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Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization , and processed information as active experimentation or reflective observation.
Kolb is known in educational circles for his Learning Style Inventory (LSI). His model is built upon the idea that learning preferences can be described using two continuums: Active experimentation ↔ Reflective observation; Abstract conceptualization ↔ Concrete experience.
Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb , David Boud ("reflection in learning"), [ 3 ] and Donald Schön .
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
David Kolb drew inspiration from Kurt Lewin, John Dewey, and Jean Piaget to create an experiential learning model. Kolb believed that effective learners need to have concrete experience abilities (CE), reflective observation abilities (RO), abstract conceptualization (AC), and active experimentation (AE) abilities.
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.
Kolb positions four learning styles, Diverger, Assimilator, Accommodator and Converger, atop the Experiential Learning Model, using the four experiential learning stages to carve out "four quadrants", one for each learning style. An individual's dominant learning style can be identified by taking Kolb's Learning Style Inventory (LSI).
Experiential learning, described by David Kolb, defines learning as an iterative process of experience, reflection, conceptualization, and experimentation. [13] Robert Kegan established a constructive-developmental approach that expands upon Piaget's stages of child development into a lifelong process that includes adulthood. [ 1 ]