Learning Styles - Essay Example

Learning Styles Introduction: The learning process differs in individuals. David Kolb in 1984, in his work on experiential learning, provides a comprehensive model that with clarity lays the foundation for an understanding of the learning process and the different ways in which individuals learn. This model of Kolb draws on earlier works of Dewey, Lewin and Piaget. However it expands on these works for an approach to learning as a process that is life-long and is well founded in intellectual traditions of philosophy and cognitive and social psychology. Hence a reliance on the experiential model of David Kolb provides the means for an understanding of the different learning styles in individuals. The Experiential Learning Model and Learning Styles: Learning as defined by the experiential learning theory is “the process whereby knowledge is created through transformation of experience. Knowledge results from the combination of grasping and transforming experience”. (Kolb. D, 1984, p. 41). The experiential learning model gives grasping experience and transforming experience as the essential components of the learning cycle. It depicts grasping experience through two dialectically related means namely concrete experience and abstract conceptualization and transforming experience through two dialectically related modes namely reflective observation and active experimentation. The four stage learning cycle suggests that immediate or concrete experiences form the basis for observations and reflections. These observations and reflections crystallise in an individuals mind to form abstract concepts that make up the basis of new implications for actions. These implications are actively tested and the results become the precursors for future action. (Thorne, K. 2003) The experiential learning theory suggests that the process of learning involves the requirement of abilities that are diametrically opposite to one another. During the learning process an individual has to choose which set of these two opposite abilities need to be used in a given learning situation. This gives rise to two possible learning sequences, different from one another. In grasping experience some individuals tend to perceive information through experiencing the concrete or tangible and depending on the senses to immerse in this felt reality. In the case of other individuals this perception or grasping of new information is through symbolic representation or through abstract conceptualisation. This means they tend to analyse or systematically plan rather than rely on their senses to guide them through the grasping of new information. In a similar manner there is a difference in the manner the experiences are processed. Some individuals tend to watch others involved in the experience carefully and then reflect on the observations. On the other hand some individuals tend to plunge into the experience and initiate action. This suggests that individuals who prefer watching lean towards reflective observation for grasping information, while the individuals preferring action tend to favour active experimentation in grasping information. (Beard, C. & Wilson, J. 2002). So at every stage in a learning process there is an element of choice. The choice decision is impacted upon by several factors, which are our hereditary make-up, past life experiences that are meaningful to the choice decision and the demands of the current situation. Thus the conflict between concrete and abstract and between active and reflective are resolved in different patterned manners, which are called learning styles. (Kolb, D. 1984). Learning Styles: Kolb has suggested that there are four different approaches to learning and differentiated these four styles as diverging, assimilating, converging and accommodating. (Reid, J. 1987). Diverging Style: The dominant learning abilities in the diverging learning style are concrete experience and reflective observation. It takes the name diverging style because individuals using such a learning style are capable of generating new ideas in a given situation, as they view concrete situations from different view points. Individuals with this learning style tend to have wide cultural interests and seek information. Such individuals are people oriented, imaginative and emotional, and with their wide cultural interests tend to gravitate towards the field of arts. In any formal learning situations individuals with a diverging style show greater inclination to work in groups, view new information with an open mind and accept personalized feedback (Gibb, S. 2002). Assimilating Style: The most significant learning abilities in assimilating learning style are abstract conceptualisation and reflective observation. Individuals with this style of learning show more keenness for new ideas and abstract concepts and as a result are able to comprehend a wide range of information and collate it into concise and logical forms. Usually such individuals tend to value information that is logically sound, ignoring practical value. Such individuals show ability for people orientation and tend to be individualistic and so in formal learning situations they tend to prefer readings, lectures, exploring analytic models and time on their own to reflect on the information. Individuals with the assimilating style of learning are more effective in careers that are oriented towards information and science. (Gibb, S. 2002). Converging Style: The important learning abilities in converging style are abstract conceptualisation and active experimentation. These dominant learning abilities provide individuals that employ this learning style with the ability to solve problems and make decisions based on the solution to problems. Thus they are capable of finding practical uses for ideas and theories. Such learning skills are effective in dealing with technical tasks and problems, rather than social and interpersonal issues and hence individuals with the converging style of learning abilities tend to prefer specialist and technology careers. In a formal learning environment such individuals prefer to experiment with new ideas, simulations, laboratory experiments and practical applications of ideas and theories. (Kolb, D. 1984). Accommodating Style: The dominant learning abilities in accommodating style are concrete experience and active experimentation. Individuals with such learning abilities show a great capacity of learning from their practical experience and as a result tend to solve problems through reliance on information from other individuals rather than their own technical assessment. The rely more on their instincts than on any kind of logical basis for their actions. Such individuals find enjoyment in the implementation of new and challenging tasks. The accommodating style of learning makes for efficiency in action-oriented careers like marketing and sales. In formal learning environments such individuals prefer to work with others in attaining the objectives of the learning task. (Kolb, D. 1984). Conclusion: Individuals may be differentiated by their learning abilities into four categories. Each of these different categories indicates the manner in which the individual would choose to acquire information and act on it. Learning abilities of individuals also suggest the careers that are best suited for such individuals. Literary References Beard, C. & Wilson, J.P. (2002). the power of Experiential Learning. London: Kogan Page. Kolb, D. A. (1984). Experiential Learning. New Jersey: Prentice Hall. Reid, J. M. (1987). ‘The Learning Style Preferences of ESL Students’. TESOL Quarterly, 21(1), 87-110. Thorne, K. (2003). blended learning. London: Kogan Page. Gibb, S. (2002). Learning and Development. Hampshire: PALGRAVE MACMILLAN. Read More