Hi. I'm looking for alternative models to Kolb's. Do you know any?
Also, how well accepted is his model among educationalits?
Do you know any papers that challenge or criticize his model?
Could we apply his model in writing academic book? If so, how?
Kolb presented his concept of Learning Styles in 1976 for education in management and business (Kolb, 1976). He has it further conceptually embedded in his influential book ‘Experiential Learning. Experience as the source of learning and development’ (Kolb, 1984). This has importantly influenced the development of learner-centered andragogy (theory of adult education) with an emphasis on reflection as a way of learning and the use of reflective practice in the preparation of students for professions and continued professional development (cfr. Schön, 1983). Moreover, it got relevance to teaching and learning in general, although there are some criticisms that challenge its relevance to higher education and its validity as a model for formal, intentional learning.
Kolb himself is still developing his model (Kolb & Kolb, 1999; 2005; 2008; Kolb & Boyatzis, 2000). The theory migrated somewhat from the original experiential purity of 1984.
Strong points of this theory
- It is grounded in real life, it is vocational and enriches the artificiality of classroom-learning: it advocates ‘learning from experience’ in real task realization and ‘learning by doing’;
- It enables true discovery and connects this with professional self-development and improvement of learning capacities;
- With its focus on the learner is it ‘learner-centered’ and empowers the learner in ‘self-directing learning’.
Some criticisms
- Does the particular learning style model Kolb putting forward apply to all situations?
- Are there more factors that influence learning then Kolb’s theory provides? How does it explain psychodynamic, social, and institutional aspects of learning?
- Because of accentuating ‘discovery learning’ Kolb’s theory ignores the advantages to the learning situation supplied by the teacher or trainer (i.e. Setting the learning agenda; providing efficient feedback to the learner; giving an expert perspective on the learning situation).
- The major critique to the Learning Style Inventory as a measurement of learning styles is lack of its objectivity, reliability and validity (Jarvis, 1987; Tennant, 1997). Other complains are connected to its generalizability as it has been used within a fairly limited range of cultures (Anderson, 1988). For its broader use further studies are needed.
In using Kolb’s learning style theory it is important to have in mind
- The learning style pattern is a dynamic force field depending of the person and his build up experiences and coping pattern in life and education, the specific situation and tasks at hand (context), and how these are perceived by the subject. (For many is the learning style in leisure time different from that in the labor situation.)
- The learning style has to be conceived as how a person is coping the tasks in the situation at that moment under these circumstances, and as perceived by himself. (By using this also as perceived by his companions/ colleagues/ fellow students there will be get a more reliable result.)
- The learning style is resulting from the preferences (tendencies) of the person to the four dimensions: tendency to be involved in concrete practice (including feelings); tendency to reflection (divergent pondering what is at hand, what does it mean to me, and what how to do?); building concepts (developing assimilative insights on what could be at hand and with which implications?); making a convergent decision how to go forward and on what with my possibilities and the limitations of the situation.
- People differ in their learning type over time and over situations.
- In different situations and to different challenges and tasks the same person needs different approaches.
Other learning style descriptions
There are many other Learning Style descriptions, e.g. Cashdan & Lee (1971), Honey & Mumford (2000), Berings (2006).
Coffield et al. (2004) present a systematic and critical review of 13 different Learning Style concepts and its implications for pedagogy in post-16 learning.
References
Anderson, J. A. (1988) ‘Cognitive Styles and Multicultural Populations’. Journal of Teacher Education, 39(1): 2–9.
Berings, M. G. M. C. (2006) On-the-job learning styles: Conceptualization and instrument development for the nursing profession. Tilburg, Universiteit van Tilburg. (https://pure.uvt.nl/portal/files/761297/proefschriftberings.pdf Download date: 16. Febr. 2017).
Cashdan, A. & Lee, V.(1971) Learning styles. Milton Keynes, Open University Press, 1971.
Coffield, F., Moseley D., Hall E. & Ecclestone, K. (2004) Should we be using learning styles? What research has to say to practice. London: Learning and Skills Research Centre. (http://vital.new.voced.edu.au/vital/access/services/Download/ngv:12401/SOURCE2 Download 16 Febr. 2017).
Coffield, F. Moseley, D. Hall, E. and Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre. (http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf Download 16 Febr. 2017).)
Evans, C. & Sadler-Smith, E. (eds.) (2006). Learning styles: problems, politicization and potential. Education and Training, 48 (2 and 3), 77–84.
Honey, P. & Mumford, A. (2000) The Learning Styles Questionnaire: 80-item version. Maidenhead: Peter Honey Publications.
Jarvis, P. (1987) Adult Learning in the Social Context. London: Croom Helm.
Kolb, D.A. (1976) Learning Style Inventory. Self-scoring test and interpretation booklet. Boston, MA: Mc Ber.
Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Englewood Cliffs, Prentice-Hall.
Kolb, D.A. & Boyatzis, R.E. (2000) Experiential Learning Theory: Previous Research and New Directions. In: Sternberg, R.J. and Zhang, L.F. (eds.) Perspectives on Cognitive Learning and Thinking Styles. New Jersey: Lawrence Erlbaum.
Kolb, A. & Kolb, D.A. (1999) Bibliography of Research on ELT and the Learning Style Inventory. Department of Organisational Behaviour, Weatherhead of School of Management, Case Western Reserve University, Cleveland, Ohio.
Kolb, A.Y. & Kolb, D.A. (2005) Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4(2): 193-212.
Kolb, A.Y. & Kolb, D.A. (2008) Experiential Learning Theory: A Dynamic Holistic Approach to Management Learning, Education and Development. In: Armstrong, S.J. & Fukami, C. (eds.) Handbook of Management Learning, Education and Development. London: Sage Publications. Also available on: https://weatherhead.case.edu/departments/organizational-behavior/workingPapers/WP-07-02.pdf
Schön, D. (1983) The Reflective Practitioner. How Professionals Think in Action. London: Temple Smith.
Tennant, M. (1997) Psychology and Adult Learning. 2e, London: Routledge.
Wood, C. (2011) New Dogs Old Tricks: the influence and impact of learning styles preferences on the learning and development of PGCE English trainees. Thesis for the degree of Doctorate in Education, University of Southampton, Faculty of law, arts & social sciences school of education. (http://eprints.soton.ac.uk/191799/1.hasCoversheetVersion/EdD_Thesis_for_binding_V1_CWood_June_2011.pdf Download 16 Febr. 2017).
Dear Mr Naser Aghababaei,
Just a short email to inform you that I read an article about your topic.
I’m happy to tell you that I have that article as a PDF file.
I’m sending you the article as an attachment.
I hope I have been some of help.
Best regards,
Andrija
There are a number of learning style tests, or instruments as they are known.
This list is not exhaustive, but should give you a good amount to research.
- Multi-Modal Paired Associates Learning Test
- CITE learning style inventory
- Hemispheric Mode indicator
- Dunn, Dunn & Price BE Inventory
- Canfield's Learning Style Inventory
- Hill's Cognitive Style Mapping
- Kolb's Learning Style Inventory (which you already are familiar with)
- Schmeck's Inventory of Learning Processes
- Gregorc's Style Delineator
- Grasha and Reichmann's Student Learning Styles
- Sternberg's Triarchic Mind
- Swassing-Barb Modality Index
- Hanson & Silver's TLC Learning Preference Inventory
- Canfield & Canfield's Instructional Style Inventory (VARK)
- Let Me Learn
- Multiple Intelligences
- Preferred Modality Preference
Not strictly learning styles, but useful
- Hermann Brain Dominance Test
- Myers Briggs
- Keirsey's Temperament Inventory
- True Colors
- Barbe-Milone and ELSI
- DiSC
- Self-Directed Learning Readiness Study.
All of these have been evaluated and have decent reliability and validity, some tested much more than others, some with better evaluation. All of these have some sort of empirical research for evaluation purposes. Please feel free to contact me directly for more information or discussion.
They don't exist: http://www.sciencedirect.com/science/article/pii/S0360131516302482
B.F. Skinner, Malcolm Knowles, or Benjamin Bloom all offer alternative learning styles to Kolb.
This paper on "Stop propagating the learning styles myth" may be of interest to you:
http://www.sciencedirect.com/science/article/pii/S0360131516302482
Best regards,
Debra
Kolb presented his concept of Learning Styles in 1976 for education in management and business (Kolb, 1976). He has it further conceptually embedded in his influential book ‘Experiential Learning. Experience as the source of learning and development’ (Kolb, 1984). This has importantly influenced the development of learner-centered andragogy (theory of adult education) with an emphasis on reflection as a way of learning and the use of reflective practice in the preparation of students for professions and continued professional development (cfr. Schön, 1983). Moreover, it got relevance to teaching and learning in general, although there are some criticisms that challenge its relevance to higher education and its validity as a model for formal, intentional learning.
Kolb himself is still developing his model (Kolb & Kolb, 1999; 2005; 2008; Kolb & Boyatzis, 2000). The theory migrated somewhat from the original experiential purity of 1984.
Strong points of this theory
- It is grounded in real life, it is vocational and enriches the artificiality of classroom-learning: it advocates ‘learning from experience’ in real task realization and ‘learning by doing’;
- It enables true discovery and connects this with professional self-development and improvement of learning capacities;
- With its focus on the learner is it ‘learner-centered’ and empowers the learner in ‘self-directing learning’.
Some criticisms
- Does the particular learning style model Kolb putting forward apply to all situations?
- Are there more factors that influence learning then Kolb’s theory provides? How does it explain psychodynamic, social, and institutional aspects of learning?
- Because of accentuating ‘discovery learning’ Kolb’s theory ignores the advantages to the learning situation supplied by the teacher or trainer (i.e. Setting the learning agenda; providing efficient feedback to the learner; giving an expert perspective on the learning situation).
- The major critique to the Learning Style Inventory as a measurement of learning styles is lack of its objectivity, reliability and validity (Jarvis, 1987; Tennant, 1997). Other complains are connected to its generalizability as it has been used within a fairly limited range of cultures (Anderson, 1988). For its broader use further studies are needed.
In using Kolb’s learning style theory it is important to have in mind
- The learning style pattern is a dynamic force field depending of the person and his build up experiences and coping pattern in life and education, the specific situation and tasks at hand (context), and how these are perceived by the subject. (For many is the learning style in leisure time different from that in the labor situation.)
- The learning style has to be conceived as how a person is coping the tasks in the situation at that moment under these circumstances, and as perceived by himself. (By using this also as perceived by his companions/ colleagues/ fellow students there will be get a more reliable result.)
- The learning style is resulting from the preferences (tendencies) of the person to the four dimensions: tendency to be involved in concrete practice (including feelings); tendency to reflection (divergent pondering what is at hand, what does it mean to me, and what how to do?); building concepts (developing assimilative insights on what could be at hand and with which implications?); making a convergent decision how to go forward and on what with my possibilities and the limitations of the situation.
- People differ in their learning type over time and over situations.
- In different situations and to different challenges and tasks the same person needs different approaches.
Other learning style descriptions
There are many other Learning Style descriptions, e.g. Cashdan & Lee (1971), Honey & Mumford (2000), Berings (2006).
Coffield et al. (2004) present a systematic and critical review of 13 different Learning Style concepts and its implications for pedagogy in post-16 learning.
References
Anderson, J. A. (1988) ‘Cognitive Styles and Multicultural Populations’. Journal of Teacher Education, 39(1): 2–9.
Berings, M. G. M. C. (2006) On-the-job learning styles: Conceptualization and instrument development for the nursing profession. Tilburg, Universiteit van Tilburg. (https://pure.uvt.nl/portal/files/761297/proefschriftberings.pdf Download date: 16. Febr. 2017).
Cashdan, A. & Lee, V.(1971) Learning styles. Milton Keynes, Open University Press, 1971.
Coffield, F., Moseley D., Hall E. & Ecclestone, K. (2004) Should we be using learning styles? What research has to say to practice. London: Learning and Skills Research Centre. (http://vital.new.voced.edu.au/vital/access/services/Download/ngv:12401/SOURCE2 Download 16 Febr. 2017).
Coffield, F. Moseley, D. Hall, E. and Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre. (http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf Download 16 Febr. 2017).)
Evans, C. & Sadler-Smith, E. (eds.) (2006). Learning styles: problems, politicization and potential. Education and Training, 48 (2 and 3), 77–84.
Honey, P. & Mumford, A. (2000) The Learning Styles Questionnaire: 80-item version. Maidenhead: Peter Honey Publications.
Jarvis, P. (1987) Adult Learning in the Social Context. London: Croom Helm.
Kolb, D.A. (1976) Learning Style Inventory. Self-scoring test and interpretation booklet. Boston, MA: Mc Ber.
Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Englewood Cliffs, Prentice-Hall.
Kolb, D.A. & Boyatzis, R.E. (2000) Experiential Learning Theory: Previous Research and New Directions. In: Sternberg, R.J. and Zhang, L.F. (eds.) Perspectives on Cognitive Learning and Thinking Styles. New Jersey: Lawrence Erlbaum.
Kolb, A. & Kolb, D.A. (1999) Bibliography of Research on ELT and the Learning Style Inventory. Department of Organisational Behaviour, Weatherhead of School of Management, Case Western Reserve University, Cleveland, Ohio.
Kolb, A.Y. & Kolb, D.A. (2005) Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4(2): 193-212.
Kolb, A.Y. & Kolb, D.A. (2008) Experiential Learning Theory: A Dynamic Holistic Approach to Management Learning, Education and Development. In: Armstrong, S.J. & Fukami, C. (eds.) Handbook of Management Learning, Education and Development. London: Sage Publications. Also available on: https://weatherhead.case.edu/departments/organizational-behavior/workingPapers/WP-07-02.pdf
Schön, D. (1983) The Reflective Practitioner. How Professionals Think in Action. London: Temple Smith.
Tennant, M. (1997) Psychology and Adult Learning. 2e, London: Routledge.
Wood, C. (2011) New Dogs Old Tricks: the influence and impact of learning styles preferences on the learning and development of PGCE English trainees. Thesis for the degree of Doctorate in Education, University of Southampton, Faculty of law, arts & social sciences school of education. (http://eprints.soton.ac.uk/191799/1.hasCoversheetVersion/EdD_Thesis_for_binding_V1_CWood_June_2011.pdf Download 16 Febr. 2017).
Using Kolb's model or a VAK model, many learners need the material presented in more than one method to fully comprehend it and achieve competencies. It is not a lack of intelligence on the part of the learner. People, especially adults, just absorb information in different ways.
- Badges
- Science topic
- Similar topics
- Education
- Higher Education