.2466/pms.1995.80.2.479.

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Data from 236 MBA and middle-level managers who completed Kolb's Learning Skills Profile were analyzed using confirmatory and exploratory factor analyses to assess whether Kolb's model of Experiential Learning Theory could be validated at the performance level. An analysis of the Learning Skills Profile correlation matrix showed that Kolb's proposed four factors could be found although not without significant intercorrelation. The two-factor model suggested by the theory, i.e., Grasping of experience and Transformation of experience, did not appear in a confirmatory analysis. Although some support could be found for the factor loadings suggested by Kolb, an alternative loading scheme was found through exploratory factor analysis, wherein results suggested that other explanations might be found for the underlying latent variables proposed by Kolb.

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Baker, Marshall, Shane Robinson, and David Kolb. "Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model." Journal of Agricultural Education 53, no. 4 (December 1, 2012): 1–16. http://dx.doi.org/10.5032/jae.2012.04001.

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Bozionelos, Nicholas. "Cognitive Spontaneity and Learning Style." Perceptual and Motor Skills 83, no. 1 (August 1996): 43–48. http://dx.doi.org/10.2466/pms.1996.83.1.43.

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The relationship between cognitive spontaneity and learning style was investigated ( N = 157; 23 women, 133 men). Kolb's experiential learning theory was employed. Scores on cognitive spontaneity correlated positively with those on a measure of learning style which emphasizes active experimentation over reflective observation. The 44 respondents classified as Accommodators reported significantly higher scores on cognitive spontaneity than the 34 respondents classified as Assimilators.

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Healey, Mick, and Alan Jenkins. "Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education." Journal of Geography 99, no. 5 (September 2000): 185–95. http://dx.doi.org/10.1080/00221340008978967.

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Chan, Cecilia Ka Yuk. "Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method." European Journal of Engineering Education 37, no. 4 (August 2012): 405–15. http://dx.doi.org/10.1080/03043797.2012.706596.

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Cain, Tim. "Mentoring trainee music teachers: beyond apprenticeship or reflection." British Journal of Music Education 24, no. 3 (November 2007): 281–94. http://dx.doi.org/10.1017/s0265051707007589.

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This article explores the theoretical concepts of ‘apprenticeship’ and ‘reflection’ in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with reference to Kolb's (1984) theory of experiential learning.

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McCarthy, Mary. "Experiential Learning Theory: From Theory To Practice." Journal of Business & Economics Research (JBER) 14, no. 3 (June 30, 2016): 91–100. http://dx.doi.org/10.19030/jber.v14i3.9749.

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This paper examines Kolb’s (1984) Experiential Learning Theory and Learning Style Inventory, presents a summary of some research examining accounting students’ learning style preferences, and provides examples of activities to incorporate into the instructional environment that encourages learning through experience.

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Goby, Valerie Priscilla, and Justus Helen Lewis. "Using Experiential Learning Theory and the Myers-Briggs Type Indicator in Teaching Business Communication." Business Communication Quarterly 63, no. 3 (September 2000): 39–48. http://dx.doi.org/10.1177/108056990006300304.

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As more emphasis is placed on groupwork in business environments, management students need to be aware of the psychological underpinnings of communication. They also benefit from understanding how people learn because they are likely to have to incorporate such understanding when, as managers, they implement orga nizational change. Moreover, they have to become life-long learners themselves as they adapt to new business environments. Business communication classes can perform an important role in preparing students to meet these challenges by intro ducing them to the Myers-Briggs Type Indicator and Kolb's experiential learning cycle.

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Terry, Marion. "Translating Learning Style Theory into University Teaching Practices: An Article Based on Kolb's Experiential Learning Model." Journal of College Reading and Learning 32, no. 1 (September 2001): 68–85. http://dx.doi.org/10.1080/10790195.2001.10850128.

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Fajar Pamungkas, Stephanus, Indah Widiastuti, and Suharno. "Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering." Open Engineering 11, no. 1 (January 1, 2021): 254–68. http://dx.doi.org/10.1515/eng-2021-0027.

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Abstract This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.

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Sato, Takahiro, and David D. Laughlin. "Integrating Kolb's Experiential Learning Theory into a sport psychology classroom using a golf-putting activity." Journal of Sport Psychology in Action 9, no. 1 (June 28, 2017): 51–62. http://dx.doi.org/10.1080/21520704.2017.1325807.

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Diken, Fatih, and Nevin Ozdemir. "The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 54–69. http://dx.doi.org/10.31578/jebs.v6i2.231.

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This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

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Bell, Robin, and Heather Bell. "Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education." Journal of Small Business and Enterprise Development 27, no. 6 (October 2, 2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.

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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

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Stirling, Ashley E. "Applying Kolb’s Theory of Experiential Learning to Coach Education." Journal of Coaching Education 6, no. 2 (August 2013): 103–21. http://dx.doi.org/10.1123/jce.6.2.103.

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Coach education is the key to improved coaching. In order for coach education initiatives to be effective though, the conceptualization of those initiatives must be developed based on empirical learning theory. It is suggested that Kolb’s theory of experiential learning may be an appropriate learning theory to apply to coach education. This paper outlines how Kolb’s theory of experiential learning was used in the development of Canada’s National Coaching Certification Program coach education module entitled “Empower +: Creating Positive and Healthy Sport Experiences.” The module is summarized briefly, and Kolb’s six key tenets of experiential learning are reviewed. Applications of each tenet within the coach education module are highlighted, and recommendations are made for future evaluation and research.

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Murphy, Elena J. "Prior Learning Assessment: A Review of Bloom's Taxonomy and Kolb's Theory of Experiential Learning: Practical Uses for Prior Learning Assessment." Journal of Continuing Higher Education 55, no. 3 (October 2007): 64–66. http://dx.doi.org/10.1080/07377366.2007.10400135.

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Pickworth, Glynis E., and Willem J. Schoeman. "The Psychometric Properties of the Learning Style Inventory and the Learning Style Questionnaire: Two Normative Measures of Learning Styles." South African Journal of Psychology 30, no. 2 (June 2000): 44–52. http://dx.doi.org/10.1177/008124630003000206.

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David Kolb has provided a detailed, useful and widely accepted theory of experiential learning and learning styles. He developed the Learning Styles Inventory (LSI) to assess four learning abilities and four learning styles. Kolb's work is viewed favourably for establishing the existence of individual differences in learning styles, but the major criticism against his work is focused on his method of measuring learning styles and more specifically on the psychometric properties of the LSI. The LSI is an ipsative instrument and the limitations placed on the statistical analysis of data of ipsative measures makes it inappropriate for reliability and validity evaluation of the instrument. In this study the psychometric properties of two normative measures of learning styles, a normative version of the LSI (referred to as the LSI-Likert) and the Learning Style Questionnaire (LSQ), are investigated. A review of the literature on the LSI is presented and the development of normative versions of the LSI is reviewed. First-year university students registered for either a science or human sciences degree completed the two normative instruments. The internal reliability of the four learning ability scales was determined using alpha coefficient. The internal reliability of the LSI-Likert and LSQ was found to be relatively high. The presence of a response bias for both instruments was suspected. It appeared that the LSI-Likert was more successful than the LSQ in differentiating learning abilities and styles in the sample used. Item factor analysis demonstrated two bipolar factors in line with Kolb's theory for the LSQ. The four-factor solution for the LSI-Likert produced four factors which to some extent represented the four learning abilities.

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Long, Elizabeth M., and Ginger Gummelt. "Experiential Service Learning: Building skills and sensitivity with Kolb’s learning theory." Gerontology & Geriatrics Education 41, no. 2 (September 28, 2019): 219–32. http://dx.doi.org/10.1080/02701960.2019.1673386.

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Botelho, Wagner Tanaka, Maria das Graças Bruno Marietto, João Carlos da Motta Ferreira, and Edson Pinheiro Pimentel. "Kolb's experiential learning theory and Belhot's learning cycle guiding the use of computer simulation in engineering education: A pedagogical proposal to shift toward an experiential pedagogy." Computer Applications in Engineering Education 24, no. 1 (August 4, 2015): 79–88. http://dx.doi.org/10.1002/cae.21674.

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Arakawa, Hiromi, and Tokie Anme. "The effect of an experiential learning program on motivations and activity involvement among dementia supporters in Japan." PLOS ONE 15, no. 12 (December 28, 2020): e0244337. http://dx.doi.org/10.1371/journal.pone.0244337.

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Purpose The purpose of this study was to examine the effectiveness of an experiential learning program based on Kolb’s theory in increasing dementia supporters’ motivation and activity involvement within the community. Method In this interventional study, the sample was divided into two groups. The intervention group underwent dementia supporter training and participated in an experiential learning program, which was conducted two weeks after the initial training session. The control group underwent only the dementia supporter training. Results Kolb’s experiential learning model consists of four stages: concrete experience, reflective observation, conceptualization, and active experimentation. A total of 37 and 44 individuals constituted the intervention and control groups, respectively. The Wilcoxon signed-rank test revealed that there was a significant increase in motivation among the intervention group participants, when compared to the control group participants. Moreover, the activity rate was higher among the intervention group participants. Discussion The experiential learning program was effective in increasing motivation levels and activity involvement among the dementia supporters. Conclusions The experiential learning program for dementia supporters can be used to improve other volunteer and professional programs. Moreover, Kolb’s theory can be used to support individuals with dementia within the community.

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Bower, Glenna G. "Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble." International Journal of Sport Management, Recreation & Tourism 12 (December 31, 2013): 29–56. http://dx.doi.org/10.5199/ijsmart-1791-874x-12c.

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Kartveit, Kate. "Journalism teaching and experiential learning." Žurnalistikos Tyrimai 2 (January 1, 2009): 34–48. http://dx.doi.org/10.15388/zt/jr.2009.2.72.

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TV-journalism can never be thought successfully entirely on a theoretical basis. The students must experience the professions challenges and difficulties by exercising and experiencing the TV-journalistic methods, TV-tools and TVaesthetics in practice in order to achieve skills within TV-journalism. The article discusses how Kolb’s learning circle successfully provides a pedagogic approach in practical journalism learning and teaching. Kolb experiential learning theory says that ideally the learning process represents a learning cycle or spiral where the learner touches four bases in process, that means a cycle of experiencing, reflecting, thinking, and acting. Kolb describes four different learning styles or learning preferences. This refers to four different ways of experiencing the learning process. Every learner has a preference to learn in different ways andthe learning circle offers the learners to fulfil the learning process no matter what starting point the learner prefers. This approach focuses on journalism training as growing a person from the inside, whereas conventional teaching and training is the transfer of capability into a person from the outside. Keywords: coaching, conventional learning, David A. Kolb, Experience Based Learning Systems, Experiential Learning Theory, International TV-program, journalism studies, learning cycle, learning process, pedagogical approach, TV-journalism. p>

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Stirling, Ashley, Gretchen Kerr, Ellen MacPherson, Jenessa Banwell, Ahad Bandealy, and Anthony Battaglia. "Do Postsecondary Internships Address the Four Learning Modes of Experiential Learning Theory? An Exploration through Document Analysis." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 27–48. http://dx.doi.org/10.47678/cjhe.v47i1.186196.

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The educational benefits of embedding hands-on experience in higher education curriculum are widely recognized (Beard & Wilson, 2013). However, to optimize the learning from these opportunities, they need to be grounded in empirical learning theory. The purpose of this study was to examine the characteristics of internships in Ontario colleges and universities, and to assess the congruence between the components of these internships and Kolb’s (1984) experiential learning framework. Information from 44 Ontario universities and colleges, including 369 internship program webpages and 77 internship course outlines, was analyzed. The findings indicated that internship programs overemphasize the practical aspect of the experience at the expense of linking theory and practice. To optimize experiential education opportunities, recommendations include establishing explicit learning activities consistent with each experiential learning mode, including practice, reflection, connecting coursework and practical experience, and implementing creative ideas in practice.

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Srinivasan, Badrinarayanan. "Application of Kolb’s Experiential Learning Theory to Teaching Architectural Design Principles." Design Principles and Practices: An International Journal—Annual Review 5, no. 3 (2011): 581–94. http://dx.doi.org/10.18848/1833-1874/cgp/v05i03/38075.

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Trinh, Mai P., Chantal van Esch, Hector A. Martinez, and Tracey Messer. "Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning." Journal of Management Education 45, no. 5 (January 29, 2021): 786–819. http://dx.doi.org/10.1177/1052562920980125.

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Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

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SÖNTGENS, KIRSTEN. "Circling the globe: fostering experiential language learning." ReCALL 13, no. 1 (May 2001): 59–66. http://dx.doi.org/10.1017/s0958344001000611.

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This paper describes a Computer Supported Experiential Learning project at the University of Central England (UCE), for which a bid has been successful to the UK Higher Education Funding Councils’ learning and teaching fund to develop innovative teaching and learning strategies. The project is based upon a well-established curriculum model (Kolb, 1984) which has been adapted by the Learning Methods Unit (LMU) at UCE to include technologies each addressing a particular stage in Kolb’s learning cycle. The model recognises that it is insufficient simply to learn new concepts, just as it is insufficient to have an experience in isolation. The learner must make the link between theory and practice through active experimentation and through reflection on the learning process.

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Brisola Brito Prado, Maria Elisabette, Fátima Aparecida da Silva Dias, Tatiane Caldeira dos Santos Bernardo, and Elisabete Alves Soares. "Estilos de Aprendizagem e o Desenvolvimento do Estudante Adulto." Revista de Ensino, Educação e Ciências Humanas 22, no. 1 (March 26, 2021): 52–55. http://dx.doi.org/10.17921/2447-8733.2021v22n1p52-55.

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ResumoEste estudo tem como objetivo sistematizar aspectos relacionados à Teoria da Aprendizagem Experiencial de David Kolb no que tange aos Estilos de Aprendizagem, associando esta teoria com os estudos andragógicos. O estudante do Ensino Superior, numa primeira ou subsequente graduação, deve ser considerado um adulto aprendente que traz consigo uma bagagem cultural como estudante e/ou como profissional e, sobretudo, experiências, as quais podem servir de pontes entre o conhecimento prático vivido e o conhecimento técnico e teórico, resultando em aprendizagens significativas para o desenvolvimento de competências necessárias para lidar com os artefatos de uma sociedade tecnológica em contínua e rápida transformação. Palavras-chave: Teoria Experimental. Autoaprendizagem. Ciclo de Aprendizagem. AbstractThis study aims to systematize aspects related to David Kolb's Theory of Experiential Learning with respect to Learning Styles, associating this theory with andragogic studies. The student of Higher Education, in a first or subsequent graduation, must be considered an adult learner who brings with him a cultural background as a student and / or as a professional and, above all, experiences, which can serve as bridges between the practical knowledge lived and the technical and theoretical knowledge, resulting in significant learning for the development of skills necessary to deal with the artifacts of a technological society in continuous and rapid transformation. Keywords: Experimental Theory. Self-learning. Learning Cycle.Keywords.

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Ely, Adrian V. "Experiential learning in “innovation for sustainability”." International Journal of Sustainability in Higher Education 19, no. 7 (November 5, 2018): 1204–19. http://dx.doi.org/10.1108/ijshe-08-2017-0141.

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Purpose The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach. Design/methodology/approach Based on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories. Findings The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs. Originality/value These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

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Koh, Jin-Young. "Moral Dilemmas of Art Educators : Considering Education Fields and Kolb’s Experiential Learning Theory." Journal of Research in Art Education 19, no. 1 (January 31, 2018): 59–68. http://dx.doi.org/10.20977/kkosea.2018.19.1.59.

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DeMers, Michael N. "Second Life as a Surrogate for Experiential Learning." International Journal of Virtual and Personal Learning Environments 1, no. 2 (April 2010): 16–30. http://dx.doi.org/10.4018/jvple.2010040102.

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Second Life is increasingly being used as a venue for education, especially for delivery of online instruction where social presence and community building are essential components. Despite its robust 3-D modeling tools and powerful scripting language, many educational uses of Second Life are limited to passive forms of content delivery that often mimic some variety of Victorian style lecture setting. This article demonstrates a series of exercises designed around a more active learning model for my geography courses based on Kolb’s (2005) theory of experiential learning. Active class exercises encourage hands-on interaction with components of the virtual world, but are linked explicitly to real subject matter content. By providing fun pre-exercise training and promoting learning by discovery, the exercises are designed to encourage the four fundamental components of the experiential learning environment: involvement, reflection, analysis, and problem solving. Beyond providing an excellent educational environment, such approaches can act as surrogates for real-world experiences that are either impossible or logistically problematic.

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Sternquist, Brenda, Patricia Huddleston, and Ann Fairhurst. "Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education." Journal of Marketing Education 40, no. 1 (January 19, 2018): 76–84. http://dx.doi.org/10.1177/0273475317753864.

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We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student–faculty collaborations. We use Kolb’s experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types of projects in which our undergraduate students have participated. These types of projects include (a) theory building and testing, (b) empirical research using primary or secondary data collection, (c) practitioner-oriented projects, and (d) creative projects. We provide specific examples of each type of project and then apply Kolb’s experiential learning cycle roles to a variety of undergraduate research projects. We conclude with a discussion of the benefits of involving undergraduate students in research projects.

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Wright, April, Paul Hibbert, Ross Strong, and Marissa Edwards. "Exposing Practical, Psychological, and Pedagogical Shadow Sides of Experiential Learning." Journal of Management Education 42, no. 6 (September 20, 2018): 761–71. http://dx.doi.org/10.1177/1052562918802327.

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This article is based first-person experience with experiential learning (EL) practices in an undergraduate introductory management course. We consider how a challenging EL activity, based on volunteering during recovery from a catastrophic flood event, exposed three shadow sides of EL. These shadow sides of EL, which often remain hidden to educators, are practical, psychological, and pedagogical. We provide a characterization of each of these shadow sides and outline strategies for managing them. We also discuss the general applicability of our insights, including tentative theoretical extensions to Kolb’s EL theory. We conclude by considering the potential for the shadow sides of EL to emerge in circumstances that are less confronting and extreme than those encountered by our students.

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Said, Norimah, Norazmir Md Nor, Siti Sabariah, and Siti Khuzaimah. "Conceptual Framework for the Intervention on Childhood Obesity Management for School Health Nurses and School children in Malaysia." Environment-Behaviour Proceedings Journal 4, no. 10 (March 1, 2019): 140. http://dx.doi.org/10.21834/e-bpj.v4i10.1593.

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This article aims to present the conceptual framework for the Intervention Health Educational Module and C.H.A.N.G.E design on Childhood Obesity Management for School Health Nurses towards obese school children. Social Cognitive theory, Urie Bronfenbrenner, and Kolb's model of Learning Styles and Experiential Learning will be used in this study to modify and make changes on the knowledge, attitude, behavior, and environment among obese school children. This study aims to provide a new model on the development of the professional role of nurses in the School Health Program (SHP) and health education promotion towards obese school children to improve their quality of life.Keywords: obesity; school children; school nurses; conceptual frameworkeISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i10.1593

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Văn Hồng, Bùi. "Determining students learning needs when teaching technical subjects based on David A. Kolb’s Theory of Experiential Learning." Journal of Science, Educational Science 60, no. 8 (2015): 171–77. http://dx.doi.org/10.18173/2354-1075.2015-0158.

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Said, Norimah, Norazmir Md Nor, Siti Sabariah Buhari, and Siti Khuzaimah Ahmad Sharoni. "Childhood Weight Management for School Health Nurses and School Children in Malaysia: A conceptual framework." Journal of ASIAN Behavioural Studies 4, no. 13 (April 30, 2019): 14–26. http://dx.doi.org/10.21834/jabs.v4i13.331.

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In developing an effective Chidhood weight management, it needs to be based on a theory. The Social Cognitive theory (SCT) and Urie Bronfenbrenner model with integrated Kolb's model of Learning Styles and Experiential Learning is used in this study to modify and make changes to the personal factor influences such as knowledge, attitude and expectations, behavior modification and environmental influences among overweight and obese school children. The aim of this study is to provide a new model for the professional development role of the nurses in the School Health Program (SHP) and health education promotion towards obese school children to improve their quality of life. Furthermore, in this study SHP and future health education and promotion are integrated with the role of SHN to facilitate the effective management of childhood obesity. Keywords: obesity; school children; school nurses; conceptual framework;weight management eISSN 2514-7528 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/jabs.v4i13.331

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Yamazaki, Yoshitaka, Michiko Toyama, and Andreas Joko Putranto. "Comparing managers’ and non-managers’ learning and competencies." Journal of Workplace Learning 30, no. 4 (May 14, 2018): 274–90. http://dx.doi.org/10.1108/jwl-08-2017-0074.

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Purpose The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development. Design/methodology/approach This study applied Kolb’s experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers. Findings The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting. Originality/value Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently.

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Refai, Deema, and Rita Klapper. "Enterprise education in pharmacy schools." International Journal of Entrepreneurial Behavior & Research 22, no. 4 (June 6, 2016): 485–509. http://dx.doi.org/10.1108/ijebr-07-2015-0162.

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Purpose – The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions. Design/methodology/approach – The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics. Findings – The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks. Research limitations/implications – The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE. Practical implications – Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context. Originality/value – The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.

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Văn Hồng, Bùi. "Integrated teaching and learning in Vocational Education and Training Schools based on David A. Kolb’s Theory of experiential learning." Journal of Science, Educational Science 60, no. 8D (2015): 37–46. http://dx.doi.org/10.18173/2354-1075.2015-0253.

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Gadola, M., and D. Chindamo. "Experiential learning in engineering education: The role of student design competitions and a case study." International Journal of Mechanical Engineering Education 47, no. 1 (December 25, 2017): 3–22. http://dx.doi.org/10.1177/0306419017749580.

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Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challenging contests in Europe is the Motostudent event, joined by the University of Brescia (UniBS) in 2016 for the first time. It is a typical implementation of Kolb’s theory of experiential learning, where engineering theory and application meet in an intensive, ‘hands-on’ team work experience, resulting in a very effective learning process that involves the so-called soft skills as well. The paper aims at briefly reviewing the scope of competitions like the Formula SAE and sharing the authors’ experience in a similar event, the Motostudent contest.

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Labarrete, Rufo A. A. "A Proposed Module for the Course Modalities and Assessment of Learning in Post-Baccalaureate Diploma in Alternative Learning System (PB-DALS)." European Journal of Education and Pedagogy 2, no. 3 (June 23, 2021): 56–62. http://dx.doi.org/10.24018/ejedu.2021.2.3.42.

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This study proposed two modules for the course Modalities and Assessment for Learning in PB-DALS. The 4As strategy on teaching as suggested in Kolb’s Experiential Learning Theory served as its core design. As such, it follows the Activity, Analysis, Abstraction, and Application phases of lesson episodes. Its contents, on the other hand, are reflective on the results of the findings reported as regards modalities and assessments of learning employed by the ALS programs implementers across diverse groups. These modules are deemed useful for teachers of PB-DALS, ALS programs implementers, and policy makers of the ALS. Taking things holistically, it is suggested that said modules be subjected for validation.

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Thon, Sarah, and Pamela Hansen. "Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students." Athletic Training Education Journal 10, no. 2 (April 1, 2015): 159–63. http://dx.doi.org/10.4085/1002159.

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Context Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective To determine the preferred learning style of professional undergraduate and graduate athletic training students using Marshall and Merritt's Student Learning Style Questionnaire based on Kolb's theory of experiential learning. Design Cross-sectional survey. Setting Colleges with Commission on Accreditation of Athletic Training Education accredited professional undergraduate and/or graduate athletic training programs. Patients or Other Participants Four hundred twenty-nine students (men = 125, women = 303, not available = 1) from 88 professional undergraduate programs and 69 students (men = 27, women = 42) from 21 professional graduate programs. Intervention(s) A 40-item Student Learning Style Questionnaire (LSQ) was administered. Participants chose between words that were characteristic of how they learn. After scoring the LSQ, the learning style preferences were determined. The styles were Diverger, Assimilator, Converger, or Accommodator. Main Outcome Measure(s) Learning Style Questionnaire survey scores were used to determine the preferred learning style of male and female professional undergraduate athletic training students, male and female professional graduate athletic training students, and any significant differences between learning styles. The χ2 goodness of fit test and χ2 test of independence were used to compare differences between the groups. Results A significant difference (P ≤ .0001) was observed between learning styles. The Diverger style was preferred by both professional undergraduate and graduate athletic training students. We found no significant difference in preferred learning style between the undergraduate and graduate student groups or between men and women. Conclusions Although undergraduate and graduate athletic training students have a variety of learning styles, the Diverger style of learning, which relies on concrete experience and reflective observation, was preferred in our study. Educators should provide learning opportunities in a variety of ways to reach all preferred learning styles.

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

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