V-+Experiential+Learning

1. Define and describe the theory and its key features (5 pts) Experiential learning, as described by David Kolb, “is a process whereby knowledge is created through the transformation of experience.” (p. 38). In Experiential learning, learning occurs in a combination of perceiving information (in classroom) and processing information (real life experiences). By doing so, the learner creates unique knowledge from perceive information and reflection based upon an experience.

2. Discuss and explain how the theory operates (10 pts) Experiential learning occurs in a cyclical pattern with four distinct learning stages, which developed into four learning styles. The cycle consists of four stages: concrete experience (feeling/sensing), reflective observation (watching), abstract conceptualization (thinking), and active experimentation (doing). The learner can begin at any stage, but the learner must follow the stages in a sequence. Beginning with the concrete experience stage, the learner is involved in an activity to create an experience. Next, in the reflective observation stage, the learner will develop observations from multiple perspectives about his or her own experience. Then, in the abstract conceptualization stage, the learner will attempt to create theories to explain his or her observations. Last, in the active experimentation stage, the learner will use those theories and apply them in solving problems. Kolb developed four learning styles that correspond with the four stages to identify the learning style of the learner. The four learning styles are: diverger (concrete experience / reflective observation), assimilator (abstract conceptualization / reflective observation), converger (abstract conceptualization / active experimentation), and accommodator (concrete experience / active experimentation).

A diverger is identified as someone who takes information concretely and processes it reflectively. The person is likely to ask the question “why” and tries to seek meaning in a situation. Divergers learn best by listening and sharing ideas through social interaction and are especially interested in people and culture. They believe in their own experience rather than of others.

An assimilator is identified as someone who takes information abstractly and processes it reflectively. Assimilators like to ask the question “what is there to know?” and seek facts. They enjoy traditional lecture style of learning. They learn by thinking through ideas and concepts, and are less interested in people.

A converger is identified as someone who takes information abstractly and processes it actively. Convergers like to ask the question “how does it work?” and like to seek usability in practice. They learn by testing theories in ways that seem sensible. They enjoy solving problems and resent being given answers. They function through inferences drawn from sensory experience.

An accommodator is identified as someone who takes information concretely and processes it actively. Accommodators like to ask the question “what if?” and “why not?” to seek hidden possibilities. They learn best by themselves and through trial and error. They are risk takers and like variety and flexibility. They function better by hands-on rather than the lecture approach.

3. Demonstrate, show an example, or provide a way for your reader to //see// the theory in action (5 pts)


 * || Concrete Experience (Feeling / Sensing) || Abstract Conceptualization (Thinking) ||
 * Reflective Observation (Watching) ||= Diverging ||= Assimilating ||
 * Active Experimentation (Doing) ||= Accommodating ||= Converging ||

4. Analyze and discuss the theory’s application to instruction (i.e., its importance to learning theory, its strengths for instruction, its weaknesses for instruction, what it does well and not well) (20 pts)

The experiential learning theory serves as an important factor when designing an instructional program. Based on the theory, there are four different styles of learning. When designing an instructional program, it is important to take into consideration the different learning abilities and knowledge gaining experience allowed by these four types of learning. Because each and every learner has its own way of learning and retaining information, the experiential learning theory creates a comprehensive instructional program with different methods of instructions. For example, a diverger would learn best in a group discussion environment, an assimilator learns best through lectures, presentations, or videos, a converger learns best with practices and exercises, and an accommodator learns best through hands-on experimentation.

Using the experimental learning theory, an instructional designer could incorporate all the different methods in a curriculum to accommodate all four learning styles across the different learning stages in the appropriate order. The instructional designer does not need to know the individual participants in advance in order to create a curriculum that works for the class as a whole.

The strength of this design is allowing those who learn best at a particular stage to accelerate their learning and knowledge construction with a single method. However, this results in a weakness when the teaching audience consists of a group of different people. For each specific teaching method, the experiential learning theory focuses only on a single type of learner and fails to address other types of learners across each learning stage. Each method would give a specific type of learners the opportunity to utilize their own unique set of experiences and learning abilities but would have neglected the other types of learners.

5. Give your personal understanding of the theory, why you chose it to analyze, what it means for you or your practice, etc. (10 pts)

I choose to analyze this theory because I feel that experiential learning fits me very well. Experiential learning theory allows me to accelerate learning at certain stages using the most suitable method. This gives me the opportunity to become a more effective learner as I progress through the different learning stages. As a student, experiential learning allows me to acquire and retain knowledge more effectively based on my own unique reflection of an experience. As an instruction, experimental learning allows me to create a challenging yet effective curriculum for my audience.

References: 1. Kolb, David (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey : Prentice-Hall Inc. 2. Alan, Chapman. (2006). Kolb’s Learning Styles. Retrieved 10/23/2008, from http://www.businessballs.com/kolblearningstyles.htm. 3. Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 10/21/2008, from http://projects.coe.uga.edu/epltt/.