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Experiential Learning
... To learn a skill, the learner needs to go through the four experiential learning stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). The learning stages form a cycle where concrete experience works as a basis for reflective observations, which then can be distilled into new abstract concepts and tested in the active experimentation stage (Kolb & Kolb, 2012). ...
... Less interactive VR experiences where the learner is traveling along predefined path without interactivity with virtual environment induces observer type learning (Kwon, 2018;Radiant et al. 2020). Reflecting requires analytical skills from the learner (Kolb & Kolb, 2012). ...
... Last but not least, in the active experimentation stage, a learner tests formed personal implications by trying to solve the phenomenon at hand (Kolb & Kolb, 2012). VR experiences with instant feedback and high interactivity, such as being able to pick up and play with items found in a virtual environment, enable active experimentation (Kwon, 2018;Fromm et al., 2021). ...
... According to this theory, learner behaviour is influenced by the individual's own individual make-up and the context in which they find themselves. Kolb indicates that the way in which the learner perceives and processes information depends on past life experiences and genetics, which includes thoughts and emotions, and the demands of the current social environment [19]. ...
... At the same time, more recent notions of flamenco as a structured discipline were also included in this research process for, as Phaedra Petsilas points out, "the evolution of contemporary dance techniques and the introduction of somatic practices into dance training has altered the landscape for dance educators" [26] (p. 19). ...
... At the same time, more recent notions of flamenco as a structured discipline were also included in this research process for, as Phaedra Petsilas points out, "the evolution of contemporary dance techniques and the introduction of somatic practices into dance training has altered the landscape for dance educators" [26] (p. 19). ...
Flamenco is a traditional way of expressing values and knowledge from one generation to the next as part of informal education and is now a consolidated artistic genre in Andalusia. A legal framework was created to protect and promote flamenco as a unique element of Andalusian culture, and to incorporate flamenco studies into the official school curriculum. There is nothing written on what constitutes flamenco content or how it should be taught. We conducted a small phenomenological ethnographic study of women who teach a specific style of flamenco dance which is important in the field of teaching, namely the Escuela Sevillana, and we aimed to understand how they constructed the pedagogical content knowledge that enabled them to teach it in the public and private spaces where it is taught. The study design was qualitative and interpretive. The study population comprised all women teaching this style of flamenco dance. Data collection was through in-depth interviews, with a bibliographical review of relevant material for context. The results focus on interpreting and understanding the reality studied, and describing in detail how these dance teachers constructed the pedagogical content knowledge in order to teach it effectively. We draw the conclusions that there are various stages of teaching professionalisation, and experience-based learning is important for consolidation as a teacher.
... The design of the LCSS module was guided by Kolb's experiential learning model. Kolb (1984) proposed that all learning begins with experience. However, people only learn from experience if they reflect upon it. ...
... Reflection can lead to a reconceptualization of the problem or task, and the formulation of new approaches or strategies. This phase is followed by active experimentation resulting in new experiences Kolb (1984). Figure 3 illustrates how Kolb's (1984) model was incorporated into the design of the simulation-based learning module. ...
... This phase is followed by active experimentation resulting in new experiences Kolb (1984). Figure 3 illustrates how Kolb's (1984) model was incorporated into the design of the simulation-based learning module. Notably, the effectiveness of the experiential learning cycle depends on learner engagement. ...
Background
Although a growing number of simulations have been developed for the purpose of educating for sustainability, published reports consist primarily of prescriptive essays, case descriptions, and commentaries rather than empirical studies. Moreover, only a small number of the empirical studies have used experimental designs to assess their effects on learning. This article addressed the need for validated active learning tools that can be used by educators in educating for sustainability.
Aim
This article presents the design and initial evaluation of the Leading Change for Sustainability in Schools (LCSS) computer simulation. The study examined the effects of the simulation on student engagement, skills in formulating and executing change management strategies, and the application of knowledge to the simulation challenge.
Method
This project employed the research and development method for product design and evaluation. A three-week simulation-based learning intervention was conducted with 32 experienced K-12 school teachers and administrators studying in a Master degree program in Vietnam. The research employed a quasi-experimental, time series design to assessed change in learners’ knowledge and skills following participation in the Leading Change for Sustainability in Schools intervention. Repeated measures ANOVA was used to evaluate week-by-week changes in learning outcomes.
Results
The study found that the simulation-based learning module organized around the Leading Change for Sustainability in Schools (Vietnamese version) simulation was highly engaging for students. Students played the simulation an average of 24 times outside of class during the three-week module (18 hours per student). Students’ skills in formulating and executing change strategies for sustainability improved significantly over the three-week module; 28 students reached the highest level of success on the final assessment. Students also demonstrated significant improvement in their ability to incorporate change management principles into their strategies, indicating improvement in higher-order thinking skills.
... En cuanto al marco teórico, nos basamos en la teoría del aprendizaje experiencial (Kolb, 1984) en el que el aprendiente cobra un papel especialmente activo e implicado en su aprendizaje, frente a lo usual en la enseñanza tradicional donde la implicación del estudiante es menor. Según Kolb (1984), para que el aprendizaje sea efectivo y abarcador de todos los estilos de inteligencia debe incluir cuatro fases: a) presentar una experiencia concreta; b) reflexionar sobre ella y sus resultados; c) obtener conclusiones o generalizaciones y d) probar en la práctica los resultados obtenidos que se convertirán en una nueva guía para orientarnos en situaciones futuras. ...
... En cuanto al marco teórico, nos basamos en la teoría del aprendizaje experiencial (Kolb, 1984) en el que el aprendiente cobra un papel especialmente activo e implicado en su aprendizaje, frente a lo usual en la enseñanza tradicional donde la implicación del estudiante es menor. Según Kolb (1984), para que el aprendizaje sea efectivo y abarcador de todos los estilos de inteligencia debe incluir cuatro fases: a) presentar una experiencia concreta; b) reflexionar sobre ella y sus resultados; c) obtener conclusiones o generalizaciones y d) probar en la práctica los resultados obtenidos que se convertirán en una nueva guía para orientarnos en situaciones futuras. A esto se refiere Kolb (1984) cuando habla de "Ciclo del Aprendizaje". ...
... Según Kolb (1984), para que el aprendizaje sea efectivo y abarcador de todos los estilos de inteligencia debe incluir cuatro fases: a) presentar una experiencia concreta; b) reflexionar sobre ella y sus resultados; c) obtener conclusiones o generalizaciones y d) probar en la práctica los resultados obtenidos que se convertirán en una nueva guía para orientarnos en situaciones futuras. A esto se refiere Kolb (1984) cuando habla de "Ciclo del Aprendizaje". Estas cuatro fases son un potencial de aprendizaje, pero requieren habilidades para implicarnos en cada una de ellas. ...
Resumen En este artículo se da cuenta de una experiencia de enseñanza-aprendizaje que resulta de la transferencia del proyecto Bio-Maps Cartoteca de Autores Europeos (2020-2023) para mejorar el aprendizaje de la literatura en la enseñanza superior. El proyecto Bio-Maps establece sus bases en la interdisciplinariedad entre literatura, historia y geografía, utilizando, además, el storytelling y las tecnologías de la geo-información. Aprovechando el know how del proyecto y su metodología y añadiendo también los principios del aprendizaje experiencial, nos proponemos que nuestros alumnos de la enseñanza superior de la Escola Superior de Educação del Politécnico de Oporto (ESE-PO, Portugal), realicen un trabajo creativo del que resulte un producto digital en la asignatura de Literatura Española del Siglo XX del grado de Línguas e Culturas Estrangeiras. Los estudiantes elaboraron en parejas una biografía mapeada de escritoras españolas en la plataforma Arc-Gis. Los objetivos de esta experiencia son demostrar que el uso de metodologías de aprendizaje activo con un enfoque multidisciplinario, que incluye la geolocalización en la nube, y mediante una tecnología digital innovadora, pueden mejorar el aprendizaje de la literatura. La aplicación Story-Maps de Arc-GIS aplicada a la enseñanza-aprendizaje de la literatura española es motivadora para los estudiantes, activa su creatividad, los conduce a un producto digital de su autoría y los empodera. Palabras-clave: Bio-Maps, enfoque multidisciplinario, innovación en enseñanza-aprendizaje, aprendizaje de la literatura, competencia digital. Abstract This article describes a teaching-learning experience that results from the transfer of the Bio-Maps Map Library of European Authors project (2020-2023) to improve the learning of literature in higher education. The Bio-Maps project establishes its foundations in the interdisciplinarity between literature, history and geography, also using storytelling and geo-information technologies. Taking advantage of the know-how of the project and its methodology and also adding the principles of experiential learning, we propose that our higher education students at the School of Education of the Polytechnic Institute of Porto (SE-PIP, Portugal), carry out creative work that results in a digital product in the subject of Spanish Literature of the 20th Century of the Foreign Languages and Cultures degree. The students in pairs created a mapped biography of Spanish writers on the Arc-Gis platform. The objectives of this experience are to demonstrate that the use of active learning methodologies with a multidisciplinary approach, which includes geolocation in the cloud, and through innovative digital technology, can improve the learning of literature. The Arc-GIS Story-Maps application applied to the teaching-learning of Spanish literature is motivating for students, activates their creativity, leads them to a digital product of their authorship and empowers them.
... Technological advancements and environmental complexities have made human behaviour more complex (Kolb & Kolb, 2012). It is essential to overcome these complexities through learning. ...
... The learning cycle explains that the CE is rooted in observation and reflection (RO) and then experiences are assimilated in the AC phase, which later converts into the form of AE. The continuous learning process depicts a new spiral where the individual passes through these phases of learning (Kolb & Kolb, 2012) through an iterative cycle of conceptualization to action (Cheng et al., 2019). These four phases of EL can be actively tested and give new dimensions of learning experiences (Eickmann et al., 2004). ...
The purpose of this study is to explore the role of the experiential learning process in nurturing individual adaptive competencies. Another aim is to understand the process of individual learning and ascertain the role of conceptual learning in the experiential learning process. This research is based on a qualitative research paradigm. It is an exploratory nature of the study. The unit of analysis is the process of experiential learning taking place in the medical discipline. The case study is used as a research methodology to establish an in-depth understanding of the phenomenon (experiential learning process) through subjective perspectives of informants’ lived experiences. For data collection, semi-structured interviews were conducted. Data are analysed through the grounded theory method. It is inferred that experiential learning creates individual adaptive competencies in terms of delivered competencies, strong decision-making abilities, enhance confidence level and problem-solving ability, expert learning, generative competencies, reinforcement of experiences, and professional grooming. These dimensions are validated through the subjective saturated shreds of evidence of informants. This study has importance for both academics and practitioners alike. For academics, it provides a conceptual storyline about how individuals learn based on their experiences then the integration of experiences leads towards experiential learning. For practitioners, it supports how academia and practical learning are integrated to enhance individual learning competencies. Practical exposure of experiences serves as the fundamental tool for learning new knowledge.
... 38). This theory positions learning as a process of human adaptation driven by the resolution between action/reflection and experience/abstraction (Kolb & Kolb, 2012). To transform an experience into learning, individuals begin with a concrete experience, reflect on their observations of the experience, comprehend the experience through abstract conceptualization, and then actively experiment with concepts generated by the experience (Kolb, 1984;Lutterman-Aguilar & Gingerich, 2002). ...
Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.
... In other words, the model provides the opportunity to learn through concrete experiences and the application of what has been learned in a real-life situation-either individually or as part of a team. The ongoing process of the assimilation of experience into knowledge, known as Kolb's learning cycle, involves an interaction between action, reflection, experience and abstraction [64]. The four stages of Kolb's learning cycle are concrete experience, namely reflective observation, abstract conceptualisation, active experimentation and the foundations of experiential learning. ...
The integration of cultural heritage in education facilitates critical thinking, experiential learning, cross-cultural collaborative learning and ultimately, quality learning experiences. This process is further enhanced by the increasing adoption of digital technology, which makes education more accessible. However, some countries in the European Union have low digital literacy and a high student dropout rate. Also, the use of cultural heritage in education is declining as young learners are becoming increasingly unaware of their cultural identity. Within this framework, a study of mixed methods (questionnaires and interviews) was conducted in three European countries to examine digital and cultural heritage competencies among young learners. The results of the paper reveal how digital cultural heritage increases learners’ resilience by promoting competences for digital transformation, which in turn enhances learning and engagement with cultural heritage. Drawing on our findings, the paper proposes a new innovative hybrid model within the framework of sustainable education (SE).
... While we had used Kolb's experiential learning framework to design our learning resources and supports, we sought an analytical framework that aligned with our overarching goal of understanding the learning experiences of students and acknowledged the unique experiences of individuals' learning processes. As such, we looked for theories that accounted for the influence of student background and self-efficacy on opportunity choice and professional development, that accommodated scaffolding and reflection in line with experiential learning as described by Kolb's model [16], [15] , and that would allow us to explore a broad range of pathways to student outcomes (e.g., the twelve competencies and engineering identity). ...
... One key element of the practical implementation of the Global Seminar is to understand its specific learning cycle which has its theoretical roots in Kolb's experiential learning cycle (Kolb, 1984). Figure 1 gives a practical example how the experiential learning cycle is implemented in the Global Seminar. ...
... Ο στόχος αυτής της ενότητας δεν είναι να παράσχει μια επισκόπηση τέτοιων θεωριών, αλλά να παρουσιάσει και να συζητήσει τις κύριες πτυχές που εμπλέκονται στο σχεδιασμό των SGs και τις επιπτώσεις τους. Ο σχεδιασμός και η χρήση ψηφιακών σοβαρών παιχνιδιών έχει μια ορισμένη θεωρητική βάση στις κονστρουκτιβιστικές θεωρίες μάθησης, που τονίζουν ότι η γνώση δημιουργείται μέσω της εμπειρίας κατά την εξερεύνηση του κόσμου και την εκτέλεση δραστηριοτήτων (Kolb, 1984). Οι επιπτώσεις στον σχεδιασμό του παιχνιδιού περιλαμβάνουν τη δημιουργία εικονικών περιβαλλόντων, συνήθως τρισδιάστατων, όπου ο παίκτης μπορεί να αποκτήσει γνώση μέσω της εξερεύνησης και της πρακτικής (π.χ. ...
... Spheres of control (Paulhus and Christie 1981), cognitive dissonance theory (Festinger 1957), person-organization fit theory (Adkins et al. 1994), conservation of resources theory (Hobfoll 1989), Kolb's model (Kolb and Kolb 2012), model of corrupt action (Rabl and Kühlmann 2008), affective-cognitive theory (Rosenberg 1960), moral development research (Kohlberg 1984), Schwartz value theory (Schwartz 1992), motivation theory (Maslow 1943), interactional approach (Gray et al. 2015), theory of planned behavior (Ajzen 2011), disputing behavior theory (MacCoun et al. 1992), ethical leadership (Treviño et al. 2000), ethical theory (Fritzsche and Becker 1984), ethical climate theory (Victor and Cullen 1987), new institutionalism theory (Immergut 1998), social exchange theory (Emerson 1976), and socio cultural theory (Lantolf 2000). ...
Ethics in the construction industry has emerged as a critical topic of concern due to the industry’s complex and multifaceted nature and susceptibility to corruption and unethical practices. However, there is more to ethics than corruption, and the existing literature lacks a state-of-the-art review of ethical discourse in construction. Due to this limitation, it could be challenging for construction management scholars to understand the advances made in the realm of construction ethics, grasp a holistic understanding, and chart future research. Therefore, our study aims to examine ethical discourse in construction comprehensively. This study uses a mixed-method literature review (MMLR), combining bibliometric analysis and a systematic literature review. We analyzed 328 articles published between 1990 and 2023. First, through a bibliometric analysis conducted on the data sets obtained from Scopus and Web of Science, we identified publication trends, influential authors, prolific journals, impactful institutions, and countries in the field of construction ethics. Second, through a systematic literature review of 125 journal articles, we mapped the qualitative aspects of ethical discourse in construction. The meticulous review process elucidated the critical theoretical paradigms (economics, institutional, strategic stakeholder management, psychology, sociology, and ethics), emerging research themes (culture, corruption, professional development, welfare, leadership, technology, compliance, environment, social and governance (ESG), practices, project procurement, and stakeholder), and prominent analytical approaches used to study ethics-related issues in construction. The present study also mapped the ethical discourse on a multilevel (macro, meso, and micro) ethical governance framework and explored the geographical contexts and spread of ethics and ethical discourse. Finally, we presented potential future research trajectories by employing the theory-characteristics-context-methods (TCCM) framework that could encourage scholarly investigation in this domain.
... The teacher's interaction with students is aimed at creating conditions for active formation of personal experience by students. The teacher-facilitator directs the interaction and motives of students to the successful completion of all stages of the educational cycle [16]. ...
The article presents the theoretical and empirical results of the study of the phenomenon "pedagogical interaction in e-learning". The direct pedagogical interaction of the e-teacher with e-students during e-learning was considered as mutual influence in the conditions of synchronous learning, and the indirect one-as mutual influence in the conditions of asynchronous learning. The pedagogical experiment was aimed at clarifying the attitude of various participants of the educational process, who perform the roles of e-teachers, e-students, e-teachers of elementary school, to direct and indirect pedagogical interaction during e-learning, which was organized both during the period of the spread of COVID-19 (1st period), and during the introduction of martial law on the territory of Ukraine as a result of Russian invasion (II period). According to the results of the pedagogical experiment, during the spread of COVID-19, e-students in asynchronous learning conditions felt psychological discomfort due to the lack of direct pedagogical interaction with the teacher. Also, the students had a slowdown in the pace of study material, a loss of motivation to study was observed. They constantly felt the desire to postpone the study of the educational material for later. During the introduction of martial law on the territory of Ukraine, e-students preferred synchronous learning. The presence of direct pedagogical interaction with others ('electronic teacher' and 'electronic students') had a positive effect on the psychological state of students, helped to maintain the pace of learning, learn new educational material faster and more efficiently, experience positive emotions, a sense of security, etc.
... Though experience has already been mentioned several times in this section, it is even more prominent in experiential learning (learning through reflection on experience, Kolb, 1984). Unlike some of the other modes mentioned earlier, experiential learning is not known for deeply focusing on emotions, such as love, compassion, and forgiveness, though teachers who use experiential methods may allude to these elements as well. ...
This chapter reports on a study exploring the value of preparing pre-service teachers of English as a foreign language (EFL) to teach peace in their classrooms in an Argentine setting. The practicum approach drew on elements of the contemplative, holistic, and experiential learning modes to incorporate multidimensional peace language activities to raise awareness of peace and help pre-service teachers become peacebuilders. Four purposefully selected participants practiced peace language activities in the practicum and implemented similar activities in their EFL classrooms. Data were collected through various qualitative sources before, during, and after the practicum, and were subjected to thematic and content analysis. Results showed that the four participants felt the peace activities were transformational both for language students and for themselves. However, two participants were distinctly more adept than the other pair in weaving the peace activities into their teaching. The chapter offers explanations and draws significant educational implications.
... To attain learning objectives, learning must be concrete for the learners (Piaget, 1966). Kolb (2012) posits that the experiential learning model enables learners to acquire learning experiences that can improve their academic performance. Thus, Kolb (1984) avers that concrete experience allows learners to generate new concepts, which are needed for active experiments in the learning environment. ...
The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.
... Whilst the literature review so far provides an indication of what experiential learning does, it does not tell us what experiential learning is, or how it is obtained. Much attempt has been made to fit new models with that of the Kolbs (1984) experiential learning cycle (ELC) (Kolb and Kolb, 2012) (Figure 1). Bergsteiner et al. (2010) display an adaptation of Svinicki and Dixon's (1987) model, who assign various teaching methods across the bimodal axes of concrete experience and abstract conceptualisation and active experimentation and reflective observation (see Table 1). ...
Purpose
This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context.
Design/methodology/approach
As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module.
Findings
Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning.
Research limitations/implications
So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience.
Originality/value
The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.
In a world undergoing digital transformation, the education sector needs to increasingly develop new competencies in individuals so that they can act proactively in the face of change. In this sense, Neolearning was developed as a teaching and learning methodology for the development of competencies required by digital transformation. To this end, it uses the theory of experiential learning, and expansive learning. In Experiential learning, there is an emphasis on classroom experience, whereby knowledge is created through the transformation of experience. In Expansive learning, the learning object is expanded to include the network’s stakeholders during the learning process. This chapter aims to present Neolearning as a methodology that advances from experiential and expansive learning theories to practice. In pursuit of this aim, a qualitative with exploratory and descriptive approach was selected, using the theoretical foundation of Neolearning to analyze multiple case studies. The results present students’ satisfaction with the application of the methodology in class, leading to increased motivation and practical applicability of the content. Additionally, it highlights the training of teachers to innovate in the classroom.
This chapter provides a theoretical basis for the relevance of professional doctoral education as a mechanism of harnessing the transferable agency of those equipped experientially for leadership in times, which can neither be predicted or reflected upon in terms of workforce utility and purpose. The last three decades have witnessed doctoral education undergo an emergence of programmes geared towards the practical application of knowledge within workplace contexts, so that the creation of knowledge is both needs led and purposeful in outcome and potential impact.
This chapter of the book explores the potential for strategic organisational frameworks and applied methodological perspectives to aid workforce contexts in harnessing the transferable agency of those equipped experientially for leadership in times of unprecedented crisis. Academic research and scholarship must be needs led not methods driven, and as the recent pandemic demonstrated, authentic leadership has never been more important. Transitional change through the crisis of the global pandemic led to shifts to greater acknowledgement of the need for a different type of knowledge creation and replacing the contexts of validity and reliability in empirical research with those of trustworthiness and authenticity. In providing some of these organisational frameworks and methodological perspectives in an accessible manner, many can be systematically applied to the context of everyday strategic planning and institutional management settings so that tangible target outcomes are visible, achievable, and perhaps, most importantly, remain person centered.
The perception of interdisciplinary research collaboration (PIRC) scale is a meticulously developed and validated tool comprising 64 items, crafted through concept analysis, content validity procedures, and expert panel refinement. Pilot testing involved 1,932 academic staff members from six universities in South-South Nigeria, revealing six dimensions: “challenges of IDR collaboration,” “IDR collaborative experiences,” “motivations for IDR collaboration,” “benefits of IDR collaboration,” “career impact of IDR collaboration,” and “IDR team dynamics.” Confirmatory factor analysis confirmed this structure, establishing strong convergent and discriminant validity. Reliability analysis indicated high internal consistency, making the PIRC scale a precise instrument for assessing interdisciplinary research collaboration. Its use enables stakeholders to understand researchers' perceptions, enhance collaboration, allocate resources efficiently, and foster innovation.
Conducting an investigation on the needs and experiences of doing Reflective Practice (RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers’ needs for RP model, their understanding and previous experiences of conducting RP, and a proposed RP model with the integration of Lesson Study (LS) principles. All data were collected through a closed and open-ended questionnaire, semi-structured interview, and focus group discussion involving 125 EFL teachers, 3 school principals, and 3 supervisors. The data reveal that the majority of the teachers, principals, and supervisors admitted that RP in EFL context is highly needed to evaluate the instructional documents as well as the teaching and learning processes that can be carried out before, during, and after the class ends. However, their understandings of RP and their previous and present practices of teaching reflection are limited. For example, the practice of their reflection-after-lesson only requests the students to give comments on the teacher’s performance. While peer collaboration is highly recommended in LS, it is the principal and supervisor’s visit/supervision that is considered collaborative reflection by the teachers. Hence, a holistic and integrative RP model with LS principles for EFL classrooms needs to be specifically designed and developed that is appropriate with Indonesian cultural teaching context.
Exposure is an important element of treatment for many evidence-based treatments but can be challenging to implement. Supervision strategies to support exposure delivery may be an important tool to facilitate the use of exposure techniques; however, they must be considered and used in the context of the supervisory alliance. The present study examined relations between supervisory alliance and fidelity to the trauma narrative (TN; i.e., imaginal exposure) component of Trauma-Focused Cognitive Behavioral Therapy. We also examined how supervisory alliance moderated the effect of behavioral rehearsal use in supervision on TN fidelity. We analyzed data from a randomized controlled trial, in which forty-two supervisors and their clinicians (N = 124) from 28 Washington State community-based mental health offices participated. Clinicians were randomized to receive one of two supervision conditions—symptom and fidelity monitoring (SFM) or SFM with behavioral rehearsal (SFM + BR). Supervisory alliance alone did not predict delivery (i.e., occurrence) or extensiveness of delivery of the trauma narrative. Client-focused supervisory alliance moderated the effectiveness of behavioral rehearsal—as client-focused alliance increased, the odds of delivering the TN also increased significantly. Future research should further investigate how to appropriately match supervision techniques with supervisory dyads and explore the interplay of alliance with supervision techniques a supervisor might employ.
Entrepreneurship education (EE) has been present in some form in UK higher education since the early 1970s. Over the last 50 years, both its scope and prominence have increased with more emphasis on EE as a distinctive discipline.
With innovation serving as the primary driver, higher education institutions are essential to fulfilling the Sustainable Development Goal of quality education. Innovating in teaching means constantly adapting to new learning environments and changing audiences, but the advantage is that diversity remains constant. Making resources accessible in a variety of formats promotes inclusiveness, quality and flexibility to different learning preferences and styles, which supports a culture of lifelong learning. In a resource-constrained environment, lecturers often do not have evidence of how this variety of materials benefits the learner. A teaching innovation project is proposed to find out the diversity in learning styles in the classroom as well as the preferences and evaluations of students about three types of materials provided by lecturers of a given lesson, presented through text, graphics and audio. The results have given us a better understanding of the teaching-learning process and the needs of students.
The use of scenarios in police education has a long history, within both formal curriculum outlines to the informal use of war stories as a means of making theory relevant to practice. Unfortunately, the learning and teaching techniques associated with the delivery of these scenarios have usually been ineffective, inconsistent and opaque, whilst the scope of these scenarios has often been narrowly focused on legal-investigative concepts that neglect how police should act with integrity. A lesson structure and facilitation techniques are evaluated against Shulman’s framework to identify signatures of policing practice and maximise the potential of scenario-based learning.
Field training is the oldest and most well-known signature policing pedagogy, having existed as the main form of recruit preparation before police academies were formed and expanded. Whilst this stage of workplace learning for recruits is obviously authentic and practical in terms of learning the profession of policing, it has come under criticism for contradicting academy learning through inappropriate cultural influences and a lack of preparation for field training police. This evaluation seeks to further explore the theoretical underpinnings of this signature pedagogy and outline a learning process underpinned by an adapted cognitive apprenticeship model.
An examination and understanding of signature pedagogies in police education requires a foundation in key educational concepts, including Lee Shulman’s influential research into learning in the professions. An outline of the framework for signature pedagogies provides a basis for evaluating the application of key learning methods in police education, whilst describing a range of other generic educational concepts assists in understanding ways to improve learning and teaching practice.
Lecturing has always been one of the traditional instructional methods in medical education. It is cost-effective, especially when it comes to conveying a large amount of information to many students at once. However, disadvantages are plenteous, one of which is its passive way of knowledge delivery and learning. Active learning, on the contrary, has better students' engagement and longer retention, and it results in better students' achievement. The emergency medicine residency training program at KAMC-Jeddah has modified the educational activity to become more aligned with the end-of-year assessment in the form of active learning. This study aimed to explore the experience of the residents regarding the implementation of the new educational approach. An exploratory-qualitative study utilizing constructive grounded theory was conducted, collecting our data through an in-depth 1:1 interview using semi-structured open-ended questions. Purposeful sampling was used, and saturation was reached after interviewing 24 residents. The general perception of residents toward the new teaching modes slightly varied, highlighting the positivity of the new educational environment, the desired impact on their learning, the challenges they encountered, and finally their high satisfaction level and support for this new experience. It was asserted that such experience could be permanently implemented to increase the efficacy of teaching and learning.
Adult values, attitudes, behaviours, and beliefs are factors that shape childhood exposure to risk-taking experiences. This study examined the role of adults in supporting children’s play and learning in a high-risk park environment. Considering this context, our research incorporated a two-phased mixed-methods approach to explore parent and caregiver perceptions of a bespoke Australian outdoor “nature play park” named Boongaree. Quantitative data collected from participants ( n = 302) investigated playground visitation patterns, and qualitative data were collected around parents’ and caregivers’ insights around the benefits and challenges of the park. A noteworthy finding that emerged was the parents’ and caregivers’ strong support of children’s risky play at this park and how the park supported the children’s development. Nine emergent themes from the qualitative data showed that the adults supported their children’s engagement with this high-risk park as it offered opportunities to (1) engage with an innovative nature play park, (2) be challenged and solve problems, (3) connect to the outdoors, (4) have fun, (5) direct their own play, (6) be physically active, (7) be creative and curious, (8) demonstrate confidence and independence, and (9) build social capacity. Finally, our study concluded that the risk appetite or risk tolerance level of parents’ and caregivers’ is one of the primary factors underpinning their desire to engage (and re-engage) with risky nature play opportunities for their child.
This chapter is in three parts: considering the pracademic from three different dimensions, past, present and the future. It is set within an accounting and finance discipline, which is usually incorporated within a business school of a Higher Education Institution (HEI). The chapter provides a personal examination of the skills and knowledge a practitioner brings from their past as they enter academia. In this case, a qualified accountant that has already worked in industry for many years. It then looks at how these skills and knowledge can be leveraged in Higher Education (HE), in the present. It focuses on the key skills that the pracademic can draw upon to navigate their path through HE, including some practical tips and key areas for reflection. This section also examines some of the less widely discussed areas upon securing an academic position, such as, types of assessment and the importance of student self-evaluation. The chapter concludes by considering how practice and theory are embodied in a pracademic. It discusses how both practice and theory are equal for a pracademic, with neither having primacy over the other. This concise evaluation of a pracademic’s background, their present and future, highlights associated skills that provide a strong foundation for further growth and success.KeywordsAssessmentAuthentic assessmentExperienceReal worldReflectionMentorCareer transitionsAccounting
Kolb defined experiential learning as “the process whereby knowledge is created through the transformation of experience” [1], often expressed as learning-by-doing. In the context of this workshop, Guided Experiential Learning (GEL) is a pedagogical framework for learning-by-doing that emphasizes longitudinal skill development and proficiency gained through focused, repetitive practice under real world-like conditions [2]. GEL often requires scaffolding psychomotor, affective, and cognitive skill acquisition across multi-modal learning experiences, including games and simulations delivered using virtual, augmented, and mixed reality based applications. In addition, the skills targeted using a GEL framework are generally developed over time via episodic events with controlled conditions dictated by learner states and learning theory [1, 3].The complexity of designing and assessing experiential learning in the technology-enabled, data-rich environments in which GEL takes place make GEL an ideal candidate for using AI. AI can assist in the design, delivery, and evaluation of experiential events that contribute to longer-term skill and proficiency objectives and to optimize learning. This workshop addresses the research challenges involved in applying AI to GEL. These include multi-modal data strategies, in which data comes from physical, virtual, and mixed-reality training systems; AI models for estimating and predicting skill acquisition and competency; designing learning experiences and assessments to produce optimal data for AI-based models and that provide data under variations in condition and complexity; and applications of AI to instructional support, feedback and coaching [4].KeywordsGuided Experiential LearningCompetenciesGIFTAI
The purpose of this chapter is to study the problem of the design and development of e-learning systems intended for adult education and lifelong learning. The authors describe the theoretical framework underlying adult learning, going through the different models evoked by the specialized literature. The objective is to gather all the relevant data for the development of a predictive model of the learning management system. The authors place themselves in the context of engineering and instructional design to describe their methodological approach concerning the modeling and implementation of adult learner profiles, learning situations, recommendation processes, and situation problem-solving processes.
Experiential learning in food and agricultural higher education takes many different forms. This paper highlights an immersive, comparative approach to a graduate food studies course in the dairy sector. It explores how students in this class experience a particular combination of field trips, culinary workshops, hands-on activities, and classroom discussions, and explores how the structure and combination of these course elements contributes to reflection, critical thought, and a more nuanced and complex understanding of food systems (or not). Results suggest that this intensive compare/contrast approach to field trips and applied experiences, accompanied by multiple venues for in-depth verbal and written reflection on these experiences, can help facilitate (1) self-reflection, critical thinking, and broader systems thinking, (2) an understanding of and empathy towards conflicting views on food systems issues, and (3) an acceptance of and ability to work across differences, within the contradictions and complications that characterize food systems work.
Entrepreneurship is a future skill that is of central importance for modern societies and economies. It has been recommended that Entrepreneurship Education, when defined as the scientifically founded discussion around the questions about how a central, lifelong, cross-sectional competence in entrepreneurship can be promoted, should be anchored early on in the socialization of learners, namely in schools as an essential educational practice. However, Entrepreneurship Education in Germany has not yet been implemented across the board and is still not mandatory in schools. This chapter illustrates how entrepreneurship, initiative, courage, and trust can be sparked in young people in Germany by using project-based learning as entrepreneurship education instead of project-based learning in entrepreneurship education. A concrete empirical example below of a school education initiative shows how this could be realized.
The author discusses Kolb's learning cycle and the propositions that give rise to it. The author considers the importance of the cycle within mainstream management education and development and then takes a more critical view, looking both behind and beyond the learning cycle at issues that can be developed out of its current conceptualization. The author argues that a more comprehensive picture of experiential learning in management education might be based on developments around emotional and political aspects of Kolb's model. These developments are intended to acknowledge additional, often omitted, aspects of learning from experience within management education and development. The author offers three particular areas for the development of skill and knowledge in the practice of management education.
Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning ” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential ” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process. Another reason the theory is called “experiential ” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitivedevelopmental genetic epistemology form a unique perspective on learning and development. (Kolb, 1984). The Experiential Learning Model and Learning Styles
To address common criticisms of MBA graduates, the Weatherhead School of Management developed a new curriculum including a required course called Mana- gerial Assessment and Development. During the course, students develop an assess- ment of strengths and weaknesses on 22 abilities, 11 knowledge areas, and 5 value themes. The assessment incorporates rigorously coded assessment exercises, self- assessment, and assessment from others (i.e., family, friends, coworkers, managers, etc.). In the context of a 12-person Executive Action Team, each student develops a personal Learning Plan to stimulate and guide development during the entire MBA program.
The bibliography contains references on experiential learning theory from 1971-2005. The updated list has 2276 entries. The bibliography gives a complete listing by author. The bibliography is in PDF and formatted in APA style. Many research studies listed in the bibliography can be accessed through research databases such
A typology of learning skills is developed that is congruent with the learning style descriptions of experiential learning theory. The typology is holistic, allowing both idiographic and normative comparisons of individuals and situations, and the ‘fit’ between them. Learning style describes basic and generalised dimensions of individuality in learning, while a learning skill is more situational and subject to intentional development. The Learning Skills Profile (LSP) is a 72‐item, modified Q‐sort assessment instrument designed to assess learning skills. Data from numerous studies are reviewed and reported to establish the LSP's reliability, relational validity, criterion and construct validity. The LSP can be used as a vehicle for providing personal and organisational feedback on skills, and to describe the skills required by different jobs and educational programs.
A major challenge to MBA education is to develop the ability to use management knowledge. Entering and graduating data from six full-time and three part-time cohorts taking an MBA program designed to develop these competencies is analyzed and compared to baseline data on two full-time and two part-time cohorts. Results show that cognitive and emotional intelligence competencies can be developed in MBA students, but not with a typical MBA curriculum.
Contends that a typology of skills based on a framework of learning
styles and experiential learning theory, rather than a framework of job
performance or some other personality construct, provides a language and
guidance for assessment methods to describe knowledge at the performance
level of adaptation. It requires development of the concept of learning
skills which are: domainspecific and knowledge-rich; descriptive of an
integrated transaction between the person and the environment; and
developed by practice. Reviews and reports data from numerous studies to
establish the ESP's reliability, relational validity, criterion validity
and construct validity. The ESP can be used as a vehicle for providing
personal and organizational feedback on skills, and expectations and
intent regarding skills in jobs and development programmes.
This research used three instruments derived from experiential learning theory—the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills Profile—to test hypotheses about differences between balanced and specialized learning styles in a sample of 198 part-time and full-time MBA students. Learning styles that balanced experiencing and conceptualizing showed greater adaptive flexibility in responding to experiencing and conceptualizing learning contexts. The learning style specializing in experiencing showed higher levels of skill development in interpersonal skills and lower levels of skill development in analytic skills; while the reverse was true for the learning style specializing in conceptualizing. Similar tests for the acting/reflecting specialized and balanced learning styles showed no consistent results. Analysis of male and female subsamples produced results supporting these general conclusions. The study adds further construct validity for the hypothesis that adaptive flexibility in learning style is predictive of highly integrated and complex levels of adult development.
Freedman and Stumpf's critique of experiential learning theory and the Learning Style Inventory (LSI) is seriously flawed. Their judgments concerning the validity of experiential learning theory rest primarily on an analysis of the internal characteristics of the LSI, with no attention to the construct validity of that instrument; and they are made without analysis or even awareness of the considerable research literature on experiential learning. Their questions concerning the reliability of the LSI stem from a lack of understanding of the role of variability and situational adaptation in the experiential learning process. Similarly, their criticism of the forced-choice format of the LSI fails to recognize the theoretical rationale for the LSI instrument structure.
This article seeks to critically evaluate Kolb's theory of experiential learning from social constructionist and activity theory perspectives. It is suggested that while experiential learning theory has been extremely influential and useful in management education it is rarely seen as problematic. The article goes on to argue that Kolb's experiential learning theory can be placed within the cognitive psychological tradition; a tradition that overlooks or mechanically explains the social, historical and cultural aspects of self, thinking and action. Activity theory is then described (but also drawing on more recent social constructionist perspectives) and offered as an alternative way of understanding these three aspects. Using this approach, experiential learning theory is reconceptualized with particular reference to the learning cycle and managerial identity. It is concluded that learning can be viewed as an argumentative and rhetorical process in which the manager acts as a practical author.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
John Dewey's famous declaration concerning education. First published in The School Journal, Volume LIV, Number 3 (January 16, 1897), pages 77-80. ARTICLE I--What Education Is I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions. Through this unconscious education the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civilization. The most formal and technical education in the world cannot safely depart from this general process. It can only organize it or differentiate it in some particular direction. I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Through the responses which others make to his own activities he comes to know what these mean in social terms. The value which they have is reflected back into them. For instance, through the response which is made to the child's instinctive babblings the child comes to know what those babblings mean; they are transformed into articulate language and thus the child is introduced into the consolidated wealth of ideas and emotions which are now summed up in language. I believe that this educational process has two sides-one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child's own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results, but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it chances to coincide with the child's activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child nature.
Both counseling and supervision of counseling are seen as complex learning situations that may be analyzed from the standpoint of an experiential learning model. This perspective-based on the work of David Kolb-identifies four modes of experience, each of which is involved in an experiential learning cycle. These modes of experience-Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE)-must all be accessible to the learner (client or student counselor) for optimum functioning. An analysis of clinical dialogue between client and counselor and between counselor-in-training and supervisor is used to demonstrate that effective counseling and supervision demands that all four modes of experience be available to the clinician and that treatment be seen as making these modes available to the client.
Kolb's Learning Style Inventory (LSI) (1984) is frequently used within many areas of study and research as a method of assigning students to a given learning style. However, this paper argues that there are substantial problems with the theoretical foundations of his work. Anomalies are noted with the claimed relationship with Jung's styles (1977) and with Kolb's use of 'possibility processing' (Tyler, 1978). It is argued that these anomalies make it impossible for firm conclusions about the nature of Kolb's learning style to be made. Implications for the use of Kolb's learning styles are presented.
This article introduces the Japanese concept of "Ba" to organizational theory. Ba (equivalent to "place" in English) is a shared space for emerging relationships. It can be a physical, virtual, or mental space. Knowledge, in contrast to information, cannot be separated from the context—it is embedded in ba. To support the process of knowledge creation, a foundation in ba is required. This article develops and explains four specific platforms and their relationships to knowledge creation. Each of the knowledge conversion modes is promoted by a specific ba. A self-transcending process of knowledge creation can be supported by providing ba on different organizational levels. This article presents case studies of three companies that employ ba on the team, division, and corporate level to enhance knowledge creation.
Please do not quote or reference this manuscript. An updated version of this manuscript was published as Kayes, D. C. 2002. Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1, 2, 137-149. Experiential learning critics 2 This paper considers John Dewey’s dual reformist-preservationist agenda for education in the context of current debates about the role of experience in management learning. The paper argues for preserving experience-based approaches to management learning by revising the concept of experience to more clearly account for the relationship between personal and social (i.e., tacit/explicit) knowledge. By reviewing, comparing and extending critiques of Kolb’s experiential learning theory and reconceptualizing the learning process based on post-structural analysis of psychoanalyst Jacque Lacan, the paper defines experience within the context of language and social action. This perspective is contrasted to action, cognition, critical reflection and other experience-based approaches to management learning. Implications for management theory, pedagogy and practice suggest greater emphasis on language and conversation in the learning process. Future directions for research are explored.
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The question of whether students change in broad abilities indicative of human potential for cognitive-development, learning styles, and other generic abilities was studied at Alverno College. An additional study objective was to determine whether such change can be attributed to performance in a performance-based curriculum, rather than age, background factors, and program characteristics. Over 750 students participated in the longitudinal and cross-sectional studies by completing a battery of 12 instruments with developmental characteristics, and which employed both recognition and production tasks. The instruments were drawn from cognitive-developmental theory, experiential learning theory, and competence assessment. Cognitive-developmental and learning style measures were better indicators of change than were the generic ability measures, and recognition measures showed more change than did the production measures. The effects of the learning process on student change were more evident during the last 2 years of college. Students demonstrated intellectual ability and socioemotional maturity at entrance to college, and these abilities were integrated by graduation. The findings indicate that change is measurable, and that broad outcomes of college can be specified and assessed. (Author/SW)
This book is written for adults who are interested in learning to manage change constructively. It is designed to be useful as a self-help resource should the learner be working independently. However, it is especially intended to provide a good text for teachers or trainers who are leading credit courses or non-credit workshops on various topics dealing with adult development. The book discusses development and how it can be facilitated. Material is presented in a way which is appropriate for busy adult learners. Practice is combined with theory. After a section discussing objectives, looking ahead, sources of learning, proactivity versus reactivity, and the relationship of striving and service, Part 1 discusses development. Included in the discussion is an examination of growth versus change; perspective; people as content and process; a definition of development; and developmental phases. Part II discusses the contribution of the environment. The topics of novelty; minimizing threat; supportiveness of the learning cycle; information richness; and learning facilitators are discussed. Part III discusses what the individual can contribute, including self-awareness; growth motivation; learning skills; knowledge of the developmental process; developmental planning; and closure. Over 100 references and an index are included. (ABL)
This book seeks to locate the essence of adult experiential learning, a central phenomenon in adult education. Chapter 1, The Theme of Adult Experiential Learning in Research, addresses theory building in adult education and developing a deeper understanding of adult experiential learning. Chapter 2, Theoretical Underpinnings and Methodology, describes sources, how to generate the research problems, and these methodological principles: hermeneutical text interpretation and grounded theory method. Chapter 3, Knowledge and Knowing in Theories of Adult Experiential Learning, considers the overall attitudes of Knowles, Kolb, Mezirow, Revans, and Schon to knowledge and knowing. Chapter 4, Individual Dimensions of Adult Experiential Learning, examines what "experience" means to the five scholars; how they describe the act of learning; how reflection and learning are related; how they define "the end point" of learning; and how learning and development are linked. Chapter 5, Social Dimensions of Adult Experiential Learning, addresses what kind of andragogical implications seem to follow from the individual dimensions of experiential learning; how an adult educator comes into the individual learner's learning; what kind of "being-with" an individual learner requires; and what an educator does. Chapter 6, Conclusion, gives a general profile of adult experiential learning by re-constructing its main categories and recommends directions for future research and practice. (Appendixes include 41 notes and 264 references.) (YLB)
This article is a review of David Kolb's program of work on learning styles and experiential learning, which I find to be a problematic instance of psychologism. I argue that Kolb's approach ignores the process nature of experience and that attractive as it may be instrumentally, it ultimately breaks down under the weight of its structuralist reductions. Kolb attempts to account for experiential learning without a coherent theory of experience, such as might have been found in phenomenology, which he virtually ignores. Thus, Kolb neglects the constitutive effects of the noetic-noemic corelationship and the intentional reality of the person. I contrast Kolb's formulations with John Dewey's much more resilient conception of "habit" and close with a critical analysis of various ways in which Kolb's learning-style instruments are used for aggressive intervention in people's lives.
This book describes how practitioners, theorists, and nonprofessionals can begin with themselves. Practitioners include teachers, counselors, therapists, social workers, nurses, consultants, supervisors, and trainers who are encouraged to bring out their experienced knowledge about their practice. Theorists and researchers in psychology, education, and other social sciences are encouraged to bring out their personal and practical knowledge rather than their theoretical knowledge. When practitioners and theorists bring out their experienced knowledge, they have a common basis for improving communication and working relations. Nonprofessionals should also find these approaches appropriate with only slight revisions. In addition, all readers are encouraged to apply these approaches to their everyday lives as parents and marital partners. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study presents the relationship between six typologies of cultural differences and the learning styles of Kolb's learning model. Several cross-cultural studies about learning styles indicate that learning styles may differ from one culture to another, but few studies have addressed the question of which culture is related to which learning style or ability. The present study concerns this inquiry. Exploration of this inquiry has been made in two parts. The first part investigates conceptual analogies and relationships between Kolb's model and the six cultural typologies in the domains of anthropology, cross-cultural management, and cross-cultural psychology. The second part focuses on the empirical results of six comparative studies about cross-cultural differences in learning styles in the past and discusses how six propositions generated from the first theoretical examination can reflect upon their past empirical results. Those two examinations suggest that particular culture, as categorized in those domains, relates to certain learning styles or abilities.
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
Typescript. Department of Organizational Behavior. Thesis (Ph. D.)--Case Western Reserve University, 2004. Includes bibliographical references (leaves 211-222).