Kolbs learning styles

Literature: Kolb D.A. (1984) 'Experiential Learning experience as a source of learning and development', New Jersey

Introduction
People differ rather in the way they learn. Learning can be seen as a process that eventually
leads to behavioural change. In this process several phases can be distinguished, such as
collecting information, reviewing new insights or reflecting on the things that happen to you.
The psychologist Kolb studied the several ways in which people learn, and he distinguished
four ways of learning, that he could relate to different phases which are dependent on each
other. These four learning phases can be described in terms of the skills that are used in each
phase:

CE: Concrete Experience (feeling)

RO: Reflective Observation (watching and

listening)

AC: Abstract Conceptualization (thinking)

AE: Active Experimentation (doing)

Four phases of learning

These four phases of learning logically follow each other: if you experience something
(concrete experience) it is important to consider your experiences afterwards (reflective
observation) and to make a generalization (abstract conceptualization). You can then
consider an appropriate action which you can execute when dealing with a corresponding
situation (active experimentation). If you really do this new action, i.e. new learned
behaviour, then you get a new experience (concrete experience) about which you can
reflect (reflection), and that can give you new insights (conceptualization). And so on, and
so on.

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Using this model it is possible to arrange all kinds of different learning experiences. Kolb
described an ideal learning model that you can use to structure your own learning process
according to this model. According to Kolb the four phases repeat themselves continuously
in the described order. His learning model can therefore be seen as a cyclic model (more a
diagram, because the level increases).
Order and starting point
It is not always necessary to start with a concrete experience (on top of the circle). However,
you can say that after your birth every person starts with experience and therefore concrete
experience is the natural beginning of learning. But in later life the following applies: if you for
example must operate an electronic device for the first time, you can choose from several
approaches to find out how the thing works.
First, you can press all kinds of buttons (experimentation) and look what happens
(experience and probable also reflection). Secondly, you can reflect on what you already
know about similar devices, because as far as their application they look alike (reflection)
and then you can try to build an idea how to operate it (conceptualization) and then try this
in practice (experimentation). Another possibility is that you ask someone how the device
should be used (experience), so that you can get an idea about its operation (reflection,
conceptualization), that you then bring into practice (experimentation).
Furthermore it is possible to pass through the learning phases in another order or to skip a
phase. However, when phases are skipped or are passed through too quickly, the learning
output decreases. This is understandable: the value of your experience increases if you
reflect on it, and insights become more useful if you try them out (experiment) and if you
review them (experience, reflection).
Personal preference
So now it is clear that you can see each learning process as a cyclic process consisting of
four phases which, in an ideal situation, are always passed through in the same order, but
not always from the same beginning point. Everybody has, however, a personal preference
for a certain phase from the learning cycle: you preferably start at one certain phase or you
spend the most of time in one particular phase. A mathematician for example will spend a
lot of time on abstract conceptualization, whereas a manager will rather aim on reviewing
ideas by putting them into practice.
Kolb discovered that people are tended to develop especially the learning phase which
they prefer and already master. He pleaded therefore that people also give attention to the
phases they master less. The learning cycle can then be passed through more completely
and become more balanced, when each phase can get the attention it deserves.

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Four learning styles

Kolb suggests that people develop a preference for learning in a particular way. The
preferred style reflects a tendency rather than an absolute and people may adopt different
learning styles in different situations, but they tend to favour some learning behaviours in
preference to others. He identifies four learning styles each of which is associated with a
different way of solving problems:
Accommodators - carry out plans and experiments and adapt to immediate
circumstances.
Divergers - view situations from many perspectives and rely heavily upon brainstorming
and generation of ideas.
Assimilators - use inductive reasoning and have the ability to create theoretical models.
Convergers - rely heavily on hypothetical-deductive reasoning.
The particular choice of learning style reflects the individual's abilities, environment and
learning history. According to Kolb, learners learn better when the subject matter is
presented in a style consistent with their preferred learning style.
Left to their own devices people tend to do what is easiest for them, which is to use their own
learning style. Similarly individual teachers may teach in ways that reflect their own learning
styles.

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The Accommodator (Doer)

Accommodators carry out plans and experiments and adapt to immediate circumstances.
Characteristics
Accommodators are polar opposites of assimilators. Their greatest strengths lie in carrying out
plans and experiments and involving themselves in new experiences. They are risk-takers and
excel in those situations requiring quick decisions and adaptations. In situations where a
theory or plan does not fit the facts, they tend to discard the theory and try something else.
They often solve problems in an intuitive trial and error manner, relying heavily on other
people for information. Accommodators are at ease with people but may be seen as
impatient and pushy. Their educational background is often in practical fields such as
business or education. They prefer action-oriented jobs, such as nursing, teaching,
marketing or sales.
You will find accommodators preferably in:
Commerce
Demography
Education
Environmental studies
Geography
Political Science
Public policy

Important learning conditions for accommodators are

When allowed to gain 'hands on' experience

Humor, pleasure and entertainment on the learning or working place.
Feedback on their own actions.
Contact with others and with the environment.
To be free to react quickly.
To have several ways of working and learning to their disposal.
Situations which are defying and tense and ask for choices.

Important activities for accommodators are

You need to do things together.

You learn best in cooperating, so choose for tasks and projects.
You need challenges, tension-full situations that ask for quick choices.
Take on concrete experiences and give yourself time and space to just do things.
Take on a challenging task and dont think too much about the consequences.
Take a risk, make something happen, solve problems.
Use your influence to have an effect on other people and on the way of working.

Therefore if you want to develop the accommodating learning style plan time to `do'.

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The Diverger (Dreamer)

Divergers view situations from many perspectives and rely heavily upon brainstorming and
generation of ideas.
Characteristics
Divergers have characteristics opposite of convergers. Their greatest strengths lie in creativity
and imaginative ability. A person with this learning style excels in the ability to view concrete
situations from many perspectives and generate many ideas such as in a brainstorming
session. Research shows that divergers, as accommodators, are interested in people, and
they tend to be imaginative and emotional. They often are interested in the arts and have
humanities or liberal arts backgrounds. Science researchers, counselors, organizational
development specialists, and personnel managers tend to be characterized by this learning
style.
You will find divergers preferably in:
Science
Research
Languages
History
Philosophy
Sociology
Arts

Important learning environments for divergers are

When allowed to observe and gather a wide range of information.

Sufficient possibilities to get to know other group members.
Time and space to compare notes and to express ideas and feelings.
Come into contact with several visions.
Do not set a time limit or deadline: divergers dont like these at all.
The way of working should be experienced as safe.
Divergers learn better and more if they are encouraged by others.

Important activities for divergers are

Seek several opinions concerning a problem: this is stimulating.

Give yourself time and space to deal with experiences and to express feelings.
You learn best when the learning content is explained with examples (visually).
You need to first observe how something works before you have an opinion.
You need to examine situations in several ways.
You want to look for the meaning of situations.
Make a thinking plan in advance, thinking of all the possibilities to examine.

Therefore if you want to develop the diverging learning style plan time to `dream'.

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The Assimilator (Thinker)

Assimilators use inductive reasoning and have the ability to create theoretical models.
Characteristics
Assimilators are polar opposites of accommodators. Their greatest strengths lie in the ability
to understand and create theories. A person with this learning style excels in inductive
reasoning and in synthesizing various ideas and observations into an integrated whole.
Assimilators are less interested in people and more concerned with abstract concepts, and
are less concerned with the practical use of theories. For assimilators it is more important that
the theory is logically sound and precise; in a situation where a theory or plan does not fit the
facts, the assimilator tends to disregard or re-examine the facts. As a result, this learning
style is more characteristic of the basic sciences and mathematics rather than the applied
sciences. Assimilators often choose careers involving research and planning.
You will find assimilators preferably in:
Astronomy
Chemistry
Classics
Earth sciences
Economics
Mathematics
Physics

Important learning environments for assimilators are

When presented with sound logical theories to consider.

Studying the learning content independently and integrate it within their own thinking
world.
Order and rest in the learning or working place.
The possibility to gather background information.
Difficult and complex questions are considered as a challenge.
A clear program and clear (learning) goals.
Individual work is preferred.

Important activities for assimilators are

You want to know why you need to learn something, so ask for it.
You need order and rest in your working place and space, so take care of this.
Give yourself time to discover the how, what and why for yourself.
You need thinking challenges and complex questions: you will get bored otherwise.
You need to understand the situation entirely before you go to work.
You need to think logically about ideas.
Make an organized and structured planning for yourself.

Therefore if you want to develop the assimilating learning style plan time to `think'.

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The Converger (Decider)

Convergers rely heavily on hypothetical-deductive reasoning.
Characteristics
Convergers have characteristics opposite of divergers. Their greatest strengths lie in the
practical application of ideas. A person with this learning style excels in situations with a
single correct answer or solution to a question or problem. Convergers are very good in
focusing on specific problems or situations. Research on this style of learning shows that
convergers are relatively unemotional, and they prefer to deal with things rather than
people, like the assimilator. They often choose to specialize in the practical application of
sciences for instance the physical sciences, engineering, and computer sciences.
You will find convergers preferably in:
Applied economics
Applied physics
Computing
Engineering
Forestry
Law
Medical research

Important learning environments for convergers are

When provided with practical applications of concepts and theories.

When being able to independently draw practical conclusions.
A clear path in the learning content.
A relation between theory and practice.
Given techniques and indications which help them to solve the problem for themselves.
To be able to try out self-considered solutions.
To be guided by expert counselors.

Important activities for convergers are

Look for a clear path in the learning content.

Take the opportunity to experiment with your own solutions.
Solve the problem on your own, but with indications and council.
Ask for examples in practice.
Find someone who can demonstrate new techniques.
Find links between the learning content and the application.
Focus on practical matters.

Therefore if you want to develop the converging learning style plan time to `decide'.

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Practical methods to develop each learning style

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