Kolb Learning Cycle Theory
KOLB’S LEARNING CYCLE
Reflective practice is important as it develops professionalism amongst lecturers in the sense that lecturers gain by learning from their experiences in teaching and facilitation of student learning (Harb and Ronald, 1992). The development of reflective learning simply means coming up with ways of reviewing individual teaching experiences such that it becomes a routine process. This area of experiential learning was further advanced by development of Experiential learning theory by Kolb. The theory provides a model that aids in building the routine process. The process is what is known as the learning cycle, The Kolb’s cycle or The Experiential learning cycle (Healey and Jenkins, 2000). Many people also regard it as a training cycle because it is the only way that can enable teachers to reach all students in a given classroom (Felder cited in Richard et al. 1996, p. 227). The model offers the opportunity to explain cycles of experiential learning and understand the different learning styles of different people. The cycle can be entered at any stage but the sequence must be followed to allow successful learning. The relevance of this cycle lies in its suggestion that experience is not a sufficient necessity in the learning process. However, reflection on experience in order to come up with formulae concepts and generalizations is a necessary. The generalizations that have been generated should be applicable to new situations. The new situations provide ground for the learning to be tested. Learners must also be able to make credible links between action and planning (Felder, 1993). This can be done by acting out, planning, relating and reflecting back on the theory.
Felder quotes Kolb in stating that the cycle ensures that a learner touches a cycle of experience, reflection, thought and action. Immediate experiences lead to reflections and observations. The reflections are later absorbed into concepts that are abstract for the purpose of
Reflective practice is important as it develops professionalism amongst lecturers in the sense that lecturers gain by learning from their experiences in teaching and facilitation of student learning (Harb and Ronald, 1992). The development of reflective learning simply means coming up with ways of reviewing individual teaching experiences such that it becomes a routine process. This area of experiential learning was further advanced by development of Experiential learning theory by Kolb. The theory provides a model that aids in building the routine process. The process is what is known as the learning cycle, The Kolb’s cycle or The Experiential learning cycle (Healey and Jenkins, 2000). Many people also regard it as a training cycle because it is the only way that can enable teachers to reach all students in a given classroom (Felder cited in Richard et al. 1996, p. 227). The model offers the opportunity to explain cycles of experiential learning and understand the different learning styles of different people. The cycle can be entered at any stage but the sequence must be followed to allow successful learning. The relevance of this cycle lies in its suggestion that experience is not a sufficient necessity in the learning process. However, reflection on experience in order to come up with formulae concepts and generalizations is a necessary. The generalizations that have been generated should be applicable to new situations. The new situations provide ground for the learning to be tested. Learners must also be able to make credible links between action and planning (Felder, 1993). This can be done by acting out, planning, relating and reflecting back on the theory.
Felder quotes Kolb in stating that the cycle ensures that a learner touches a cycle of experience, reflection, thought and action. Immediate experiences lead to reflections and observations. The reflections are later absorbed into concepts that are abstract for the purpose of
References: Felder, R.M. (1993) “Reaching the Second Tier -- Learning and Teaching Styles in College Science Education”, Journal of College Science Teaching, Vol. 23(5), pp.286-290 Harb, J.N. & Ronald, E.T. (1992) “A Look at Performance Tools through the Use of the Kolb Leaning Cycle”, ASEE Annual Conference Proceedings Healey, M. & Jenkins, A. (2000) “Kolb 's Experiential Learning Theory and Its Application in Geography in Higher Education” Journal of Geography, 99, pp.185-195 Richard, A. H, Curtis, A. C. & William, D. L. (1996) Felder’s learning styles, Bloom’s taxonomy, and the Kolb learning cycle: tying it all together in the cs2 course, SIGCSE Philadelphia, PA USA.