3.5 Theoretical Framework for the Study
3.5.2 Experiential Learning Theorists
3.5.2.2 Lewin (1951)
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experience…. we learn from reflecting on experience” (Dewey, 1933). Experiential learning and reflection are interconnected, and experience has to be reflected upon. Creating, a problematic experience during a project will produce the strongest possibility of its reflection. Dewey (1933) is a pioneer who wrote on reflective practice as a careful, systematic search of experience, collective action, and reflection. He finds that the key to the growth of thoughtful theory is that when integrating theory and practice, the recurring in cycles of experience and the imagined practical application of examples are studied from experience. Previous studies have reported that reflection is an essential human activity, as people recollect their practice anew, reflect on it, think on a subject or question over a period, and assess it (Dewey, 1910; Boud, Keogh &
Walker, 1985; The Association for Experiential Education, 2016). Researchers suggest learning with experience.
The event under study encourages scholars to interact and to carry out reflection, which allows them to understand and internalise the experience (Dewey, 2011). Reflection is understanding a relationship when a student moves from experience to experience marked by depth of thinking and associations to other experiences and thoughts. Education helps the learner to think through the usual reflection. Education results from experiences that are made meaningful by drawing on existing knowledge and reflection (Dewey, 1997/2011). Dewey (2011) encourages the active learner to ponder on how their feelings decide their ideas where the learners can influence their future common action decision and development once, they reflect on their previous experience.
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So, it stands in sharp contrast to the “empty-organism” behaviourist theories of learning and the classical physical-science definitions of knowledge gain as an impersonal, logical based on detached, aims, and observation.” The work of Lewin (1935) shows that action research and laboratory training combine in a final assessment or suggestions to improve performance. He adopts his theory from the electrical engineering principles to depict social learning and problem- solving. The laboratory training method has to base the mutual transaction between an individual and the learning environment (Lewin, 1951). So many times, people think learning occurs in the person. However, learning takes place in society and in an environment that builds learning.
Kolb (1984) believes in the cognitive process of gaining skill or knowledge in T-groups. This is to answer to reacting to a defined setting and from a dynamic created by the interns. Bradford (1964:192) reports this learning as “the essence of this learning experience representing a transactional process in which the members negotiate as each tries to influence or control the stream of events and to satisfy his/her personal needs. The individuals learn how they expose their needs, values, and behaviour patterns so they can exchange their views and reactions.”
Lewin develops his cycle of activity which allows for an uninterrupted course of action intended towards a goal and assessing the effects of that activity (Kolb, 1984). The experiential learning model of Lewin comprises concrete experience. Four stages are equidistant in a circle, and an arrow links each step that follows with testing and leading back to experience. The model affirms the continuous nature of experiential learning. The model of experiential learning devised by Lewin is the forerunner of the Kolb cycle. In recent research, Kolb and Kolb (2005a) centre on the features of learning spaces that maximise learning and development. They express rationales for making them. A learner takes part in the learning cycle and involves the four ways of the cycle—feeling, reflection, thinking, and action. The learner is in charge of his or her education and allows time for the repetitive and persistent practice that grows ability.
In understanding the developmental model of experiential learning theory, Lewin (1951) makes intelligible the differentiation of learning styles. He qualifies learning style as the early period in an individual’s life after his or her physical growth has ended. However, the form alters in mid- career when people re-test their career direction in mid-life. Specialisation comes before integrating into adult growth (Kolb, 1984).
101 3.5.2.3 Kolb (1984)
Kolb provided a useful definition of experiential learning: ELT is “the process whereby knowledge is created through a transforming experience" (Kolb, 1984: 38; Kolb, 2015: 49). The experiential way of learning involves applying the knowledge from the instructor to the practices of the novice, excluding activity formed only in the classroom. Six propositions set up the experiential learning theory: “(1) learning as a technique, not on results; (2) all learning is re- learning; (3) learning needs resolving conflicts between opposed ways of adaptation to the world;
(4) learning is a holistic process of adaptation; (5) learning results from a transaction between the person and the environment, and (6) learning is creating knowledge” (Kolb & Kolb, 2008: 4, 5). The Experiential Learning Theory (ELT) of Kolb (1981; 1984) suggests a way of affording children’ experience in which they earn skills, knowledge, attitudes, and experience. The traditional classroom setting does not teach these experiences to children. Experiential learning theory may include internships, field exploration, field trips, studies overseas, and service- learning projects. Dewey (1938), Lewin (1951) and Piaget (1971) started ELT and Kolb (1984) builds his model of ELT on this original, presenting a view of the relationship between parts and all the cognitive movement of gaining skill or knowledge, for adult learning. Also, the theory emphasises valuable experience in the particular learning style of action that reaches a result.
Similar to Lewin’s ELT, Kolb’s model comprises four dimensions: (1) the feeling dimension (Concrete experience); (2) the reflecting or watching aspect (reflective observation) (Kolb, 1984); (3) the thinking dimension (abstract conceptualisation), and, (4) the doing dimension (active experimentation) (McLeod, 2017). Section 3.1.4.2. describes the model in Lewin’s Experiential Learning Theory above. Figure 3.4 shows Kolb’s Model of Experiential Learning Theory.
Figure 3.4. Kolb’s Model of Experiential Learning Theory (Adapted from Kolb, 1984: 38)
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Kolb (2015) defines the learning process as the four stages in which each stage is the base for the next learning stage. Many studies show that learners may move in at any phase in the circle.
However, they need to undertake all the steps for learning to become the most efficient (Kolb, Boyatzis, & Mainemelis, 2001; Evans, Forney, Guido, Patton, & Renn, 2010). The learner grasp, or take in, additional information, showing how he or she then changes that data into their views on a theme of the learning process in real-time. I see examples of concrete experience when an intern uses his or her feelings to absorb much stimulating information or many events in the environment (workplace). An intern can work in a team, communicating with other workers, interacting with colleagues, having any other learning experiences. Researcher through observation, treats these experiences by answering the question “What happened?”. The learner’s reflection helps him or her to comprehend the experience. Following on the experience and reflection; the abstract conceptualisation develops theories. The learner performs activities leading to these findings as he or she experiences this recent knowledge. The learning cycle starts and ends at any position and goes on many times as the intern learns and develops. The best learning occurs when educational approaches discuss each stage of this learning cycle (Kolb, 1984).
An individual develops strength in some more than in other ways and learns better under four learning styles (Kolb, 1984; Kolb & Kolb, 2005). These four learning styles are:
(1). assimilator (values logical truth more than practical applications);
(2). converter (prefers applications of ideas and theories);
(3). accommodator (prefers practical experiences), and
(4). diverter (prefers learning through viewing and collecting information).
The learning styles are unique for different people as several elements shape a person’s favoured method (Kolb & Kolb, 2005). A person’s growth proceeds through the three stages: acquisition, specialisation, and integration. The “acquisition” level is from birth to adolescence where the inexperienced person learns to do, forming the cognitive structures (Passarelli & Kolb, 2011).
The specialisation stage comprises education in a school environment and past work experiences, during which social, educational, and organisational socialisation shape a person's specific learning style. The integration stage, which starts in the mid-career, although is to come later in life, sees the person adopt learning styles different from those previous dominant styles (Passarelli & Kolb, 2011).
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Forrest (2004) believes that producing reflection tests these models of experiential learning and ignores the non-experiential ways of learning. Kolb's (1984)’s learning cycle gives inadequate care to goals, purposes, plans, choice, and decision-making, also which make up a unit of learning (Harrison, 2002). For example, Rogers (1996: 108) explains that “learning includes goals, purposes, aims, choice, and decision-making, and not allowed where these elements fit into the learning cycle." Rogers (1996) further proposes at least three forms of learning and argues that specific learning modes for each exist. Therefore, diverse forms of this model have determined, innovative pedagogical patterns in the workplace’s development of gaining skill or knowledge and in higher education. The active participation of the learner with experience allows the learner in an approach to solving real-life problems that involve acting and reflecting upon the results. These patterns often report as “action learning or action research” (Ariizumi, 2005; Dilworth & Willis, 2003). The contributions of Kolb (1984) have moved the education model from the teachers’ centred to the student-centred’ by explaining his model of experience in a technological form. Many researchers in the field have commented that experience has once more become a matter of debate (Cross, 1981; Knowles, 1990; Brookfield, 1990; McKeachie, 1994). Higher education applies Kolb’s theory to a greater degree in higher education and other developments in higher intellectual achievements (Cantor, 1997; Lempert, 1996; Kolb & Kolb, 2005; Kuh, 2008).