David Kolb's Experiential Learning Machine

Hopkins, Richard L.

doi:10.1163/156916293x00035

Cited by 30 publications

(20 citation statements)

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“…(: 235) further stated that “you can lead students to an experience, but you cannot make them learn.” Others have noted that students benefit differently from experience (Allen & Young, ; Bunker & Webb, ). It is likely that some of this caution originates from criticisms of Kolb's Experiential Learning Theory model as posited in 1984 (Holman, Pavlica, & Thorpe, ; Hopkins, ; Miettinen, ; Reynolds, ; Vince, ) according to Kayes (). These critiques proposed that there was not enough underlying theory to substantiate Kolb's model.…”

Section: Theoretical Foundation and Hypothesesmentioning

confidence: 99%

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Burch

Giambatista

Batchelor

et al. 2019

Decision Sci J Innov Edu

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Experiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.

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Section: Theoretical Foundation and Hypothesesmentioning

confidence: 99%

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Burch

Giambatista

Batchelor

et al. 2019

Decision Sci J Innov Edu

View full text Add to dashboard Cite

show abstract

“…Learning, embedded in practice, is stabilized through routines which could trigger spontaneous learning (Hopkins, ; Kayes, ).…”

Section: Critiques Of Al and Elmentioning

confidence: 99%

“…Learning is not devoid of interaction with routines and norms. Learning, embedded in practice, is stabilized through routines which could trigger spontaneous learning (Hopkins, 1993;Kayes, 2002).…”

Section: Learning Is Not An Individual Activity That Occurs Independementioning

confidence: 99%

(Re) Interpreting Action, Learning, and Experience: Integrating Action Learning and Experiential Learning for HRD

Yeo

Marquardt

2015

Human Resource Development Quarterly

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This article provides a comparative analysis and critique of action learning (AL) and experiential learning (EL), identifying emerging conceptual perspectives that contribute to human resource development (HRD). By integrating AL and EL, we gain a deeper understanding of action, learning, and experience, and how they are enacted based on the interplay of contextual, experiential, and action orientations. Through an integrative framework, we demonstrate that the interplay of cognition, behavior, and context offers insight into how and why learning occurs at multiple levels. The framework also recognizes the underlying dialectical forces that both reinforce and contradict schema selection and action framing. Tensions that facilitate and inhibit the grasping and transformation of experience create the context for actors to translate ‘knowing’ into ‘becoming’. Critical pathways that connect different phases of the learning cycle into coherent patterns of organizing offer some implications for HRD research and practice.

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“…The critiques often focused more on measurement issues in the KLSI than on the theory. Later, the critiques became focused more on the theory than the measures (Hopkins, 1993; Holman et al, 1997; Vince, 1998; Kayes, 2002; all four cited in Kolb and Kolb, 2005, p. 196).…”

mentioning

confidence: 99%

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

et al. 2015

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The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines—compositional data analysis (CODA) and log ratio transformations—KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

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David Kolb's Experiential Learning Machine

Cited by 30 publications

References 0 publications

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

(Re) Interpreting Action, Learning, and Experience: Integrating Action Learning and Experiential Learning for HRD

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

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