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Relevant bibliographies by topics / Kolb model of experiential learning

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Academic literature on the topic 'Kolb model of experiential learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Kolb model of experiential learning"

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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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Enns, Carolyn Zerbe. "Integrating Separate and Connected Knowing: The Experiential Learning Model." Teaching of Psychology 20, no. 1 (1993): 7–13. http://dx.doi.org/10.1207/s15328023top2001_2.

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I describe the differences between separate and connected knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and suggest that the experiential learning model (Kolb, 1981, 1984) is a useful framework for integrating traditional, separate knowing and connected, collaborative learning. The strengths of this model and a list of activities and examples associated with various learning positions are identified.

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Katz, Noomi. "Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis." Perceptual and Motor Skills 63, no. 3 (1986): 1323–26. http://dx.doi.org/10.2466/pms.1986.63.3.1323.

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The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA proced

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SÖNTGENS, KIRSTEN. "Circling the globe: fostering experiential language learning." ReCALL 13, no. 1 (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 insuff

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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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Lubis, Effi Aswita, Efendi Napitupulu, and Eko Wahyu Nugrahadi. "PENGEMBANGAN MODUL BERBASIS EXPERIENTIAL LEARNING PADA MATAKULIAH PERENCANAAN PEMBELAJARAN AKUNTANSI." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 7, no. 2 (2020): 146. http://dx.doi.org/10.24114/jtikp.v7i2.23242.

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Abstrak: Penelitian ini bertujuan: (1) mengetahui kelayakan modul berbasis Experiential Learning pada matakuliah Perencanaan Pembelajaran Akuntansi; (2) mengetahui keefektifan modul berbasis Experiential Learning matakuliah Perencanaan Pembelajaran Akuntansi. Hasil penelitian menunjukkan: Kualitas pelaksanaan pembelajaran pada uji coba terbatas sangat baik dan layak digunakan dalam proses pembelajaran perencanaan pembelajaran akuntansi. Penilaian mahasiswa terhadap Pelaksanaan Pembelajaran menggunakan modul melalui Uji Coba Terbatas layak digunakan dalam proses perencanaan pembelajaran akuntan

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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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Yusof, Rohaila, Khoo Yin Yin, Norlia Mat Norwani, Zuriadah Ismail, Anis Suriati Ahmad, and Salniza Salleh. "Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 323–37. http://dx.doi.org/10.26803/ijlter.19.10.18.

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This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model

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Ibrahim, Mohd Faisal, Aqilah Baseri Huddin, Fazida Hanim Hashim, et al. "Strengthening programming skills among engineering students through experiential learning based robotics project." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 939. http://dx.doi.org/10.11591/ijere.v9i4.20653.

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This study examined the educational effects in strengthening programming skills among university’s undergraduate engineering students via integration of a robotics project and an experiential learning approach. In this study, a robotics project was conducted to close the gap of students’ difficulty in relating the theoretical concepts of programming and real-world problems. Hence, an experiential learning approach using the Kolb model was proposed to investigate the problem. In this project, students were split into groups whereby they were asked to develop codes for controlling the navigation

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Richards, Cameron. "Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework." Journal of Adult and Continuing Education 24, no. 2 (2018): 250–71. http://dx.doi.org/10.1177/1477971418808688.

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Many educators interested in notions of ‘learning through or from experience’ are influenced by Kolb’s basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb’s insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers’ concept of informal lifelong education. On this basis, it adapts a ‘lifecycle’ perspecti

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Dissertations / Theses on the topic "Kolb model of experiential learning"

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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 s

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Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.

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Marks, Jonathan Tresman. "Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/6884.

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Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic

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Jones, Elizabeth K. "The Effects of Matching/mismatching Learning Style and Learning Task on Academic Self-efficacy in College Students." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/457.

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The problem under investigation in this study is whether or not matching or mismatching learning style to learning style task has an effect on students’ perceptions of academic self-efficacy and self-efficacy for self-regulated learning. Sixty-eight undergraduate and graduate students over the age of 18 participated (males: N= 14 and females: N=54). The students were selected into two groups (matched; N=34 and mismatched; N=34). Participants in the matched group were given a free-writing task that matched their most preferred learning style as determined by the Kolb Learning Style Inventory. P

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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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Harpel, Rachael A. "Using Kolb's Experiential Learning Cycle as a Guide for Understanding Critical Values in a Clinical Laboratory." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281549976.

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Alcorn, Christopher G. "Improving Student Knowledge Through Experiential Learning - A Hands-On Statics Lab at Virginia Tech." Master's thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/37134.

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Improving Student Knowledge through Experiential Learning â A Hands-On Statics Lab at Virginia Tech By: Christopher G. Alcorn It has been well documented that humans learn better through a combination of hearing, seeing, and hands-on experience than through hearing and seeing alone. Despite these findings, the majority of college instruction is through lecture. This research seeks to improve the quality of structural education for students in Building Construction, Architecture, and Engineering by allowing them to test theoretical structural concepts in a hands-on, lab environment

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Andersson, Therese, and Theresé Eriksson. "Kardborreband för kommunikation : – En studie om hur AKK och upplevelsebaserat lärande kan främja elevernas kommunikation i träningsskolan." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31734.

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Vi har genomfört en kvalitativ intervjustudie som är inspirerad av fenomenologin. 14 verksamma lärare inom grundsärskolans inriktning träningsskola deltog i studien. Samtliga arbetade med olika former av AKK och upplevelsebaserat lärande. Syftet med studien var att beskriva och analysera hur 14 verksamma lärare i grundsärskolan, inriktning träningsskola, upplevde att AKK och upplevelsebaserat lärande kunde främja elevernas kommunikation och vara möjliga vägar till att nå målen i ämnesområdet kommunikation. Det framkom i resultatet att elevernas kommunikation, inom deltagarnas respektive skolor

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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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Pickworth, Glynis Ellen. "An integration of the theories of JL Holland and DA Kolb a theoretical and empirical study of vocational personality and learning style types /." Thesis, Pretoria : [s.n.], 1997. http://upetd.up.ac.za/thesis/available/etd-03012007-133156.

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Books on the topic "Kolb model of experiential learning"

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Davies, Lloyd. Informal learning: A new model for making sense of experience. Ashgate Pub., 2008.

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Informal learning: A new model for making sense of experience. Gower, 2008.

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Davies, Lloyd. Informal learning: A new model for making sense of experience. Gower, 2008.

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Malinen, Anita. Towards the essence of adult experiential learning: A reading of the theories of Knowles, Kolb, Mezirow, Revans and Schön. University of Jyväskylä, 2000.

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Alderman, Belle Y. A model for work-based learning. Scarecrow Press, 2005.

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Fiszer, Edward P. How teachers learn best: An ongoing professional development model. ScarecrowEducation, 2004.

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Davies, Lloyd. Informal Learning: A New Model for Making Sense of Experience. Taylor & Francis Group, 2016.

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

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Belle, Alderman. A Model for Work-Based Learning. The Scarecrow Press, Inc., 2005.

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How Teachers Learn Best, An Ongoing Professional Development Model. ScarecrowEducation, 2003.

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Book chapters on the topic "Kolb model of experiential learning"

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Lehane, Louise. "Experiential Learning—David A. Kolb." In Springer Texts in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_17.

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Teodoro, Vitor Duarte. "A Model to Design Computer Exploratory Software for Science and Mathematics." In Simulation-Based Experiential Learning. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78539-9_13.

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Cameron, Brian H. "Enterprise Integration: An Experiential Learning Model." In Innovative Practices in Teaching Information Sciences and Technology. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03656-4_13.

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Hudson, Natalie Florea, and Joel R. Pruce. "We Are All Students: The Moral Courage Project as a Model for Transdisciplinary Experiential Learning." In Diverse Pedagogical Approaches to Experiential Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42691-0_8.

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Ip, Horace H. S., and Julia Byrne. "A Kinet-Affective Learning Model for Experiential Learning in Smart Ambience." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08961-4_3.

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Kiraly, Don, and Sascha Hofmann. "Chapter 4: Towards a Postpositivist Curriculum Development Model for Translator Education." In Towards Authentic Experiential Learning in Translator Education. V&R Unipress, 2015. http://dx.doi.org/10.14220/9783737004954.67.

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Lai, Ivan Ka-wai, Kwan-keung Ng, and Joseph Shi-piu Fong. "A Blended-Experiential Learning Model: An Action Research Case Study." In Blended Learning. New Challenges and Innovative Practices. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_12.

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Kamruzzaman, Abu, Yousef Alhwaiti, and Charles C. Tappert. "Developing a Deep Learning Model to Implement Rosenblatt’s Experiential Memory Brain Model." In Lecture Notes in Networks and Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12385-7_20.

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Manolas, Evangelos. "Short Stories and Climate Change: An Application of Kolb’s Experiential Learning Model." In Climate Change Management. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70066-3_3.

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Masys, Anthony J., Colleen C. Reiner, Nancy Ramirez, and Haru Okuda. "Exploring the Opioid Crisis Through Systems Thinking and Participative Model Building: An Experiential Learning Event." In Advanced Sciences and Technologies for Security Applications. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71998-2_9.

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Conference papers on the topic "Kolb model of experiential learning"

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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 A

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Mancini, Francesco Maria, and Tanja Glusac. "Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11192.

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Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour)

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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, & Kolb, 2017) centred on a group of 22 MBA students while they inter

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Vescan, Andreea, and Camelia Serban. "Facilitating model checking learning through experiential learning." In ESEC/FSE '20: 28th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. ACM, 2020. http://dx.doi.org/10.1145/3412453.3423196.

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Tudor, Sofia Loredana. "The Transdisciplinarity – A Model Of Experiential Learning." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.104.

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Yonghui, Cao, and Liu Hui. "Study of Experiential Learning as a Model for Teaching and Learning." In 2009 Second International Symposium on Knowledge Acquisition and Modeling. IEEE, 2009. http://dx.doi.org/10.1109/kam.2009.249.

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Susilo, Heryanto, and Rivo Nugroho. "Training of Andragogic Learning through Model Experiential Learning for Equality Education." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.42.

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Musa, Hastuty, and Mr Amaluddin. "The Increasing Interest in Mathematic Learning Through Model Application Experiential Learning." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.4.

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Sun, Yanxia, and Jinke Wang. "Research on Experiential Learning of Distributed Flip SPOC Model." In 2016 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/emcm-16.2017.181.

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Kang, Ya-Chin, and Jia-Yi Chen. "Applying Kano model to evaluate the quality for mobile experiential learning model." In 2016 International Conference on Applied System Innovation (ICASI). IEEE, 2016. http://dx.doi.org/10.1109/icasi.2016.7539882.

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