learning-styles

This detailed explanation of Kolb’s theory, which
essentially maintains that learning is a process
involving the resolution of dialectical conflicts between
opposing modes of dealing with the world (ie action
and reflection, concreteness and abstraction), leads
to Kolb’s definition of learning styles (1981, 290):
‘Learning styles represent preferences for one mode
of adaptation over the others; but these preferences
do not operate to the exclusion of other adaptive
modes and will vary from time to time and situation
to situation’.
In the most recent exposition of his theory, Kolb
discusses three orders of learning styles from the
specialised to the balanced. The first order refers to the
four basic learning styles described earlier: diverging,
assimilating, converging and accommodating. The
second order combines the abilities of two basic
learning styles; for example, the diverging and the
accommodating styles. The third-order learning styles
are exhibited by people who have integrated the four
basic styles, who learn in a holistic way, ‘using the
abilities associated with all four learning modes’
(Kolb, Boyatzis and Mainemelis 2001, 243). Exploratory
research into these second- and third-order styles
has only just begun and there are no systematic
studies as yet.
Figure 10 shows the relevance of Kolb’s theory for
growth and development and helps to explain how
individuals progress through the three developmental
stages of acquisition, specialisation and integration.
The model, in the shape of a cone, has the four learning
modes at the base, which represents the lower stages
of development, while the peak of development comes
when learners can draw on all four learning modes.
Kolb claims that learning styles play a significant role
in at least five main fields – behaviour/personality,
educational specialisation, professional career, current
job and adaptive competencies. The most relevant field
to explore here is that of educational specialisation.
Kolb argues that our educational experiences shape
our learning styles and so we should not be surprised
to find relations between specialisation and learning
styles. So, for example, undergraduate students
of business, management and education administration
are found by Kolb to have accommodative learning
styles; engineering and economics students are
convergers; history, English and psychology students
are divergers; mathematicians, sociologists,
educational researchers, theologians and chemists
are predominantly assimilators; while physicists
are on the border between convergers and assimilators.
In his own words (1984, 88): ‘people choose fields
that are consistent with their learning styles and are
further shaped to fit the learning norms of their field
once they are in it’.
It is important to recognise that Kolb conceives
of learning styles not as fixed personality traits, but
as adaptive orientations that achieve stability through
consistent patterns of transaction with the world.
In Kolb’s own words (2000, 8), a learning style is
a ‘differential preference for learning, which changes
slightly from situation to situation. At the same time,
there’s some long-term stability in learning style’.
Origins
Kolb is explicit in acknowledging the intellectual origins
of his theory of experiential learning and of the LSI; his
model is based on research in psychology, philosophy
and physiology. For example, the relevance of brain
research to this theory is exemplified in the finding
(1984, 16) that ‘the modes of knowing associated
with the left and right hemispheres correspond directly
with the distinction between concrete experiential
and abstract cognitive approaches to learning’.
The three main figures on whose work Kolb has built
his theory of experiential learning are John Dewey,
Kurt Lewin and Jean Piaget. For instance, from Dewey’s
pragmatism he draws the notion of experience as
an organising focus for learning; from Lewin’s social
psychology, the idea of action research; and from
Piaget’s genetic epistemology, the dialectic between
assimilation and accommodation. Other figures
whose ideas are incorporated into Kolb’s model include
Vygotsky, Guilford, Freire and Jung. Recently, Garner
(2000) has criticised Kolb for claiming that his learning
styles are virtually synonymous with Jung’s personality
types. His review of the evidence points to ‘only
occasional weak connections’ (2000, 343) between
the two approaches; moreover, he argues that Kolb
has ignored the role of subordinate abilities which are
so important in Jung’s work.
From these sources, Kolb produced the first
systematic and comprehensive exposition of the
theory of experiential learning; and, as has already
been mentioned, this theory forms the basis
of his new typology of individual learning styles.
Although his theory is rooted in the research
of other thinkers, his own contribution in detailing
the characteristics of experiential learning, the
structural foundations of the learning process, and
in creating the LSI to assess individual learning styles
deserves to be regarded as original and significant.