HIGHLIGHTING THE LEARNING CYCLE

KOLB'S LEARNING CYCLE THEORY 1984 

• IDENTIFICATION OF ISSUE: The improvement in personal growth

• APPLIED THEORY: Kolb's Learning Cycle theory 

• PRACTICAL THEORY: Understanding the process of working

• LINKED THEORIES: Kolb's theory  and Reflective observant                  

• SOLUTION: Engaging in new activities with the Organization.         

David Kolb's approach to reflection focuses on the learner's process as they engage with an event or training session. This experiential learning cycle, derived from Lewin, Piaget, and Freire, emphasizes the value of experience in learning. Kolb's model is unique in that it incorporates reflection into a broader set of processes, making it suitable for use alongside other reflection-specific models(Kayes et al., 2005).

1. CONCRETE EXPERIENCE
2. OBSERVATION REFLECTION
3. FORMATION
4. TESTING IMPLICATIONS 

Kolb's 1984 learning styles theory emphasizes personal development and experiential learning, where learners guide their learning process, promoting active participation, critical thinking, creativity, problem-solving, collaboration, and communication skills in real-life situations.(Harb, Durrant, and Terry 1993)

The learning cycle has been influential in the development of other approaches and can be used alongside his four styles of learning: divergent thinkers, assimilators, convergent thinkers, and accommodating thinkers. Divergent thinkers are sensitive, imaginative, and adept at brainstorming and problem-solving. Assimilators prefer logical, short, factual approaches, while convergers are adept at technical operations and experimentation.(Towns, 2001) 

Accommodating thinkers respond well to active experimentation and intuition. However, Kolb's ideas have disadvantages, such as being personal and not being a good fit for all reflective situations. Additionally, the separation between stages may be artificial and not mirror real experiences(Miettinen, 2000)

David Kolb's Experiential Learning Theory (ELT) is a widely used learning style model that assumes people learn through direct experience. As evidence-informed practice advances, teaching practices that turn experience into knowledge are crucial for student progress. (Kosir et al. 2008)

Traditional experiential learning methods include job shadowing or internships, but with advancements in communication technology and MOOCs, higher education is increasingly incorporating experiential learning techniques like competency-based degrees. This article explores the implications of Kolb's theory in the classroom.  (Sharp 1997)   

Kolb's Experiential Learning Cycle is a four-stage learning model that emphasizes the importance of hands-on experiences in learning and development. The cycle begins with a concrete experience, followed by reflection and assimilating the insights into abstract concepts. 

This model is based on experiential learning theory, which asserts that knowledge is continuously acquired through personal and environmental experiences. The theory draws from the works of psychologists like Piaget, Jung, and Dewey, and can be applied to enhance personal and professional learning journeys(Freeman, 1984).

The cycle begins with a concrete experience, where learners immerse themselves in a new experience without prejudgment. This phase allows for introspection and evaluation, allowing learners to analyze their actions and reactions. The third stage, abstract conceptualization, involves processing the reflection into new ideas or concepts, allowing learners to apply critical thinking and problem-solving skills. The final stage, active experimentation, involves applying the learned concepts to new situations, testing hypotheses and theories. This process can lead to transformative learning and growth(Dugan et al., 1985).  

AN EXPERIMENTAL VIEW 

David Kolb's Theory of Experiential Learning emphasizes the importance of experience in knowledge construction. It follows a four-stage cycle, with learners transforming their experiences into knowledge. Kolb's theory also focuses on learning styles and cognitive processes for acquiring knowledge. Individuals demonstrate their knowledge by applying abstract concepts to new situations. Completion of all stages allows the transformation of experience to knowledge. Experiences are central to Kolb's theory, as they must be transformed for it to be considered learning.Kolb's learning process cycle begins with a concrete experience, where learners actively engage in an activity or task to acquire new knowledge. After the concrete experience, learners step back to reflect, asking questions and discussing the experience with others. Communication and good vocabulary are crucial for identifying discrepancies between understanding and the experience itself. A leader's role is often defined by their focus on the future, while a manager's focus is on the present. A leader must have a strong component related to learning, both for themselves and their staff. A leader should have the ambition to go beyond transactional learning and have the skills and confidence to aspire to transformational learning. This is an ambitious challenge for busy business leaders, but subtle changes in the leader's interactions can stimulate transformational learning.(Wang et al., 2012)

To encourage transformational learning, consider the depth and scope of information given to employees. Instead of focusing on management information, offer insights into the pressures informing current organizational strategy. Encourage better questioning skills, such as asking good questions, and allow more time for them to ask questions.A third leadership approach to developing staff towards transformative learning is allowing them to do part of what you would normally do. This involves providing access to information, coaching them through data interrogation techniques, and supporting them in presenting their findings. By doing so, leaders can foster a culture of learning and growth, ultimately benefiting both themselves and their staff.(MacMahon & Murphy, 1999)

REFLECTION 

David Kolb's Experiential Learning Theory (ELT) is a widely used learning style model that emphasizes direct experience as the primary method for knowledge acquisition. This theory, based on the works of psychologists like Piaget, Jung, and Dewey, can be applied to enhance personal and professional learning journeys. Kolb's Experiential Learning Cycle is a four-stage learning model that begins with a concrete experience, followed by reflection and assimilating insights into abstract concepts. The cycle begins with a concrete experience, allowing learners to analyze their actions and reactions. The third stage, abstract conceptualization, involves processing the reflection into new ideas, allowing critical thinking and problem-solving skills. The final stage, active experimentation, involves applying the learned concepts to new situations, leading to transformative learning and growth. To encourage transformational learning, leaders should focus on providing depth and scope of information, encouraging better questioning skills, and allowing employees to participate in their learning process.

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