Learning Theory Assignment Sample

Kolb’s experimental learning theory and its application

Kolb’s four learning styles and models

Concrete experience: Concrete experience in Kolb’s learning model can either be a totally new experience or an experience based on re-imagination concerning past experiences. In the concrete experience, students tend to get engaged in considering action or task implying effective learning involvement. It is mainly associated with acquiring new knowledge and information and evaluating past experiences implying knowledge attainment.

Reflective observations: After involving with concrete experiences, the learners tend to step back for assessing and evaluating the gathered knowledge (Ikhwan and Idris, 2021). The second stage of Kolb’s learning model thus involves reflective observations of the students. It is mainly associated with questions and discussions considering an integrated communication among the group participants for recognizing discrepancies of an experience or an understanding.

Figure: Kolb’s learning cycle

Source: (Sudaria et al., 2018)

Abstract conceptualization: As shown in the above figure, drawing conclusions based on the gathered experiences and reflective assessment leads to the generation of abstract concepts and ideas. It is mainly associated with interpreting experiences by illustrating the thinking capabilities of the learners to develop an accurate understanding of the experiences (Sudaria et al., 2018).

Active experimentation: As the last stage of Kolb’s learning model, testing is necessary for obtaining accurate results. The evaluation and assessment of the experiences are further tested to match the pre-formulated assumptions in terms of developing generic notions regarding the particular understanding.

The course on strategic training and development aligned the Kolb’s learning styles and models for improving students’ learning process

Concrete experience: The students must focus on obtaining new or past experiences at this stage, implying acquisition of knowledge and information, thus assisting their learning processes. The professors must focus on introducing a weekly session for training the learners to acquire experiences considering a given task for practice. It will lead to developmental training for the learners.

Reflective observations: The students should analyze and evaluate the gathered experiences based on their personal reflections and perspectives for aligning their understanding with the outcomes of learning. The professors, in this regard, must introduce integrated communication within the learning team for meeting all the queries of the learners considering their reflective understanding.

Abstract conceptualization: In this stage, the students must work on improving their team coordination for developing multiple perspectives prior to drawing conclusions (Sanjabi and Montaner, 2020). The professors must focus on providing weekly team-coordination tasks for the students to develop their strategic training and development while understanding the significance of group collaboration.

Active experimentation: The students must test and re-test their obtained understanding regarding a particular topic for improving their cognitive and interpersonal skills considering looking deeply into the matter. The professors must provide the learners with a self-reflective assessment project for further improving their active experimentation skills concerning strategic training and development.

References

Idkhan, A.M. and Idris, M.M., 2021. Dimensions of students learning styles at the university with the kolb learning model. International Journal of Environment, Engineering and Education, 3(2), pp.75-82.

Sanjabi, T. and Montazer, G.A., 2020, April. Personalization of E-Learning Environment Using the Kolb’s Learning Style Model. In 2020 6th international conference on web research (ICWR) (pp. 89-92). IEEE.

Sudria, I.B.N., Redhana, I.W., Kirna, I. and Aini, D., 2018. Effect of Kolb’s Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes. International Journal of Instruction, 11(1), pp.89-102.