Relevant bibliographies by topics / Kolb's Model of Experential Learning

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Academic literature on the topic 'Kolb's Model of Experential Learning'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Kolb's Model of Experential Learning"

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Mildred, Arellano Sebastian. "STUDENTS' GENDER, LEARNING STYLE, AND DIFFICULTIES IN SOLVING PROBLEMS IN COLLEGE ALGEBRA." International Journal of Multidisciplinary Research and Modern Education 3, no. 2 (2017): 87–95. https://doi.org/10.5281/zenodo.1004670.

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The study was an attempt to determine the students’ level of difficulties encountered in solving problems in college algebra as profiled in their gender and learning style. Difficulties in solving mathematical problems were measured in terms of conceptual and computational difficulties and were classified as to high, average, and low difficulty levels. Two research instruments were prepared: the learning style inventory (LSI) and the diagnostic test (DT) in college algebra. The LSI was adopted from Kolb’s Model of Experiential Learning; while the DT was developed and was validated so as to ach
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Anggela, Rika, and Rina Rina. "PENGARUH MODEL EXPERENTIAL LEARNING TERHADAP KESADARAN LINGKUNGAN SISWA SEKOLAH DASAR." Sosial Horizon: Jurnal Pendidikan Sosial 9, no. 2 (2022): 301–10. http://dx.doi.org/10.31571/sosial.v9i2.4920.

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Tujuan untuk mengetahui secara objektif dan sistematis Pengaruh Penerapan Model Experential Learning Terhadap Kesadaran Lingkungan Siswa Sekolah Dasar. Penelitian ini menggunakan Pre Experimental Design. Berdasarkan hasil penelitian dan pembahasan dapat disimpukan bahwa : 1)Kesadaran Lingkungan sebelum penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 68,32 berada dalam kriteria cukup; 2) Kesadaran Lingkungan sesudah penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 86,74 berada dalam kriteria Baik. 3) Berdasarkan hasil pengujian uji t diketahui bahw
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Anggela, Rika, and Rina Rina. "PENGARUH MODEL EXPERENTIAL LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR." Sosial Horizon: Jurnal Pendidikan Sosial 10, no. 2 (2023): 161–71. http://dx.doi.org/10.31571/sosial.v10i2.6182.

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Tujuan untuk mengetahui secara objektif dan sistematis Pengaruh Penerapan Model Experential Learning Terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Penelitian ini menggunakan Pre Experimental Design. Berdasarkan hasil penelitian dan pembahasan dapat disimpukan bahwa : 1) Kemampuan Berpikir Kritis Siswa sebelum penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 67,63 berada dalam kriteria cukup; 2) Kemampuan Berpikir Kritis Siswa sesudah penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 77,63 berada dalam kriteria Baik. 3) Berdasarkan hasil pe
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Anggreni, Anggreni. "Experential Learning (Pembelajaran Berbasis Mengalami)." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (2020): 186. http://dx.doi.org/10.30736/atl.v1i2.86.

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Learning is the process of changing individual behavior as a result of interaction with the environment. It is a system consisting of components interacting with ano another to achieve the goals of teaching that has already been predetermined. One of the learning model that is often used in learning theory is experiential learning (experience-based) learning. Experiential learning was first introduced by David A. Kolb. Experiential learning is an effort to achieve the goals based on experiences that are constantly changing in order to improve the effectiveness of the learning outcomes themselv
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Nugraha, Jaka. "Penerapan Model Experiential Learning Terhadap Peningkatan Keterampilan Bermain Musik Ansamble Peserta Didik Pada Mata Pelajaran Seni Budaya Dan Prakarya Di Sekolah Dasar." Science and Education Journal (SICEDU) 1, no. 2 (2022): 81–87. http://dx.doi.org/10.31004/sicedu.v1i2.19.

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Penelitian ini bertujuan untuk mengetahuai pengaruh penerapan model pembelajaran Experential Learning lebih baik terhadap peningkatan keterampilan bermain musik ansamble peserta didik dibandingkan dengan peningkatan keterampilan bermain musik ansamble peserta didik yang menggunakan model pembelajaran konvensional. Penelitian ini dilatarbelakangi oleh permasalahan rendahnya keterampilan bermain musik ansamble peserta didik di SD Negeri Cicalengka X. peserta didik memiliki sedikit keterampilan dalam memainkan alat musik., keterbatasan guru dalam kemampuan seni mengakibatkan pembelajaran music me
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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 (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 sup
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Mehta, Dr Mita, and Nishant Mehta. "Impact of Experiential Learning on Learning Outcomes Among Engineering Students Based on Kolb's Model: A Netnography Study." Journal of Engineering Education Transformations 37, no. 2 (2023): 51–59. http://dx.doi.org/10.16920/jeet/2023/v37i2/23149.

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Abstract : This article aims to explore the impact of experiential learning on learning outcomes and clarify how and what makes experiential learning more impactful, keeping Kolb's learning model at the center. This study was conducted for engineering students through netnography methodology. By analyzing comments, we have gathered insights about the learning outcomes and type of experiential learning from engineering students through online forums and community pages. The study has a netnography tool, a most advanced and extended version of ethnography. For this study, we have referred to Kol
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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
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Haritha, Dr G., and Dr Ratna Rao. "A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery." Journal of Engineering Education Transformations 37, IS2 (2024): 415–24. http://dx.doi.org/10.16920/jeet/2024/v37is2/24069.

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Abstract - Kolb's Experiential Learning Theory emerged as a foundational educational framework in higher education, offering a structured approach to design sessions and courses that encompass a complete learning cycle. The theory aligned specific phases of the cycle with varied learning styles, acknowledging the diverse preferences individuals have for learning. Recognizing these distinct learning styles constitute the initial stride in cultivating learners' awareness of alternative learning strategies. The research investigated the practical application of Kolb's theory within professional s
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Rahmi, Wifqi. "Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 2 (2024): 115–26. http://dx.doi.org/10.62775/edukasia.v5i2.1113.

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The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster
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Dissertations / Theses on the topic "Kolb's Model of Experential Learning"

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Davis, Brian L. "Investigating the experience a case study of a science professional development program based on Kolb's experiential learning model /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-02242008-014259/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Christine Thomas, Mike Dias, committee members. Electronic text (122 p. ; ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 195-210).
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Davis, Brian. "Investigating the Experience: A Case Study of a Science Professional Development Program Based on Kolb's Experiential Learning Model." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/33.

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Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb’s experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in
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Sinclair, Janet A. "Assessment of medication knowledge of community-based licensed practical nurses based on an educational session using Kolb's (1981) Experiential learning model." 2001. http://hdl.handle.net/1993/19560.

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Books on the topic "Kolb's Model of Experential Learning"

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Perspectives on experiential learning: Kolb's model and implications for extension. 1994.

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Book chapters on the topic "Kolb's Model of Experential Learning"

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Dileep Kumar, M., Manisha Semwal, and Normala S. Govindarajo. "Work-Integrated Learning Assessment Rubric Development." In Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO). IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9472-1.ch004.

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With an emphasis on WIL curriculum development and WIL assessment options, the current research seeks to better understand the concepts behind work-integrated learning (WIL). The authors used a qualitative Delphi analysis based on the literature on work-integrated learning to generate appropriate topic outputs and investigate WIL-related ideas. They include conventional and modern WIL models, traditional and modern WIL model typologies, curriculum for placement, and assessment of WIL, as well as the distinction between traditional and modern WIL needs in education. The current study incorporat
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Hibbs, Brian. "Investigating the Relevancy of Kolb's Experiential Learning Cycle for Second Language Acquisition." In Exploring Multicultural Dimensions of Literary, Linguistic, and Educational Frontiers. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8196-0.ch006.

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This chapter reviews the relevancy of Kolb's experiential learning cycle to the field of second language acquisition, particularly with respect to linguistic and cultural competence. The chapter begins with an overview of the fundamental principles of Kolb's experiential learning cycle and its place in the educational realm and then moves to an examination of potential applications of the cycle to the acquisition of second language grammar via the PACE model (Adair-Hauck &amp; Donato, 2002a, 2002b) and to the development of students' intercultural competence via Allan's intercultural learning
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Lumley, Maryvonne, and James Wilkinson. "Reflection and transferable skills." In Developing Employability for Business. Oxford University Press, 2013. http://dx.doi.org/10.1093/hebz/9780199672455.003.0003.

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This chapter discusses learning styles. First, it highlights the importance of experience in line with David Kolb's Learning Cycle. Then, the chapter narrates how Kolb's Learning Cycle is used as a basis to design learning cycles and learning styles developed by Graham Gibbs, Peter Honey, and Alan Mumford. It lists Honey and Mumford's category of learners which include activists, reflectors, theorists, and pragmatists. The chapter also looks at the VARK model for other possible learning style models. It explains the process of locating, processing, and communicating information such as guideli
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Hoffman, Gabriel Daniel, and Adheesh Budree. "AI-Powered Content Creation and Curriculum Development Based on Learning Styles." In Reshaping Learning with Next Generation Educational Technologies. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1310-7.ch004.

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This chapter explores artificial intelligence (AI)'s potential to adapt pedagogy to individual learning styles as well as learning models including Fleming's VARK Model, Gardner's intelligence types, and Kolb's experiential learning, amongst others, to investigate how AI can tailor educational content and curriculum more effectively. A root cause analysis is then conducted to identify the possible shortcomings in the current educational landscape to understand how AI can tailor educational content to diverse learning styles and complexity levels.
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Silva de Souza, Gustavo Henrique, Jorge Artur Peçanha de Miranda Coelho, Germano Gabriel Lima Esteves, and Nilton Cesar Lima. "Learning Management." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch007.

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This Chapter develops a bibliographic analysis that associates teaching methodologies with cognitive skills to create a structural map of teaching activities that guide the learning process in classroom, basing on student characteristics. Specifically in higher education, the academic formation within the major universities in the entire world goes through a particular problem: lack of effectiveness in the teaching-learning process. This Chapter starts from the premise that the learning management should be used as a strategy for planning the teaching-learning process. A specific theoretically
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Lumley, Maryvonne, and James Wilkinson. "Employability audit, learning logs and portfolio-building." In Developing Employability for Business. Oxford University Press, 2013. http://dx.doi.org/10.1093/hebz/9780199672455.003.0002.

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This chapter focuses on understanding and improving employability assets. It explains the principles of Personal Development Planning (PDP): concrete experience, reflective observation, abstract conceptualization, and active experimentation. Then, it highlights the importance of mindset. The chapter argues the case for creating an employability development questionnaire and learning log formats in relation to identifying the level of confidence in employability assets. It references the CareerEDGE model of employability and Kolb's Learning Cycle as the basis for assessing employability. The ch
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Joshi, Himanshu, and Dominic Mentor. "Conceptualizing Experiential Learning for Computer-Mediated Engagement." In Computer-Mediated Learning for Workforce Development. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4111-0.ch013.

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This chapter aims to equip readers with a conceptual understanding to help them leverage experience-based learning in electronic (e) and mobile (m) learning environments. We are in times where learning goals needs to cater to increasingly complex scenarios that require non-didactic methods. Experiential learning emerges as a promising way to deliver such outcomes. David Kolb's experiential learning model emerges as a popular model to conceptualize such learning. E-learning and m-learning cater to the needs of an increasingly mobile learner who seeks situated and personalized learning. There is
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Vasconcelos, Dr Sandra Vieira, Carla Melo, and António Melo. "Fostering Pedagogical Innovation in Tourism Education Through Experiential Learning." In Fostering Pedagogy Through Micro and Adaptive Learning in Higher Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8656-6.ch003.

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Due to its service-oriented nature, Tourism and Hospitality Education relies heavily on experimental learning (EL) approaches, that focus on real-word challenges and can replicate future professional settings. In addition to simulation, project-based learning, fieldtrips and role-play, educators are looking for alternative and innovative strategies to enhance students' learning experiences and support the development of technical and high-level skills. Recognizing the importance of EL, and aiming to contribute towards its development, and support practitioners working in Tourism Higher Educati
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Steinmann, Heather, and Ruslan T. Saduov. "Co-Writing and Cross-Cultural Networking." In Advances in Linguistics and Communication Studies. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch002.

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This chapter is a teaching case study which draws on Kolb's experiential learning model and Latour's Actor-Network theory, specifically, the ideas of learning as a process rather than as an outcome and of technological space as a cross-cultural network actor. The authors report on a collaboration between undergraduate-level students at a US university and graduate-level students at a Russian university within the Trans-Atlantic and Pacific Project originated to set up international academic collaborations. The chapter provides a theoretically grounded description of the project's successes and
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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch015.

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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter o
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Conference papers on the topic "Kolb's Model of Experential Learning"

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Sanjabi, Tahereh, and Gholam Ali Montazer. "Personalization of E-Learning Environment Using the Kolb's Learning Style Model." In 2020 6th International Conference on Web Research (ICWR). IEEE, 2020. http://dx.doi.org/10.1109/icwr49608.2020.9122314.

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Hasan Saragih, Abdul, Abdul Muin Sibuea, Keysar Panjaitan, and R. Mursid. "Kolb's Experiential Learning Model to Improve Students' Critical Thinking Skills in Educational Research Methodology Courses." In Proceedings of the 6th International Conference on Innovation in Education, Science, and Culture, ICIESC 2024, 17 September 2024, Medan, Indonesia. EAI, 2025. https://doi.org/10.4108/eai.17-9-2024.2353059.

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Virag-Iorga, Cristina, and Cristian Silviu Banacu. "Adult Learning Methods in Health Education Institutions." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/72.

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The research aims to identify learning styles in health education institutions. The analysis was applied in post-secondary health schools, identifying in addition to the general characteristics of the group, particular aspects of the Kolb model, which determines the belonging to a learning style. The research tool used was Kolb's questionnaire, it was applied in two health education units, in order to be able to capture possible differences between the learning styles present in the respondents of the general nurse specialization. It should be noted that the emphasis was on the four learning s
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