Kolb의 경험학습이론 관점에서 비대면 비교과 프로그램 학습 경험의 학습양식과 경험학습 단계에 대한 관계 연구

Abstract

Objectives This study observed the relationship between the Kolb’s experiential learning theory according to the learning styles and experiential learning steps to understand the changes in learning styles and experiential learning steps during an co-curricular program progressed online during COVID-19 pandemic. Methods The data for this study has been collected during 3 semesters (Semester 1 of 2020 to Semester 1 of 2021) in the University in Gyeonggi-do province, South Korea. The collected data for the study are 111 essays used for a document analysis during this five-semester period. To analyze the learning styles on this online co-curricular program, two methods were employed. First, a categorization was performed according to the Kolb’s learning type using constant comparison, then the categorized data is expressed in a scatter plot based on the steps of Kolb’s experiential learning theory. Then, the characteristics of each learning type is presented according to the contents of the categorized data. Second, the categorized data that was analyzed to understand the experiential learning steps was then reconstructed to elucidate the relationship among the factors making up the leaning steps. Results There were high percentages of “divergers” and “accommodators” among the students in this online co-curricular program, but less of the “convergers” and “assimilators” in the student group. In the experiential learning steps, it is shown that a concrete experience stage allowed the students to experience positive learning through a negative learning experience, and a reflective observation stage allowed the students to modify their behaviors and refresh their negative emotions related to the studies. Additionally, students were able to utilize supporting resources to effectively use the program as well as applying them during an abstract conceptualization, and ultimately learn to generalize their study strategy during the active experimentation stage. Conclusions Current study elucidated that emotional support and other supporting resources on the learning material facilitated positive learning experiences in an online co-curricular program, and some theoretical implications as well as real-life applications are discussed in this article.