Kolbs Theory of Experiential Learning - Essay Example

Kolb’s Theory of Experiential Learning Name: Institution: Introduction Learning is the process that combines emotional, cognitive and environmental experiences that enhance and bring change to one’s knowledge, skills, world’s views and values (Ann, Patricia & David, 2002). The main focus of learning is what happens in the process of knowledge acquisition. Learning theories are models that attempt to describe the process by which both people and animals learn by explaining the complex process of learning. Learning theories as such have two inherent functions which involve providing the vocabulary and the conceptual framework of explaining the daily observations. The other function of the theories is to suggest where to look for the solutions for the practical problems observed (Ann et al., 2002). The learning theories fall under three philosophical frameworks which are behaviorism theories that focus only on the observable aspects of learning (Nancy, Deans, Florence, Lori & Florence, 2009). The other category is cognitive that looks beyond the observed behaviors to explain the brain based learning and thirdly constructivism that views learning as a process in which the learner build new concepts and ideas (Knud, 2009). This paper presents an analysis of Kolb’s theory of learning. It includes a discussion of transition from traditional to experimental and the characteristics of experimental learning. It also presents Kolb’s learning style inventory and the use of experimental learning as therapy. Kolb’s theory of experiential learning Transition from traditional to experiential The term experimental learning was chosen by Kolb in this theory so as to underscore the role of experience in any learning process. He also named it experiential learning so as to link his ideas to their roots in the work of Lewin, Dewey and Piaget (Nancy et al., 2009). He also incorporated the influences of Therapeautic psychologies and in philosophical literature that is concerned with metaphysics and epistemology. Dewey constructed guidelines that implied processes of actual experience and education in learning should be integrated. Piaget in the cognitive development focused on how experience is used as a way of modeling intelligence. It insinuated that abstract thinking like symbols is linked to learner’s process of adapting to the program. Kolb defined learning as the process in which learning is created through information transformation. He in his theory regarded learning as a cycle that has 4 stages of concrete experience and a feeling dimension which he named reflective observation (RO).He also classified a watching dimension which he named abstract conceptualization (AC) and a thinking dimension he named active experimentation (AE) (Ann et al., 2002).In the learning theory each step formed a foundation for the other step, the concrete experience lays the basis for observation and reflection. These are in turn used to form the ideas in ones mind like theories and generalizations which is the abstract conceptualization. This in turn leads to active experimentation where new implications for actions are easy to discern. Learners are fully involved in learning experience (CE),they observe information they reflect the observation to their multiple experiences (RO).They then formulate concepts that cause their observations be integrated into theory in abstract conceptualization (AC) and the theories formalized are used in the solving of problems and in decision making(AE) (Nancy et al., 2009). These 4 are further complicated by Kolb’s observation that learning requires polar opposite abilities. This means the grasping dimension defining how one takes any given information given by CE and AC or processing dimension AE and RO referring to how one makes information meaningful. Students are always expected to choose which of the two perspectives to use when they encounter problems (Knud, 2009). The learning theory also states that learning is best achieved in an environment that considers conceptual models and concrete experiences (Nancy et al., 2009). The characteristics of experiential learning Experiential learning methods are bridges that connects learners existing level of understanding hi affective characteristics and experiences and philosophies with an entirely new of abilities values and believes (Jennifer, 2004). Secondly the learner takes responsibility for her own learning. This shifts the power structure from the traditional view where the teacher had all the power to the student taking the central role in learning. Thirdly it’s based more on the practical aspect moiré than the former theoretical modes (Ann et al., 2002). The theory of learning shifts the power from the teacher as was the case traditionally (Nancy et al., 2009). In the experiential learning the learner adopts a more assertive role as he assumes responsibility for their learning (Sally, Zepeda & Stewart, 2004). It also shifts from the traditional aspect where learning was only the academic mode to the experiential which is a more practical mode. In affectively oriented environments students experience their activities as if they are professional practitioners (Sally et al., 2004). They present beliefs and values and generate information through their own experience. In a symbolically oriented environment, the learners use their experience to develop skills that can provide solutions to problems in the best way possible. In perceptually oriented environments the learners views the concepts and relationships that are presented from different perspectives (Peter, 2008). In this theory learning is taken as a holistic process of adaptation to the world. It involves the integrated functioning of the total organism. These include perceptions, behaviors, thoughts and feelings (Ann et al., 2002). It also has a characteristic of offering a transaction between the person and the environment. The theory states that personal characteristics, environmental influences and the behavior operate all affect each other in a reciprocal and interlocking manner. (Nancy et al., 2009) Finally learning is a process of creating knowledge (Jennifer, 2004). It differentiates social knowledge as the civilized of cultural experiences of an individual that is objective. Personal knowledge is the accumulation of a person’s subjective life experience (Sally et al., 2004). Kolb’s learning style inventory Kolb’s model has four learning styles that are based ion the two one depicts perceptive preferences that run form concrete to abstract and the other is based on cognitive processing preferences that moves from experimentation to reflection. The four learning styles are Accommodators’ who are active experimenters and they thrive on independent discovery preferring to be active learners. They are mainly students in practical fields’ like business (Francis, 2000). Assimilators on the other hand are reflective observers who normally prefer organized delivery of content and they are usually passive learners. These students mainly pursue basic sciences and mathematics. Convergers form the category of active experimenters who like interactive learning and they have an active desire to learn how things work. These are classified mainly in physical sciences and in engineering (Francis, 2000). Divergers are also reflective observers who like assimilators prefer delivery that is organized. They are passive learners too but unlike the assimilators they love knowing why giving them an exploring perspective. This category of students normally prefers humanities and liberal arts (Jennifer, 2004). Experiential learning as therapy Experiential learning is learning by doing and has been termed as the best way of learning. It has been viewed as therapy Experiential therapy views and handles activities as therapeutic and experiential as the participant experiences the situation and learns from the process. Experiential learning being used as therapy poses a danger that result from blending teaching and therapy (Francis, 2000). This is especially because a learning group has an objective of understanding the concept being taught while a therapeutic group has an objective is to help group members to heal themselves in a setting that is therapeutic (Knud, 2009). The teacher must be careful to avoid running educational groups as therapeutic groups as there are moral and ethical standards that are required including the students consent if this is done. Teaching intramuscular injection administration To teach students using the theory they have to observe the process whereby an object is selected and the medication is then drawn up in the syringe. The selected sight is then prepared by cleansing it with alcohol. Choice of the site is usually the gluteal area’s upper outer quadrant, vastus lateralis part of the thigh, and the deltoid muscle. The landmarks are also chosen to avoid the damage of nerves and the adjacent structures where the skin is stretched between the thumb and the fore finger (Nancy et al., 2009). The needle is introduced at an angle of 90 degrees to the muscle with a quick thrust and advanced as fast as possible deep into the muscle but not as far as the hub of the needle. The plunger is then withdrawn slightly so as to be sure the needle is not placed in a blood vessel. The solution is then injected slowly and the needle withdrawn and the injection sight massaged unless there is a contrary indication (Knud, 2009). If the glutal area is chosen the patient should lie prone with ankles bent and with feet curved in. The toes of each foot are directed towards the opposite foot so as to relax the Muscle and make the injection less painful. After assimilation of the process the students should then repeat the process (Ann et al., 2002). CPR Is an emergency procedure which is attempted in the trial to resuscitate life in a patient in cardiac arrests. It’s administered to those who are not responsive or are not breathing. It involves chest compressions at a rate of at least 100 per minute in an effort to create artificial circulation by manually pumping blood through the heart. The rescuer may provide breaths by exhaling into the mouth of the patient or using devices that push air into the lungs (Nancy et al., 2009). In teaching make the students know the compression to ventilation ratio which is 30:2 in adults and children if a single rescuer is present. In the presence of two rescuers the recommended ratio is 15:2. In new born the recommended rate is 3:1 unless the cause of the arrest is known in which case the recommended rate is 15:2 (Sally et al., 2004). The compression rate is 100 per minute in all the groups .the recommendation depth in children and adults is 2 inches or 5cm while in infants its 1.5 inches or 4cm. In adults both hands should be used, in children 1 hand and in infants 2 fingers which are the index and the middle finger. This will be demonstrated and students should learn from it (Nancy et al., 2009). Taking a blood pressure Using sing a sphygmomanometer and a stethoscope The students will observe the process and experimentally practice it. The main procedure is for the patient to sit up or lie down while ensuring that the arm is level with the heart. The cuff is then put about an inch above the elbow and then wrapped in a snug manner around the arm for the blood pressure reading may not be clear if the cuff is too loose. The earpiece is put in the ear and the middle and index fingers gently feel the pulse at the bend of the elbow which is the brachial artery (Nancy et al., 2009). The diaphragm of the stethoscope is then put over the brachial artery pulse and the heartbeat listened to. Tighten the screw on the bulb and pump and squeeze the bulb. This causes the cuff to tighten. The bulb should be squeezed until the scale reads about 10 points higher than when the initial heartbeat was felt (Ortrun, 1994). The screw is slowly loosened so as to let the air escape from the cuff and let the gauge about 5 points a second .carefully read the gauge and listen to the sounds. Continue to listen and read the gauge at the point where the sound will stop. The number on the first sound is the systolic pressure while the second number is the diastolic pressure. The final step is to write down the BP, the date and the time as well as the arm that was used (Jennifer, 2004). Patient case study The case study could be for a student in the classroom setting who has a particular condition. The case can be analyzed with the consent of the student (Patti, 2006). An example would be a stress disorder in one of the students, the teacher would teach concerning the subject and he students would practically use the learning obtained as therapy to the student (Ortrun, 1994). Teaching physiology/ Ethics Physiology is biological subject that determines how organ systems, organisms, organs and cells carry out chemical or physical functions. In a class setting the students would have to understand the concept through understanding how the cells and the organs function. The students must perceive the concept in their minds and actively participate in understanding (Knud, 2009). Ethics is a philosophical subject that mainly deals with morality. It could either be normative ethics applied ethics or descriptive ethic (Jennifer, 2004). To teach students experientially involves bringing real life ethical issues and letting the students to actively participate in understanding the most favorable and most ethical standard to apply.th students must conceive the idea and conceptualize it so as to come up with the best course of action(Ortrun, 1994). Conclusion The Kolb’s learning theory provides a connection between theory and practice. It also provides a link between the affective and the cognitive domains and between abstract generalizations and physical concrete experiences (Tim, 2010). By using experiential learning a learner combines their former knowledge with new values and experiences. This makes learners more equipped and more competent. The learner in this method also takes responsibility for his learning and the power shifts from the teacher to the students. The learner also learns in a more practical manner as opposed to the traditional only theoretical learning (Ortrun, 1994). References Ann, C., Patricia, J., & David A (2002) Conversational learning: an experiential approach to knowledge creation. USA: Greenwood Publishing Group. Francis, M., (2000). The principles and practice of nurse education. USA: Nelson Thornes. Jenniffer, A. (2004). A Handbook of Reflective and Experiential Learning: Theory and practice .Canada: RoutledgeFalmer. Knud, I (2009).Contemporary theories of learning: learning theorists in their own words. USA: Taylor &Francis. Nancy, J., Deans, S., Florence, M., Lori D &Florence. M., (2009).Student Development in College: Theory Research and Practice. Sanfransisco: John Wiley & Sons. Ortrun, Z., (1994).Professional Development in Higher Education: A Theoretical Framework for Action Research.London: Routledge. Patti, J (2006).Introduction to Equine-Assisted Psychotherapy.USA: Xulon Press. Peter, J., (2006).From adult education to the learning society: 21 years from the international journal of lifelong education. USA: Taylor &Francis. Sally, J., Zepeda, R., & Stewart, M., (2004). Supervision Across the Content Areas. London: Eye on Education. Tim, S., (2010). Understanding Medical Education: Evidence, Theory and Practice. Sanfransisco: John Wiley &sons. Read More