Knowledge is experience, everything else is just information. Einstein. Experiential Learning Theory

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1 1 Tammy Gage Instructor: Joanne Powers INSDSG July 2012 Knowledge is experience, everything else is just information. Einstein Experiential Learning Theory Ask three different educators what experiential learning is and you may get three different answers or ask one corporate trainer and you may get three different answers. One problem for the lack of clarity is that many learning theories are used interchangeably. For example problem-based learning (a form of experiential learning) and problem-solving learning are not the same thing (Savin-Baden 13). Another problem is that educators and scientists speak so pedantically that its difficult to compare and contrast the theories based on the use of language alone. Phil Race, a scientist, author, educational developer and a critic of the way we describe learning states, The language we use to describe learning has got silly in the last fifty years or so it has become remote, cold, psychological, exclusive, elitist-not a sensible way of talking about something everyone does (3). For example, the following quote describes a recent study on the effectiveness of a tool called LSI or Learning Style Inventory that was developed by David Kolb, an American educational theorist at the forefront of experiential learning, a meta-analysis of 101 quantitative LSI studies culled from 275 dissertations and 624 articles that were qualitative, theoretical, and quantitative studies of ELT he concluded that the magnitude of statistics is not sufficient to meet

2 2 standards of predictive validity to support the use of the measures of the experiential methods (Kirschner, Sweller and Clark 81). There also exists the age-old argument of what is knowledge, which makes discerning theories and their intended outcomes even more challenging because of the critique, misinformation and utter confusion about their definitions and desired results. Even learning practices that are synonymous with experiential learning such as work-based learning appear to be trying to find ways to distance themselves and set their learning practices apart. For example, Work-based learning is much more than the familiar experiential learning, which consists of adding a layer of simulated experience to conceptual knowledge. In work-based learning, theory may be acquired in concert with practice (Raelin 64). Although critical on the lack of real application of experience in experiential learning, Raelin does admit that his work incorporates elements of David Kolb s Experiential Learning Theory (3). David Kolb has influenced educational and workforce development industries and may be most recognized for his Learning Style Inventory or LSI, the results of which indicate 4 types of learners. Experiential Learning Theory (ELT) is not the same as experiential education. Experiential learning focuses on the learning process for the individual whereas experiential education is a philosophy in which educators engage learners in direct experience and reflection. (Association for Experiential Education). Experiential Learning Theory as defined by David Kolb on his website learningfromexprience.com describes ELT as, the center of learning is experience, your own subjective experience and from his book Learning is a process whereby knowledge is created through the transformation of experience (38). Kolb s ELT is a trending theory in K-12, post-secondary and even in corporate training. Kolb has somewhat of a mini-educational empire given his creation of the Learning Style Indicators (LSI),

3 3 Learning Style Profiles (LSP), a company called Experienced Learning Systems ( and he is also a successful author. David Kolb published Experiential Learning: Experience as The Source of Learning and Development in Throughout his book he cites the previous work of John Dewey, Jean Paiget, Carl Jung, and Kurt Lewin as influences for the creation of his Experiential Learning Theory (ELT). But cautions others not to think of ELT as a new emerging theory but a thoughtful collection of those before, It should be emphasized, however, that the aim of this work is not to pose experiential learning theory as a third alternative to behavioral and cognitive learning theories, but rather to suggest through experiential learning theory a holistic integrative perspective on learning that combines experience, perception, cognition and behavior (Kolb 20). There are many diagrams to describe Kolb s theory. Below are perhaps two of the most basic images. It is a continuous cycle whereas four elements make up the learning process but typically start with a concrete experience and through reflection, conceptualization and experimenting shapes the learning experience and as the cycle denotes repeating the pattern leads to increased knowledge and mastery of subject.

4 4 But more recently Kolb s theory has been critiqued not only for its proposed foundational leanings but its empirical evidence. Below is a diagram by Phil Race that questions if there should be more to Kolb s theory than just the 4 elements, Feelings? What s missing? Active Experimentation Engagement? Emotions? Judgments? Abstract Conceptualisation Desire? Concrete Experience People? Reflective Observation Communication? Race points to an analysis that questions the model as a cycle of learning. Kolb clearly believes that learning takes place in a cycle and that learners should use all four phases of that cycle to become effective But if Wierstra and dejong s (2002) analysis, which reduces Kolb s model to a one-dimensional bi-polar structure of reflection versus doing, proves to be accurate, than the notion of a learning cycle may be seriously flawed (45). A recent article in the International Journal of Lifelong Education challenges Kolb s basic premise that ELT is taken from the basic tenets of John Dewey, Kurt Lewin and Jean Piaget, Kolb generalizes a historically very specific and unilateral mode of experience.kolb s interpretation of John Dewey s is compared to Dewey s concepts of reflective thought

5 5 and action Kolb gives an inadequate interpretation of Dewey s thoughts and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic. (Miettinen 54) Not all experience leads to knowledge as stated by John Dewey all learning is experiential but not all experiences are educational. Another problem with Kolb s theory is the idea of self-motivation and minimal guidance (or even none) to foster learning. This is perhaps one of the greater critiques of Kolb s theory. Kolb s assertions that the learner is in control of his/her own learning and thus can take initiative for experiences is somewhat aligned to Dewey s view that learning should be student not teacher centered. However, a significant study noted in Educational Psychologist shows the exact opposite and even the loss of learning that can occur with no/minimal guidance, A related set of findings in the ATI research paradigm was described by Clark (1989). He reviewed approximately 70 ATI studies and described a number of experiments in which lower aptitude students who choose or were assigned to unguided, weaker instructional treatments receive significantly lower scores on posttests than on pretest measures. He argued that the failure to provide strong learning supports for less experience or less able students could actually produce a measurable loss of learning The education levels presented in the studies ranged from elementary classrooms to university and work settings and included a variety of types of problems and tasks (Kirschner, Sweller and Clark 81). Kolb developed assessment tools called LSI to measure the way we learn and LSP to identify the types of learning styles and learners. These assessments have also come under fire

6 6 for potential problems with what Kolb states the tools do which is to measure. Kolb admitted the weakness in these assessments on his website you can produce whatever profile you desire on the LSI. It is possible to lie; and if, for example, the LSI were being used for selections purposes, some respondents might be expected to try to distort their scores. For this reason, the LSI is not that useful for selection. We recommend the LSI be used solely for purposes of self-exploration, selfunderstanding, and self-development. Under these conditions, while it is still possible for a person to lie on the LSI, it is not clear why he or she would want to. Still critics not only question the validity of the measurements but also the proposal that based on these assessments different learning styles emerge imagine teachers routinely changing their teaching style to accommodate up to 30 different learning styles in each class, or even to accommodate 4 it is simply unrealistic given the demands for flexibility it would make on teachers and trainers (Race 48). If as Kolb suggests that the assessments are merely for selfdevelopment what role do they play in ELT? Why would educators use a test that is flawed and would require the teacher/trainer to devote an enormous amount of time to an individualized learning plan for each student? On his own website, Kolb admits, Our latest research on experiential learning and the LSI is focused on developing more fine grained descriptions of individuality in learning such as the Learning Skills Profile in order to respect individual uniqueness and avoid the stereotyping that can result from having only 4 learning styles. Despite the criticism of Kolb s theory and his tools, he remains popular in education and training. Perhaps it is because he offers a simplistic approach and immediate diagnoses of learning styles through LSI and LSP and his work and tools have an accessibility factor that is lacking in most educational circles like the ones critiqued by Race. Kolb s website is user

7 7 friendly and chock full of research. Googling experiential learning produces 8 of 10 Kolb results whether it s an article he has written, links to his website or his model of ELT. However, in providing accessibility to the masses it is obvious that he has also given an invitation to his critics. The results of which may or may not lead to an increased clarity in the way we define knowledge, experiential learning and it s practices.

8 8 Works Cited Association of Experiential Education. Web Kolb, David. Experiential Learning: Experience as The Source of Learning and Development. New Jersey: Prentice-Hall, Inc., Print. Kolb, David. Experienced Based Learning Systems. Hay Group. Web. 08 July Kirschner, Paul A., Sweller, John, and Clark, Richard E. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist 41:2 (2010): Web. 08 July Miettinen, Reijo. The concept of experiential learning and John Dewey s theory of reflective thought and action. International Journal of Lifelong Education 19:1 (2010): Web. 12 July Race, Phil. Ripples model Seven factors Web. 10 July Raelin, Joseph A. Bridging Knowledge and Action in the Workplace: Work Based Learning. SanFrancisco, CA: Jossey-Bass, Print. Savin-Baden, Maggi. Problem Based Learning in Higher Education: Untold Stories. The Society for Research into Higher Education & Open University Press. Philadelphia, PA: St. Edmundsbury Press, Print.