KOLB LEARNING STYLE

AND
EXPERENTIAL
LEARNING
DAVID ALLEN KOLB

American Education Theorist

Born on December 12, 1939
 Kolb's experiential learning theory works on two
levels: a four-stage cycle of learning and four
separate learning styles.  Much of Kolb’s theory is
concerned with the learner’s internal cognitive
processes.
 Kolbstates that learning involves the acquisition
of abstract concepts that can be applied flexibly
in a range of situations.  In Kolb’s theory, the
impetus for the development of new concepts is
provided by new experiences.
 The Experiential Learning Cycle
 Kolb's experiential learning style theory is
typically represented by a four-stage learning
cycle in which the learner 'touches all the bases':
1. Concrete Experience - (a new experience or
situation is encountered, or a reinterpretation of
existing experience).
2. Reflective Observation of the New
Experience - (of particular importance are any
inconsistencies between experience and
understanding).
3. Abstract Conceptualization (reflection
gives rise to a new idea, or a modification of an
existing abstract concept a person has learned
from his/her experience).
4. Active Experimentation (the learner
applies his/her idea(s) to the world around
him/her to see what happens).
 Kolb (1974) views learning as an integrated process
with each stage being mutually supportive of and
feeding into the next. It is possible to enter the cycle
at any stage and follow it through its logical sequence.
 However, effective learning only occurs when a
learner can execute all four stages of the model.
Therefore, no one stage of the cycle is effective as a
learning procedure on its own.
 Learning Styles

 Whatever influences the choice of style, the learning

style preference itself is actually the product of two pairs
of variables, or two separate 'choices' that we make,
which Kolb presented as lines of an axis, each with
'conflicting' modes at either end:
A typical presentation of Kolb's two continuums is that
the east-west axis is called the Processing
Continuum (how we approach a task), and the north-
south axis is called the Perception Continuum (our
emotional response, or how we think or feel about it).
 Kolb believed that we cannot perform both
variables on a single axis at the same time
(e.g., think and feel). Our learning style is a
product of these two choice decisions.
 It'soften easier to see the construction of
Kolb's learning styles in terms of a two-by-
two matrix. Each learning style represents a
combination of two preferred styles. The
matrix also highlights Kolb's terminology for
the four learning styles; diverging,
assimilating, and converging,
accommodating:
 Active Reflective
Experimentati Observation
on (Doing) (Watching)

Concrete Accommodatin Diverging

Experience g (CE/AE) (CE/RO)
(Feeling)
Abstract
Conceptualiza Converging Assimilating
tion (AC/AE) (AC/RO)
(Thinking)
Diverging (feeling and watching - CE/RO)
 These people are able to look at things from different
perspectives. They are sensitive. They prefer to watch rather
than do, tending to gather information and use imagination to
solve problems. They are best at viewing concrete situations
from several different viewpoints.
 Kolb called this style 'diverging' because these people perform
better in situations that require ideas-generation, for example,
brainstorming. People with a diverging learning style have
broad cultural interests and like to gather information.
 They are interested in people, tend to be imaginative and
emotional, and tend to be strong in the arts. People with the
diverging style prefer to work in groups, to listen with an open
mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)
 The Assimilating learning preference involves a concise, logical
approach. Ideas and concepts are more important than people.
These people require good clear explanation rather than a
practical opportunity. They excel at understanding wide-ranging
information and organizing it in a clear, logical format.
 People with an assimilating learning style are less focused on
people and more interested in ideas and abstract concepts.  People
with this style are more attracted to logically sound theories than
approaches based on practical value.
 This learning style is important for effectiveness in information
and science careers. In formal learning situations, people with
this style prefer readings, lectures, exploring analytical models,
and having time to think things through.
Converging (doing and thinking - AC/AE)
 People with a converging learning style can solve problems and will use
their learning to find solutions to practical issues. They prefer technical
tasks, and are less concerned with people and interpersonal aspects.
 People with a converging learning style are best at finding practical uses
for ideas and theories. They can solve problems and make decisions by
finding solutions to questions and problems.
 People with a converging learning style are more attracted to technical
tasks and problems than social or interpersonal issues. A converging
learning style enables specialist and technology abilities. People with a
converging style like to experiment with new ideas, to simulate, and to
work with practical applications.
Accommodating (doing and feeling - CE/AE)
 The Accommodating learning style is 'hands-on,' and
relies on intuition rather than logic. These people use
other people's analysis, and prefer to take a practical,
experiential approach. They are attracted to new
challenges and experiences, and to carrying out plans.
 They commonly act on 'gut' instinct rather than logical
analysis. People with an accommodating learning style
will tend to rely on others for information than carry out
their own analysis. This learning style is prevalent
within the general population.