reflection on kolb

8/7/2019 Reflection on Kolb

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The World within Reflection

Kolb Learning Style

Jonathan West

ADLT 601, Fall 2008

Dr. Muth

Due: 30 Oct 2008


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The role of experience is a central part of the learning process. There are various

perspectives on how experience influences learning that include Knowles view of androgogy to

Fenwicks perspectives that include, reflecting on concrete experience, situative learning,

psychoanalytic theory and ecological relationships between experience and the environment

(Merriam, Caffarella & Baumgartner, 2007). John Dewey (1938) suggested that all genuine

education comes about through experience (p. 13). Kolb (1984) proposed that learning is a

continuous process grounded in experience. Knowledge is continuously derived and tested out in

the experiences of the learner (p. 27). In reflecting on the Kolbs view of experience in learning,

I find that it is very valuable to consider the process of learning and consider that it would be of

benefit for learners to become more aware of this process.

I found the exercise with the Kolb Learning Inventory (2007) to be somewhat helpful for

me to get a perspective on how I might learn and, on reflection, consider this to be a fairly close

approximation of my learning style. I can see having an understanding about our tendencies

towards how we learn can be helpful when planning our own learning, as well as working and

communication with others.

What I find more interesting is actually the process of experiential learning that Kolb

proposes. I became aware of a modified version of the Kolbs experiential learning cycle through

a colleague 3-4 years ago and have had the opportunity to participate in and facilitate structured

experiences for learners where that step through the Kolb cycle: concrete experience, reflection,

abstract conceptualization, and active experimentation (Merriam et al., 2007). I found this

process to be an enriching one for the learners as well as myself both as a learner and facilitator.

There are various criticisms of Kolbs theory such as it doesnt account for psychological

factors of the learner, that its too rational, and that the learners context is not considered

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(Merriam et al., 2007). Perhaps Kolb does not consider these aspects in the theoretical

publication of his work. However, based on my experience of using a modified Kolb cycle, I

found that never-the-less there seems to be very valuable learning that can come out of such a

process. Particularly, I found that learners are very engaged and although in the beginning asking

learners to reflect and then make abstract analysis and draw meaning out of their learning is

awkward and sometimes tedious, it can also be very powerful. I found that once meaning is

drawn out, the learners have a deep connection with it because it has come from their own

experience. I find that when learners first work at making meaning out of a concept based on

their own experience, they are then more open to consider and connect in a deeper way with any

theories that have been developed by experts.

I also consider that the concept that learning as a continuous process is very valuable.

While it is true that we may continue to repeat something without learning, I think that we can

increase our learning if we become more aware of the factors that influence our outcomes such

as our mental models, situational influences, or psychological aspects. In my view being aware

of the cyclical process of learning can be a valuable tool for an educator.

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References

Dewey, J. (1938).Experience and education.New York: Collier Books.

Kolb, D. (1984).Experiential learning: Experience as the source of learning and development.

Englwood Cliffs, NJ: Prentice-Hall.

Kolb, D. (2007).Kolb learning style inventory. Experience Based Learning Systems,

Merriam, S., Caffarella, R., Baumgartner, L. (2007).Learning in adulthood A comprehensive

guide (3rded.). San Francisco: Jossey-Bass.

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