The Interrelationships Between Life Experience & Learning

EDU 630
Chapter 6 - "First Reader" Posting

This chapter explores the interrelationships between life experience and learning. As we live, our experiences become themselves sources of learning. Whether we are in a formal classroom, at home, at work, or even running errands, we are engaged in experiences that hold the potential for learning.

One particular researcher that focused on this type of learning was David Kolb. Kolb, an American professor and businessman published his learning styles in 1984 with some inspirations from the works of Carl Rogers, Carl Jung and Jean Piaget.  The model produced the Experiential Learning Theory (ELT) and Learning Styles Inventory (LSI).

The illustration to the right describes David Kolb’s  “four stages of learning cycles” including:

1)  Concrete Experience (CE) or Feeling
(a new experience of situation is encountered, or a reinterpretation of existing experience).

2)   Reflective Observation (RO) or Watching
(of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3)   Abstract Conceptualization (AC) or Thinking
(Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4)   Active Experimentation (AE) or Doing (the learner applies them to the world around them to see what results) [1].

Effective learning is measured as a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences [2].

The connection between the 4 Stages of Learning produces 4 Types of Learning Styles. These styles are:

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 at 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. Preferred working environment: Team

Assimilating (Watching and Thinking - AC/RO)

The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than 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. Preferred working environment: Solo

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. Preferred working environment: Solo

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. Preferred working environment: Team

Kolb also explains that our tendency to reconcile and integrate appropriately the 4 learning styles is enhanced as we mature. These development stages are identified by Kolb as

1.   Acquisition – from birth to adolescence – development of basic abilities and cognitive structures

2.   Specialization – schooling, early work and personal experiences of adulthood – the development of specialized learning style as influenced by social, learning and organization interaction

3.   Integration – mid-career through to later life – manifestation of non-dominant learning style at work and personal experiences [3].

With the new Web 2.0 tools and technologies, online learning environment can now engage learners in a rich experience by providing simulations, interactions, and more "personalized" learning. Simulations should be as close to the real experience as possible to make it engaging for the converging and accommodating learners. By "personalized" learning, the online learning system should be able to store, access, and provide advice to the learners based on their activities and inquiries as demonstrated in the chart below [4].

References:

1. McLoud, S. (2013). Kolb learning styles. Retrieved from the Simply Psychology website at http://www.simplypsychology.org/learning-kolb.html
   
   
2. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. 
3. Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 232-255.
4. Chiong, S. (2011). Kolb's Learning Styles Model and Experiential Learning Theory - Retrieved from http://etec.ctlt.ubc.ca/510wiki/Kolb's_Learning_Styles_Model_and_Experiential_Learning_Theory