EXPERIENTIAL LEARNING THEORY: PREVIOUS REEARCH & NEW DIRECTIONS:

David A Kolb, Richard E Boyatzis & Charalampos Mainemeis

The article tries to provide a review of existent literature on Experiential Learning Theory and
Learning Systems Inventory. The initial portion of the article sets up the context for the two
concepts. The authors define learning in Experiential learning theory as "the process whereby
knowledge is created through the transformation of experience. Knowledge results from the
combination of grasping and transforming experience". They argue that ELT provides a holistic
model of the learning process and a multilinear model of adult development. The different stages
in ELT learning cycle includes Concrete Experience (CE), Abstract Conceptualization (AC),
Reflective Observation (RO) and Active Experimentation (AE). Learning Style Inventory (LSI)
was developed to assess individual learning styles. Four prevalent learning styles are described in
detail; Diverging, Assimilating, Converging, and Accommodating. The different external factors
that shape and influence learning behavior include personality types, early educational
specialization, professional career, current job role, and adaptive competencies. The review of
dispersion of ELT and LSI studies over the years arrives at the conclusion that maximum
numbers of ELT and LSI studies were published in Education journals. Many of the studies in
higher education use ELT and the LSI as a framework for educational innovation. These include
research on the matching of learning style with instructional method and teaching style and
curriculum and program design using ELT.

Most of the debate and critique in the ELT/LSI literature has centered on the psychometric
properties of the LSI. Some scholars have also questioned the predictive validity of the LSI.
Many researchers argue that the LSI was not intended to be a predictive psychological test like
IQ, GRE or GMAT. Recent critique has been more focused on the theory than the instrument
examining the intellectual origins and underlying assumptions of ELT from what might be called
a post-modern perspective where the theory is seen as individualistic, cognitivist, and
technological. Vast of majority of ELT-related research has examined conditions of extreme
learning specialization. A new direction to take off research in these areas is the empirical testing
of its theoretical propositions with regard to integrated learning. Integrated learning is
conceptualized as an idealized learning cycle or spiral where the learner "touches all the bases"--
experiencing, reflecting, thinking, and acting--in a recursive process that is responsive to the
learning situation and what is being learned. Another direction of ELT research is the
comprehensive assessment of the ELT constructs through the LSI, Adaptive Style Inventory, and
Learning Skills Profile. This broadens the research focus to include not only learning
preferences, but also flexibility and skills. Taken together the LSI, ASI, and LSP provides greater
flexibility in testing the constructs of ELT and learning more about balanced learning profiles.
The authors conclude with the thought that Experiential Learning Theory helps to understand
learning and flexibility at a deeper and yet more comprehensive level than previously. It also
provides guidance for applications to helping people improve their learning and designing better
processes in education and development.
THE IMPORTANCE LEVEL OF TEN TEACHING/LEARNING TECHNIQUES AS RATED
BY UNIVERSITY BUSINESS STUDENTS AND INSTRUCTORS: Carl A. Rodrigues

The article argues from the POV that the heterogeneous pedagogical preferences make the
teaching technique that is effective with one student very often not effective with another. This is
because fundamental differences in learning style lead to differing pedagogical preferences, and
individuals develop differing learning styles. Some students may learn better through teaching
techniques that are passive-like (P-like) for example, lecturing, wherein relatively low control
and personal responsibility for learning is given to students whereas some may learn better
through techniques that are active-like (A-like), for instance, individual problem-solving
projects, wherein relatively high control and personal responsibility for learning is given to
students. This article investigates the importance level that Upper undergraduate and MBA
business students and faculty place on ten teaching/learning techniques commonly used by
business professors in universities. Four active-like teaching/learning techniques include (1) case
studies; (2) individual research projects; (3) group projects; and (4) classroom discussions and
six passive-like teaching/learning techniques include (1) lectures by instructor; (2) reading
textbooks; (3) guest speakers; (4) videos shown in class; (5) classroom presentations by students;
and (6) computerized learning assignments. The hypotheses in this study are based on Kolb’s
experiential learning theory. Kolb’s theory describes four stages of learning which require four
learning abilities: (1) concrete experience; (2) reflective observation; (3) abstract
conceptualization; and (4) active experimentation. A questionnaire survey was administered to
identify the responses from both students’ and faculties’ perspectives. There were 631 responses
collected from students and 58 from the faculty – 32 were from the full-time instructors and 26
from the adjunct faculty. The student ratings do not support the hypothesis put forth by the
authors that students from international business (INTB), marketing (MKT), and management
(MAN) business concentrations would rate the A-like teaching/learning techniques higher than
the students and faculty in the management information systems (MIS), finance (FIN), and
accounting (ACC) business concentrations. The authors explain the discrepancies in the finding
due to the lack of prior studies addressing the differences in techniques preferred by students and
faculty from varying business concentrations. Another weakness in the study conducted is the
criticism against Kolb’s model of Experiential Learning. Kolb’s theory according to many
scholars has limited account of social processes, lacks historical context and recognition of
barriers to learning, and it does not fit neatly into a single institutional paradigm. Another reason
can be cross-national culture. Many of the respondents to the survey are from foreign countries
studying in the US. Asian and Western learners, for instance, hold differing pedagogical
preferences. Another weakness is that the respondents may have had differing experiences with
the techniques. This study at least in essence provides a framework for thinking that some
students enrolled in different business concentrations may learn better through different
learning/teaching techniques. Certain situational factors, such as economics and technology
dictate the techniques instructors use. And those techniques may be at odds with the students’
preferences.