Experiential Learning Theory: Previous Research and New Directions

Kolb, David A.; Boyatzis, Richard E.; Mainemelis, Charalampos

doi:10.4324/9781410605986-9

Cited by 938 publications

(876 citation statements)

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“…Based on this classification, these four styles of learning are assessed by two dimensions (abstract/concrete and active/reflective), which describe four abilities required to be an effective learner. A number of researchers have applied Kolb's learning style theory to study the effects of e-learning and hypermedia learning, and most of them indicate that learning styles are a key factor in improving the effectiveness of learning (Kolb et al 2001).…”

Section: Learning Stylesmentioning

confidence: 99%

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Premlatha

Geetha

2015

Artif Intell Rev

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This paper presents a survey about learning content designs and various adaptation levels, in order to adapt the learners' necessities in e-learning environment. Normally, learners have different learning styles, cognitive traits, learning goals and varying progress of their learning over period of time, which affects the learner's performance while providing the same bundle of course to all learners. Hence, there is a need to create adaptive e-learning environment to offer appropriate learning content to all individuals. In general, the adaptation can be done based on learners' characteristics. Here, we explore the adaptation that can be done, not only based on learner context parameters but also on the learning content (learning object) and the configuration of e-learning environment. In this paper, we provide a detail review about the various levels of adaptation, learning object design and process for learning content design, learner context parameters, and models/components of e-learning; moreover, we analyze and portray the associations among the components, necessary to achieve the well-defined adaptation in e-learning environment.

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Section: Learning Stylesmentioning

confidence: 99%

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Premlatha

Geetha

2015

Artif Intell Rev

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“…Dewey and others argue that learning is best achieved when the applied activities are personally relevant and meaningful (these are "enablers" in the realist synthesis view). Follow-up reflection is also a necessary component of experiential learning (Kolb 1984;Kolb, Boyatzis, and Mainemelis 2001). Through this process, students can test concepts and assumptions, thereby acquiring the desired knowledge and skills (see Laney 1993 for a discussion of its importance in economics education).…”

Section: Cognitive Learningmentioning

confidence: 99%

A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools

Collins

Odders-White

2015

The Journal of Economic Education

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Concerns about consumers' ability to manage their finances have triggered a range of proposals, including interventions aimed at elementary school students. The goal of these approaches is to improve lifelong economic decision making, but the evidence supporting their efficacy is thin. In this article, the authors discuss the trend toward elementary financial education and propose a framework for developing evidence-based programs. They emphasize the need for understanding the underlying mechanisms that facilitate the translation of student knowledge into the ability to make sound economic decisions over the life course. The framework illustrates the importance of articulating the intended mechanisms and effects of education programs. This focus on mechanisms will not only facilitate the evaluation of individual programs, but also the synthesis of evidence across interventions.Over the last decade, researchers have paid increasing attention to individuals' financial literacy and to the extent to which it is correlated with financial status or behavior (Lusardi and Mitchell 2011a). Although problematic financial behaviors are observed in adulthood (see Campbell 2006 for a discussion), a frequent conclusion in the literature is that involving more personal finance instruction in the educational system, including the postsecondary (Chen and Volpe 1998), secondary Lusardi, Mitchell, and Curto 2010), and more recently, elementary school (Suiter and Meszaros 2005) levels, would improve the financial behaviors of adults. This view is shared by policymakers (e.g., Greenspan J. Michael Collins

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“…Following reflection, conceptualization, and developing ways to improve their performance, they move to the next concrete experience. This cycle of learning continues as students develop greater mastery of the material through an evolving process of practice and reflection (Kolb, 1984;Kolb, Boyatzis, & Mainemelis, 2000).…”

Section: Experiential Learningmentioning

confidence: 98%

Lessons Learned from Experiential Group Work Learning

Humphrey

2013

Social Work with Groups

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Experiential Learning Theory: Previous Research and New Directions

Cited by 938 publications

References 1 publication

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Learning content design and learner adaptation for adaptive e-learning environment: a survey

A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools

Lessons Learned from Experiential Group Work Learning

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