Experiential Learning Theory
Experiential Learning Theory
Introduction The experiential learning theory model is used to understand the process of how adults learn, grow and develop. The theory is called experiential is because of its intellectual origins from the works of Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive development genetic epistemology form a unique perspective on learning and development (Kolb, 1984). Experiential learning is “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb 1984, p.41). David A. Kolb created the Experiential learning model with four stages, and it displays two ways of grasping experience, which is through concrete experience and abstract conceptualization. Also he created two ways to transform experience, which is through reflective observation and active experimentation. The learning style inventory was developed in 1971 by David A. Kolb and it was used to review individual learning styles. There are four different learning styles; diverging, assimilating, converging and accommodating. These learning styles were based on research and clinical observation and patterns of learning style inventory scores (Kolb, 1984, 1999a 1999b).
Experiential Learning Model
The experiential learning model is a continuous cycle for learning, and is based on the learner and their learning situation. When grasping experience some people learn from concrete experience. They learn from feelings, their senses, and reality. There are also people who perceive, grasp new information through abstract conceptualization. They are considered the thinkers, they analyze, and plan.
Reflective Observation is used to transform or process experience. There are people that learn from watching others and reflect on the experience. Active Experimentation is people that learn and
Introduction The experiential learning theory model is used to understand the process of how adults learn, grow and develop. The theory is called experiential is because of its intellectual origins from the works of Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive development genetic epistemology form a unique perspective on learning and development (Kolb, 1984). Experiential learning is “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb 1984, p.41). David A. Kolb created the Experiential learning model with four stages, and it displays two ways of grasping experience, which is through concrete experience and abstract conceptualization. Also he created two ways to transform experience, which is through reflective observation and active experimentation. The learning style inventory was developed in 1971 by David A. Kolb and it was used to review individual learning styles. There are four different learning styles; diverging, assimilating, converging and accommodating. These learning styles were based on research and clinical observation and patterns of learning style inventory scores (Kolb, 1984, 1999a 1999b).
Experiential Learning Model
The experiential learning model is a continuous cycle for learning, and is based on the learner and their learning situation. When grasping experience some people learn from concrete experience. They learn from feelings, their senses, and reality. There are also people who perceive, grasp new information through abstract conceptualization. They are considered the thinkers, they analyze, and plan.
Reflective Observation is used to transform or process experience. There are people that learn from watching others and reflect on the experience. Active Experimentation is people that learn and
References: Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall. Kolb D. (1999). The Kolb Learning Style Inventory, Version 3. Boston: Hay Group. Miettinen, R. (2000). The concept of experiential learning and Jonh Dewey’s theory of reflective though and action. International Journal of Lifelong Education, 19(1), 54-72. Yorks, L., Kasi. E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 173-192.