Running Head: EXPERIENTIAL LEARNING IN HIGHER EDUCATION 1 Kolb s Experiential Learning Theory: An Executive Summary for use in Higher Education Kaley R. Klaus Fort Hays State University
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 2 Introduction Experiential Learning Theory (ELT) was first introduced by David Kolb in 1984 (Kolb and Kolb, 2005). The theory derives from the foundational theories of John Dewing and Kurt Lewin, who each focused on the process of learning and human development through experience (2005). There are six propositions from ELT (2005, p. 194): Learning is best conceived as a process, not in terms of outcomes All learning is relearning Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world Learning is a holistic process of adaptation to the world Learning results from synergetic transactions between the person and the environment Learning is the process of creating knowledge Understanding the process of experiential learning provides the opportunity for instructors of higher education to provide their students, who are often considered adult learners, with the proper learning experiences to ensure knowledge is obtained in the best possible way for each individual student. Literature Review Kolb s experiential learning theory defines learning as the process whereby knowledge is created through the transformation of experience Kolb, 1984, p. 41). Grasping and transforming an experience is how knowledge is obtained (1984, p. 41). The experiential learning model contains two modes of grasping experience: concrete experience (CE), and abstract conceptualization (AC), and two modes of transforming experience: reflective observation (RO) and active experimentation (AE) (Kolb & Kolb, 2005).
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 3 The mode of concrete experience (CE) requires one to react in the moment, using their immediate intuition to affectively respond to a situation (Atkinson & Murrell, 1988). On the opposite end, abstract conceptualization (AC) requires one to use logical thinking and rational evaluation of the situation to create ideas that develop their observations into theory (1988, p. 375). Reflective observation (RO) allows one to explore neutral perspectives toward the situation (1988). Finally, active experimentation (AE) is when the individual takes action, or participates in risk taking by testing previous concepts (1988). Kolb proposes that learning is the major determinant of human development, and how individuals learn shapes the course of their personal development (Kolb and Kolb, 2005, p. 195). Personality type, career choice, education specialization, current job role/tasks (Kolb, 1984), and cultural influences (Yamazaki, 2002, 2003) all influence one s learning style. Development is multilinear and is based on one s learning style (Kolb and Kolb, 2005). The learning styles that Kolb identifies in ELT are converging, diverging, assimilating, converging, and accommodating (2005). Individuals with the converging learning style, who use a combination of abstract conceptualization and active experimentation, are generally good at problem solving and decision making; whereas divergers, who use a combination of concrete experience and reflective observation, are the opposite and are more focused on people and feelings as well as generating alternative points of view (Evans, Forney, Guido, Patton, Renn, 2010). Those who are considered assimilators, who use a combination of abstract conceptualization and reflexive observation, are focused on ideas and utilize inductive reasoning to integrate observations into theoretical concepts. Accommodators, the final learning style defined by Kolb, are those who
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 4 utilize concrete experience and active experimentation; they are action oriented, open to new experiences, and adaptive to change (2010). Understanding that learning is key in personal development, Kolb developed a model of development that contains three stages: 1) acquisition, 2) specialization, and 3) integration (Evans et. al., 2010). Stage one, acquisition, is a time when one develops basic abilities and cognitive structures; stage two, specialization, is a time when the individual s development is influenced by social, educational, and organizational socialization forces; stage three, integration, occurs when an individual beings to express his/her non-dominant modes of learning (Kolb and Kolb, 2005). Research Much research has been done confirming ELT s use in higher education. Most research on this theory has been focused on the Learning Styles Inventory (LSI) (Evans et. al., 2010). Kolb, Byatis, and Mainemelis (2001) examined how the LSI has influenced curriculum creation in the topics of education, management, nursing, psychology, and computer and information science. This particular study shifted the focus of ELT on specialized learning styles to balanced learning styles, in which the individual would integrate various learning styles throughout their educational experience (2001). In 2002, the same group of researchers (Mainemelis, Byatis, & Kolb) examined not only the LSI, but also two additional instruments derived from ELT Adaptive Style Inventory and Learning Skills Profile the understand which learning styles showed greater adaptability in responding to experiences and learning contexts (2002). The study concluded that learning styles that included experiencing showed higher skill development in interpersonal interaction, whereas
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 5 the opposite was found for individuals who specialize in the conceptualizing learning styles (2002). Despite ELT s success in the field thus far, scholars, including David Kolb, have consistently stated that further empirical studies should be performed on the Adaptive Style Inventory and Learning Skills Profile to fully understand the ever-developing discussion on balanced, or integrated, learning styles (Kolb, Byatis, & Mainemelis, 2001; Mainemelis, Byatis, & Kolb, 2002). Application Kolb s theory of experiential learning can be applied to higher education both in an out of the class environment (Evans et. al., 2010). It is especially evident in graduate education, where the various academic disciplines enforce different learning demands; therefore individuals utilize, and begin to favor, a particular learning style most pertinent to their discipline during this time (2010). For example, students in the physical sciences often utilize the converging style of learning, while those who study liberal arts or humanities utilize the diverging learning style (Kolb, 1981). Additionally, Kolb (1981) noted that academic discipline, learning style, and student success were positively related; when the learning materials provided students the appropriate learning experience for that discipline, the student was more likely to succeed. However, all students have the opportunity to enroll in the academic discipline of their choice regardless of their dominant learning style; therefore instructors of higher education must make an effort to provide diverse methods of instruction and evaluation (Evans et. al., 2010). Kolb and Smith (1986) provided several examples of learning activities for each learning cycle component. For example, peer discussion, role plays, and personalized counseling are best used for those who have a strength in concrete experience, while those with a strength in
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 6 reflective observation are best suited with observing and receiving lectures (1986). Those with a preference in abstract conceptualization would generally value studying alone reading about theory, whereas students who favor active experimentation would prefer to work with individualized learning activities and small group discussions (1986). Beyond the classroom, career counselors are able to connect Kolb s learning styles to coach students toward a potential career path (Atkinson and Murrell, 1988). Often times, counselors encourage students to explore their self in order to choose a career path. Atkinson and Murrell s meta-model for career exploration guides career counselors to provide clients with activities created upon the four learning styles developed by ELT (1988). Whether it is utilizing concrete experience to delve into a work environment, or engaging in personalized counseling in order to reflect, these activities can be used in a variety of lifelong learning or career development situations for the individual client. Author Point of View I m have been employed in the field of higher education for a total of six and half years. During that time, I have worked for and with various departments including student affairs, institutional effectiveness, strategic planning and assessment, and academic affairs, among others. Currently holding a position as a Graduate Teaching Assistant with the Department of Leadership Studies at Fort Hays State University, it is apparent Kolb s Experiential Learning Theory can be applied in my workplace. The Voss Advanced Leadership Undergraduate Experience (VALUE) is a new program currently being developed in the department. My primary duty as a GTA in the department is to develop and implement the program. The development of this program includes the creation of two new courses, Advanced Leadership Labs, as well as co-curricular learning opportunities. A
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 7 key component of the program is the element of experiential learning for the students. These experiential learning opportunities may include intern or externships, scholarly research and/or writing, along with the execution of a chosen special project. The VALUE program is unique in that students who participate are able to choose the experience they want to have. That experience may be an active role in an organization or it may be a passive role in a major research project. Kolb s Experiential Learning Theory provides the opportunity to help students create their own experiences based upon their learning style. Like the meta-model proposed by Atkinson and Murrell (1988), ELT can be applied to the introductory work with the VALUE participants. Providing the students with a variety of activities created upon each learning style may expose the students to various options for their projects. While the learning styles developed by ELT may inspire the students to take on certain experiences throughout the VALUE program, the coursework included in the program will be developed using a variety of learning styles. Kolb (1981) concluded that individuals who study the liberal arts or humanities often utilize the diverging learning style. Because Leadership Studies is considered a liberal arts program, much of the course work will be a combination of lecture, observations, peer discussion, and personalized counseling with a mentor, as recommended by Smith and Kolb (1986). This curriculum format is common among many leadership courses in the department, and will continue to be through the development of the Advanced Leadership Labs in the VALUE program.
EXPERIENTIAL LEARNING IN HIGHER EDUCATION 8 References Atkinson, G. & Murrell, P. H. (1988). Kolb s experiential learning theory: A meta-model for career exploration. Journal of Counseling and Development, 66, 375-377. Evans, N.J. Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2009). Student Development in College. Theory, Research, and Practice (2nd ed). San Francisco: Jossey-Bass. Kolb, A.Y., & Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212. Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering (Ed.), The modern American college: Responding to the new realities of diverse students and a changing society (pp. 232-255). San Francisco: Jossey-Bass. Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. Zhang (Eds.) Perspectives on thinking, learning, and cognitive styles (pp. 227-247). New York, NY: Routledge. Mainemelis, C., Boyatzis, R. E., & Kolb, D. A. (2002). Learning styles and adaptive flexibility testing experiential learning theory. Management Learning, 33(1), 5-33. Smith, D. M. & Kolb, D. A. (1986). User s guide for the Learning Style Inventory. Boston: McBer.