Kolb's Learning Styles

Kolb’s learning styles 

 

In 1984, David Kolb published his learning model in which he developed his learning style inventory. Kolb’s experimental learning theory works on two levels: 

• A four-stage cycle of learning 
• Four separate learning styles 

Kolb's theory is concerned with the leaners internal cognitive processes. He states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. 

Kolb implies that the development of new knowledge is rooted from new experiences. 

“Learning is the process whereby knowledge is created through the transformation of experience” - David Kolb 

 

→ → → → → → Concrete Experience → → → → → → 

↑    ↓ 

Active Experimentation Reflective Observation 

↑   ↓ 

← ← ← ← ← Abstract conceptualisation ← ← ← ← ← 

 

The experimental learning cycle is represented by 4 stages: 

• Concrete experience – A new experience or situation is encountered. 
• Reflective observation – Reflection on the new experience. 
• Abstract conceptualisation – Gives a new idea based on the experience or modifies an existing knowledge. 
• Active experimentation – Applying the new knowledge to the real world. 

Effective learning is seen when a person progresses through a cycle of four stages: 

• Having a concrete experience 
• Reflecting on what that experience leads to 
• Forming abstract concepts (analysis) and conclusions 
• Used to test hypothesis in future situations 

This learning style is only effective if the learner applies all the stages. 

Kolb presents influences in 2 continuums: 

• Processing continuum – How can we approach a task 
• Perception continuum – Our emotional response (how we feel about it) 

 

 

This diagram shows we cannot perform two variables on a single axis at the same time. For example, we can’t think and feel at the same time. Our learning style is a product of these two decisions. 

 

	Doing (Active experimentation)	Watching (Reflective observation)
Feeling (Concrete experience)	Accommodating	Diverging
Thinking (Abstract conceptualisation)	Converging	Assimilating