Kolb's Model of Learning Styles

Kolb (1981) developed the Learning Style Inventory (LSI) to evaluate the way people learn and work with ideas in day-to-day
life. He used the LSI to help people understand how they make career choices, solve problems, set goals, manage others, and
deal with new situations. The instrument consists of twelve questions in which the subject selects one of four possible
responses. The four columns in the instrument relate to the four stages Kolb identified as a cycle of learning: Concrete
Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). He paired
AE and RO as polar opposites (doing vs. watching), and CE and AC as polar opposites (feeling vs. thinking).
According to Kolb (1981), Concrete Experience (CE) emphasizes active involvement, relating with other people, and learning
by experience. Learners in the CE phase of learning are open-minded and adaptable, and are sensitive to the feelings of
themselves and others.
Reflective Observation (RO) is the stage in which the learner watches and listens, views issues from different points of view,
and discovers meaning in the learning material.
Abstract Conceptualization (AC) is the application of thought and logic, as opposed to feelings, to the learning situation.
Planning, developing theories, and analysis are part of this stage.
The last stage is Active Experimentation (AE) and involves testing theories, carrying out plans, and influencing people and
events through activity. Kolb believed that a complete cycle of learning involved each of these stages.

Source: Google Images

Since people use all four stages in many learning situations, Kolb (1981) used combined scores to determine which of four
learning styles an individual preferred. He encouraged learners to become familiar with their own learning style, including its
strengths and weaknesses, as a means to getting more out of each learning experience. The combined scores are derived
from the polar pairs (AC minus CE) and (AE minus RO). The results are then plotted on a two axis grid, and finding the point of
interception in one of the four quadrants.
Hashaway (1998) described Kolb's four learning styles. Divergers combine Reflective Observation (RO) and Concrete
Experience (CE); they can see situations from many perspectives, and chunk up to forma a "gestalt". They do well in ideagenerating processes such as brain-storming; they are imaginative and emotional. They tend to develop broad cultural
interests, and specialize in the arts, humanities and liberal arts.
Convergers combine Abstract Conceptualization and Active Experimentation. They have the opposite style to the Diverger.
These learners do well in conventional testing situations and other contexts where there is a single correct answer or solution.
They use hypothetical- deductive reasoning, and can focus on specific problems. They are relatively unemotional, are highly
procedural and prefer to work with inanimate objects than people. They may have narrow interests and often choose to
specialize in science, engineering, and other exact fields.
According to Hashaway (1998), Assimilators combine Reflective Observation and Abstract Conceptualization. They excel at
creating theoretical models. They have a tendency toward inductive reasoning (chunking up), and are more interested in
abstract concepts than in application or in people. Basic sciences and mathematics attract Assimilators, who
excel in these fields of study.
The Accomodator's strength is doing things, carrying out plans and performing experiments. They like novel experiences and
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adapt to change easily. Of the four types, Accomodators are highest in risk-taking and most easily adapt to immediate
circumstances. They solve problems in an intuitive, trial-and-error manner. They rely on other people for information more than
their own analytical ability. They can appear impatient or pushy.
Kolb (1981) believed that the most effective problem solving and learning occurred when people used the skills of all four types
of learners. Nearly every problem requires (1) Identifying a problem, (2) Selecting which problem to solve, (3) Considering a
variety of possible solutions, (4) Evaluating possible results of the solutions, and (5) Implementing the solution of choice. Figure
3, which is adapted from Kolb, shows how this cycle of learning and problem solving moves through all four of the learning
styles, and utilizes all four stages of learning.
McCarthy (1987) developed the 4Mat system based on Kolb's learning types, and recommended teaching in a cyclical process
that addresses each phase in the cycle of learning, and each of the learning styles in the instruction of any subject matter. Her
method of teaching started with the Diverger (values and meanings), then Assimilator (conceptual connections), then
Converger (problem solving skills), and finally Accommodator (new creations). Movement around the circle includes all learners
in their natural preferences, and encourages them to develop skills in the other three styles. It respects the natural cycle of
learning suggested by Kolb. (1981). McCarthy's system was to teach to each style in sequence for each lesson or content
chunk. For each lesson or content chunk the teacher was to answer the question most relevant for each quadrant: Why?
(relevance), What? (facts and descriptive material), How? (methods and procedures), and What If? (exceptions,
applications, creative combination with other material). McCarthy offered additional insights into the four leaning styles, as
summarized below.
Characteristics of the Four Learning Types (McCarthy, 1987)
Learning Style

Characteristics as Learners
Perceive information concretely, process
reflectively, are imaginative, believe in their own
experience, are insight thinkers, thrive on
harmony and personal involvement, seek
commitment, meaning, and clarity, and have
high interest in people and culture.

Characteristics as Teachers
Have interest in facilitating personal growth,
help people become more self-aware, exhibit
authenticity, encourage discussions, group
Diverger
work, feelings, and cooperation, and help
students find meaningful goals. They may be
fearful under pressure and may lack risktaking.
Perceive abstractly, process reflectively, devise Transmit knowledge, facts, and details; use
theories, seek continuity, need to know what
organized sequential thinking, demonstrate
Assimilator
experts think, love ideas, and are detail oriented. love of knowledge, but can have a dominating
They exhibit intellectual competence in
attitude that can discourage creativity.
traditional classrooms.
Perceive abstractly, process actively, integrate Encourage productivity and competence,
theory and practice, are pragmatic, dislike fuzzy promote high values, teach skills for adult life,
Converger
ideas, value strategic thinking, are skill oriented, believe knowledge makes learners
like to experiment, and seek results and
independent. They tend to be inflexible and
applications.
may lack team skills
Perceive concretely and process actively, learn Enable student self-discovery, help people act
by trial and error, are interested in self-discovery, on their own visions, believe curricula should
Accommodator are enthusiastic about new things, are adaptable be geared to learner interests, see knowledge
and flexible, like change, are risk takers, people as a tool for improving society, encourage
are important to them, and they seek to
experiential learning, and are dramatic,
influence.
energizing, stimulating, novel

Learning Theory Bibliography

Kolb, D. A. (1981).
McCarthy, B. (1987).
Retrieved from: http://www.lifecircles-inc.com/Learningtheories/constructivism/kolb.html on 20/05/2013

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