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Experiential Learning Cycle
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Four stages in the cycle
Kolb's learning cycle, as depicted in the sources, is a four-stage process through which learners transform experiences into knowledge1.... The cycle begins with Concrete Experience (CE), where learners immerse themselves in a new task or situation, relying on their senses and engaging with the tangible qualities of the world1.... This is followed by Reflective Observation (RO), during which learners observe and reflect upon their experiences from different perspectives, mentally breaking down and internalizing the information1.... The cycle then moves to Abstract Conceptualisation (AC), where learners grasp information through comprehension, forming rules, generalizations, or hypotheses about their experiences1.... Finally, Active Experimentation (AE) involves learners actively testing these rules or hypotheses by applying them in new situations, and engaging in new behaviours to see the outcome1.... The cycle is iterative, with new actions and experiences leading to new opportunities for learning2....
Learning styles
Based on the preferences individuals show for different stages of the learning cycle, Kolb identifies four distinct learning styles12.... Accommodating learners prefer Concrete Experience and Active Experimentation, excelling in hands-on experiences, adaptability, and risk-taking15.... They often rely on their gut feelings and seek input from others when solving problems16.... Diverging learners, on the other hand, favour Concrete Experience and Reflective Observation, and are imaginative, people-oriented, and skilled at generating new ideas and considering diverse perspectives15.... Assimilating learners focus on Abstract Conceptualisation and Reflective Observation, preferring to create theoretical models, and to absorb information into concise, logical forms17.... They are less focused on people and more on ideas17. Finally, Converging learners combine Abstract Conceptualisation and Active Experimentation, preferring practical applications, problem-solving and technical tasks over social issues18....
Image 2:
Four stages in the cycle
Kolb's learning cycle, as depicted in the sources, is a four-stage process through which learners transform experiences into knowledge1.... The cycle begins with Concrete Experience (CE), where learners immerse themselves in a new task or situation, relying on their senses and engaging with the tangible qualities of the world1.... This is followed by Reflective Observation (RO), during which learners observe and reflect upon their experiences from different perspectives, mentally breaking down and internalizing the information1.... The cycle then moves to Abstract Conceptualisation (AC), where learners grasp information through comprehension, forming rules, generalizations, or hypotheses about their experiences1.... Finally, Active Experimentation (AE) involves learners actively testing these rules or hypotheses by applying them in new situations, and engaging in new behaviours to see the outcome1.... The cycle is iterative, with new actions and experiences leading to new opportunities for learning2....
Learning styles
Based on the preferences individuals show for different stages of the learning cycle, Kolb identifies four distinct learning styles12.... Accommodating learners prefer Concrete Experience and Active Experimentation, excelling in hands-on experiences, adaptability, and risk-taking15.... They often rely on their gut feelings and seek input from others when solving problems16.... Diverging learners, on the other hand, favour Concrete Experience and Reflective Observation, and are imaginative, people-oriented, and skilled at generating new ideas and considering diverse perspectives15.... Assimilating learners focus on Abstract Conceptualisation and Reflective Observation, preferring to create theoretical models, and to absorb information into concise, logical forms17.... They are less focused on people and more on ideas17. Finally, Converging learners combine Abstract Conceptualisation and Active Experimentation, preferring practical applications, problem-solving and technical tasks over social issues18....
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