David Kolb's learning styles model and experiential learning theory: Introduction and perspective

Kolb learning styles and perspective

This post is related to our reflection and research on using learning styles in the process of team coaching.

There is a detailed description below of David Kolb's learning styles model and experiential learning theory (ELT). It will be useful to read the wiki entry too: http://en.wikipedia.org/wiki/Learning_styles

And in particular to add a level of perspective by taking into account some criticisms - in particular the fact that there is little practical evidence of the truth of theory or of the effectiveness of the learning style model:  http://en.wikipedia.org/wiki/Learning_styles#Criticism. As often it seems both side of the learning style framework can be hold together - as a coin that informs us on the duality at stake when it come to learning - we all follow patterns in the way we apprehend experience and the way we learn -  these patterns can show similarities or differences among individuals - and in the same time, we all have a unique, instant ability to create unique, specific connections with any subject/object - especially children - and it would be silly to try to place individuals in small, labelled boxes corresponding to pre-determined narrow patterns

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The contribution below is taken directly from:  http://www.businessballs.com/kolblearningstyles.htm 

See at the end of post for any copyright issues and the right to use the below content.

Having developed the model over many years prior, David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI). In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn. See also Gardner's Multiple Intelligences and VAK learnings styles models, which assist in understanding and using Kolb's learning styles concepts.

In addition to personal business interests (Kolb is founder and chairman of Experience Based Learning Systems), David Kolb is still (at the time the article was writen ie 2005) Professor of Organizational Development at Case Western Reserve University, Cleveland, Ohio, where he teaches and researches in the fields of learning and development, adult development, experiential learning, learning style, and notably 'learning focused institutional development in higher education'.

Kolb's experiential learning theory (learning styles) modelKolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.

Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.

Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

Kolb's model therefore works on two levels 

I- a four-stage cycle:

1. Concrete Experience - (CE) 
2. Reflective Observation - (RO) 
3. Abstract Conceptualization - (AC) 
4. Active Experimentation - (AE) 

II- and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:

1. Diverging (CE/RO) 
2. Assimilating (AC/RO) 
3. Converging (AC/AE) 
4. Accommodating (CE/AE) 

diagrams of kolb's learning stylesHere is a new improved (May 2006) free diagram illustrating Kolb's learning cycle and learning types (MSWord). (Also as a pdf.)
Kolb diagrams also in colour (like the image below): Kolb learning styles colour diagram MSWord, and Kolb colour diagram PDF.
(Kolb diagrams updated May 2006)

See also the personality styles and models section for help with understanding how Kolb's theory correlates with other personality models and psychometrics (personality testing).

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The terms 'activist', 'reflector', 'theorist', and 'pragmatist' are from a learning styles model developed by Honey and Mumford, and as such might be considered protected IP if used in a certain context. David Kolb's work is of course also intellectual property, belonging to David Kolb. You must judge for yourself whether your usage is 'fair use' and/or whether you need to seek permission from David Kolb. See www.businessballs.com/aboutus.htm for more details about usage.

© david kolb original concept relating to kolb's learning styles model, and alan chapman 2003-2010 review and code and diagrams artwork.