Kolb's Learning Research Articles

Prediction of academic performance based on learning style and critical thinking among medical students

This study aimed to understand the medical sciences students’ critical thinking (CT) and their learning styles and investigate the relationship between academic performance and the both mentioned variables. A descriptive analytical study was conducted on 469 medical sciences students in Ardabil University of Medical Sciences using the Kolb's learning styles and California's CT skills test (Form-B). Cumulative grade point average was considered as academic performance. The data were analyzed with SPSS 18 and using Chi Square test, Independent t-test, one-way ANOVA and Pearson correlation test with a significant level of p<0.05 . The mean of academic performance was 15.9±1.7 . The popular learning style among students was assimilative style. Results showed significant relationship between academic performance and learning style. Significant relationship between academic performances of students with the total CT skills was not found, but significant relationship was seen between academic performance and deductive skill only. Learning styles changed in different semesters among medicine and dentistry students from an abstract-reflexive style to a concrete-active one. Using appropriate, active and collaborative teaching methods can help to improve learning and students' academic performance.

Kolb's learning style analysis in solving HOTS questions for prospective physics teacher students

This study aims to analyze Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students. This research is a descriptive study using a qualitative approach. The subjects of this research are second semester students who have joined the Basic Physics course for Archimedes' Principle, amounting to 46 people. The instrument used was a Kolb's Learning Style (KLS) questionnaire, which consisted of 40 statement items, 8 essay questions about HOTS, and interview guidelines. Based on the results of the study, it showed that from the maximum percentage (100%) in each Kolb's Learning Style (KLS) obtained the combination of diverger and assimilator learning styles as the highest average percentage (65.63%) in solving HOTS questions correctly compared to the other learning styles. It is followed by the accomodator (56.25%), the combination of assimilator and converger (54.17%), diverger (53.41%), assimilator (49.22%), and converger (48.61%). There are differences in Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students where students still experience errors in answering questions. The forms of incorrect answers given by students include: 1) Objects with a smaller surface area must be sink, 2) Heavy objects must be sink, 3) The amount of water affects the state of floating and sinking, 4) Hollow objects always float, and 5) Objects made of something hard must be sink. Based on the results of this study, it can be concluded that the ability of prospective physics teacher students in solving HOTS questions must be trained by adjusting their learning styles.

Stories Stories of Prevailing: Novice Teachers’ Journey in Far-flung Schools in the Time of COVID-19 Pandemic

This study was conducted to explore the experiences of novice teachers assigned in far-flung schools during the COVID-19 pandemic, anchoring on reflective practice guided by David Kolb's experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas through phone calls and messenger chat. The data gathered were analyzed using thematic analysis. Recorded interviews were transcribed, coded, and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers find means to ensure that education continues amidst the crisis with the help of various stakeholders. Out of their experiences, teachers have gained a lot of realizations and aspirations for their students, parents, and self. They've seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, using Kolb's learning cycle, teachers could think and reflect on their experiences, learn from the experience, plan for a change, and improve their learning and instructional practices

Learning Style Preferences Assessed by Kolb\'s Learning Style Inventory among Respiratory Therapy Students in Saudi Arabia

Learning Style Preferences Assessed by Kolb\'s Learning Style Inventory among Respiratory Therapy Students in Saudi Arabia

Application effect of Kolb's experiential learning theory in clinical nursing teaching of traditional Chinese medicine.

This study aimed to explore the practical application and effect of Kolb's experiential learning theory in the clinical nursing training of traditional Chinese medicine (TCM). This study is a quasi-experimental study. Eighty clinical nurses from a class-III grade-A general hospital were enrolled in 2020 and 2021, respectively, as research subjects. The subjects in the control group were trained in "theory explanation, clinical practice, summary and Q&A, [and] centralized examination." The subjects in the experimental group were first grouped according to Kolb's experiential learning style. The training followed a "problem-exploration-practice-exploration-theory-explanation-summary-centralized examination" structure based on Kolb's experiential learning cycle, the training place is Conference Room 1 of the hospital. The training time is from February to August 2020 and 2021. The application effect of the experiential learning theory was evaluated by analyzing course evaluation questionnaires and the final examination results. The total score of the course evaluation questionnaire of the experimental group was 112.23 ± 5.88. The difference compared with the control group was statistically significant (P < .01). In the experimental group, the theoretical score was 85.27 ± 3.29, and the operational score was 85.36 ± 3.01. The differences compared with the control group were statistically significant (P < .01). The application of Kolb's experiential learning theory to the training of TCM clinical nursing can make the clinical practice of TCM nursing more "scientific" and the training more effective, and it can improve the subjective initiative of students.

Experiential Learning

Some of the most well-known theories include the Experiential Learning theory as per the Kolb's learning cycle. It plays a major role in the development of the modernisation of current education system is transitioning from a traditional to a individual-centered educational process. The goal of this paper is to demonstrate the implications of these principles. The application of the advantages, problems, and procedures of Kolb's cycle are examined.

Implementing Kolb´s Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation.

BACKGROUNDBackground: To prepare medical students for their future, they must become acquainted with clinical practice, for example by means of simulations, clerkships and discussing patient cases. By connecting these different approaches, according to Kolb´s experiential learning cycle, the learning effect can be strengthened.MethodologyIn the development of a didactical program for students who are being prepared for their role as general practitioners, we have adopted a new didactic approach, in which educational formats are interlinked, according to Kolb´s experiential learning cycle. The content of these courses is determined by the Entrustable Professional Activities (EPAs) for the clerkship in family medicine, combined with the most common chief complaints of patients in the GP's practice. In 2019, the first course was implemented at the Technical University of Munich, Germany, with 6 medical students. A first seminar discusses patients who the students have seen for themselves during their clerkship in family medicine. In addition, matching theory is discussed and skills are practiced. In the next seminar, students apply the acquired knowledge and skills in scenarios with standardized patients. Students evaluated the courses as positive. The evaluations show they find discussing personally experienced patient cases and the opportunity to practice very valuable.ConclusionsA course design according to Kolb's Experiential learning cycle, which integrates experience, theory and simulation, is a valuable addition to existing forms of teaching in medical education. Students appreciated both discussing personally experienced patient cases and the opportunity to re-practice similar cases in a simulated environment. To gain more insight into the learning effects, it is recommended to further explore this approach in a different context.

From "What" to "How": Experiential Learning in a Graduate Medicine for Ethicists Course.

Teaching healthcare ethics at the doctoral level presents a particular challenge. Ethics is often taught to medical students, but rarely is medicine taught to graduate students in health care ethics. In this paper, Medicine for Ethicists [MfE] - a course taught both didactically and experientially - is described. Eight former MfE students were independently interviewed in a semi-structured, open-ended format regarding their experience in the experiential component of the course. Themes included concrete elements about the course, elements related to the broader PhD student learning experience, and themes related to the students' past and future career experiences. Findings are related to the educational philosophy of John Dewey and David Kolb's experiential learning theory. Broader implications of this work are explored.

Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory

The need for shifting the expository laboratory instruction style to inquiry-based approaches is widely acknowledged. Problem-based learning (PBL), one of the inquiry-based approaches, advocates students’ self-directed learning. The literature indicates that scaffolding students’ independent learning is necessary for a PBL environment. In our study, we provided scaffolds such as a precursor task, reading material, and structured group discussion to facilitate the planning of a PBL task on indigo dyeing wastewater treatment. In this paper, we describe how these three scaffolds integrated within the PBL style contributed to students’ learning as per the stages of Kolb's Experiential Learning Cycle (ELC). We analyzed the level of the abstract conceptualization stage of ELC through students’ experimental designs (EDs) of the PBL task. The results of the qualitative analysis of the scaffolded and un-scaffolded groups suggest that scaffolded students’ experimental design scores are higher. The qualitative results indicate that the structured group discussion influences the EDs planned by students more than the precursor task and the reading material. All three scaffolds help in the reflective learning and planning of executable EDs for a PBL task. The study indicates that students transitioning into the inquiry laboratory benefit from the inclusion of scaffolding.

Using Kolb's Learning Model in Structured Types of Professional Education and Training for Teachers

The use of Kolb's model enhances the effects of professional development because the model allows the exchange of concrete experience, reflective observation, abstract conceptualisation and active experimentation, and provides the connection between theory and practice. The empirical part of this paper analyses the results of a survey conducted among teachers from Croatian primary schools regarding the presence of the four stages of Kolb’s learning model in structured types of professional education and training. The survey shows teachers’ dissatisfaction regarding the presence of activities such as reflection on teaching, linking theory to practice and stimulating research activities in teaching practice.

Capturing learning from public involvement with people experiencing homelessness to help shape new physiotherapy research: Utilizing a reflective model with an under-served, vulnerable population.

People experiencing homelessness (PEH) have poorer health than housed people but face barriers accessing care and being involved in research. As an often-ignored group, their contribution to help shape research that is for and about them is essential, as it can strengthen the research proposal, in turn facilitating research and outcomes that are relevant to this vulnerable group. Six people with experience of homelessness attended a PPI consultation aided by Pathway, a UK homeless peer advocacy charity, which coordinates an 'Experts by Experience' group. We present reflections on conducting PPI with PEH that informed the development of a physiotherapy research proposal. Kolb's Experiential Learning Cycle guided reflections across four stages: (1) describing the PPI experience; (2) reviewing and reflecting on the PPI experience; (3) learning from the PPI experience; and (4) planning and trying out learning. Reflections highlighted the importance of: working closely with an advocacy organisation and leader to reach under-served people; the diversity of experiences; using familiar venues, contingency and budget planning; flexibility and 'allowing time; talking less; listening more'; planning for early and ongoing PPI, and the potential of mobile 'one-off' PPI outreach models to reach vulnerable groups. Kolb's Experiential Learning Cycle aided team reflection on feedback from PEH, which helped refine and strengthen a physiotherapy research proposal. The project was unfunded. However, a reflective model helped maximize learning and impact including for future PPI and research. The novel application of Kolb's Experiential Learning Cycle provided structure, facilitated reflectionand enhanced individual and collective learning and may benefit capturing learning from PPI with other vulnerable populations. We highlight how a PPI consultation with people with experience of homelessness helped shape a funding proposal. Additionally, the reflections of the experts by experience team leader are included.

Teaching about children with medical complexity: A blueprint for curriculum design

Children with medical complexity make up a small portion of the pediatric population but utilize a large percentage of health care time and spending. The medical needs of children with medical complexity are highly variable and the education of healthcare providers in the care of these children has taken on more significance. Designing curricula and educational innovations related to the care of children with medical complexity can be challenging. Familiarity with the sociocultural theory, the zone of proximal development, Kolb's experiential learning model, and the educational resources that already exist allow for more ease in developing a curriculum that fits the needs of learners who may have a wide range of exposure to children with medical complexity. Flipped classroom models, simulations, asynchronous modules, and home and community experiences are all useful learning modalities to provide a varied and important curriculum. Taking advantage of the knowledge and skills of the many different members of the multi-disciplinary team caring for children with medical complexity is an important educational strategy that provides benefits to the learners and can enhance interprofessional education.

The Effect of Education Based on Kolb's Learning Style on Selfcare Behaviors of the Elderly with Type II Diabetes: A Randomized, Clinical Trial.

Individualized patient education can help older people with diabetes to improve their self-care behaviors and effectively manage their disease. Identifying patients' preferred learning style can be a useful way to optimize learning opportunities. The aim of this study was to investigate the effect of education based on Kolb's learning style on selfcare behaviors of older people with type II diabetes. This randomized clinical trial was conducted on 62 older adults with type II diabetes referred to the diabetes center of Imam Reza Hospital in Bojnourd, Iran, from May to November 2020. Participants who met the inclusion criteria were randomly allocated into two groups of intervention (n=34) and control (n=28). Participants in intervention group received the educational intervention based on their learning style (described by Kolb as accommodating, diverging, converging and assimilating) in four 45 minutes-sessions (two sessions per week). In the control group, the same educational content was presented with a lecture and a booklet. Participants in both groups completed the self-care questionnaires before and one month after the intervention. The mean self-care scores of the older adult patients with type II diabetes based on Kolb's learning style after the educational intervention in the intervention and control groups were 58.15 (SD=10.71) and 44.7 (SD=12.12), respectively (P<0.001). Accommodating Kolb's learning style-based education was most effective in improving self-care practice in older adult patients with type II diabetes (P<0.001). Education based on Kolb's learning style is effective in improving self-care behaviors of older people with type II diabetes. Therefore, it is suggested to consider Kolb's learning style in the educational process of older adults with type II diabetes to improve self-care practice in these patients.

A Study on the Relationship between Kolb's Learning Style and Organic Chemistry Achievement of Pre-service Chemistry Teachers

목적 본 연구는 예비 화학교사들의 유기화학 학업성취도와 Kolb의 학습양식을 확인하고 이들 간의 상관관계를 확인하기 위한 목적으로 수행되었다. 방법 자료 수집은 경남 소재 예비화학교사 70명을 대상으로 개인차 변인을 분석하기 위해 Kolb의 학습양식 진단 검사지를 통해 시행하였다. 유기화학 학업성취도는 대상 학생들의 유기화학 1, 2 학기 GPA 점수를 수치화하여 사용하였고, 추가적으로 유기화학에 대한 개념 이해도와 학습양식과 상관성을 분석하기 위해서 할로젠화 알킬 단원을 선정하고 문제 해결과정에서 학생들의 사고과정을 알아보기 위해 심층면담을 진행하였다. 결과 연구 대상자들의 Kolb 학습양식 분포는 융합자와 수렴자가 23명(32.9%)으로 가장 많았으며, 적응자 15명(21.4%), 분산자 9명(12.9%) 순 이었다. 유기화학 학업성취도와 Kolb 학습양식과의 상관성을 살펴본 연구 결과 정보를 처리하는 것과는 상관성이 적은 것으로 나타났으며, 정보를 인식하는 것과는 상관성을 보였다. 결론 정보를 인식하는데 있어 감각적으로 인식하는 감각적 학습자 보다는 사고적으로 인식하는 사고적 학습자가 유기화학의 학업성취도가 높게 나타났다.

Dimensions of Students Learning Styles at The University with The Kolb Learning Model

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

Profile of David Kolb's Learning Style of Students on Biology Learning in the Distance Learning

Distance learning in biology subject at Public Islamic High School (MAN) 1 Tasikmalaya City is considered less effective. Using the approaches based on students' learning styles can consider more effective. This research was conducted to determine the distribution of the learning styles of students of class XI MIPA about Biology with the methods of distance learning in MAN 1 Kota Tasikmalaya based on the theory of David Kolb. This research was conducted with a survey, and data analysis techniques using descriptive quantitative and qualitative following the Miles and Huberman. The sample used whole class XI MIPA (N=119 students). The instrument used is KLSI (Kolb Learning Style Inventory). The findings are students of MIPA in MAN 1 Kota Tasikmalaya has four learning styles, namely diverger, assimilator, converger, and accommodator. The most learning styles owned by the learners is the assimilator (31%), followed learning style accommodator 28%, learning style diverger 23% and learning styles converger 18%.

Dimensions of Students Learning Styles at The University with The Kolb Learning Model

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

Applying Kolb's experiential learning framework to investigate the safety of energy drinks in a critical thinking general education course

AbstractThrough a collaboration between a professor in academia and an industry professional, entry‐level food science students were given the opportunity to critically evaluate the safety of energy drinks. This evaluation occurred through a General Education (Category A3) course designated “Critical Thinking” at California State University – Long Beach (CSULB), where students were introduced to a variety of controversial issues in food science. The goal of the course was for students to apply critical thinking skills to formulate conclusions that are factual, rather than judgmental and biased. Using Kolb's experiential learning framework, students completed exercises in an active‐learning classroom (ALC) environment, which encouraged exploration, reflection, and application. For the exploration phase, students were presented with six commercially available caffeinated beverages and were asked to categorize them as “energy drink” or “not energy drink.” For the reflection phase, students were presented with news articles, as well as peer‐reviewed scientific research articles. Students were tasked with reflecting on how the information in the research articles confirmed or disproved the information in the news articles. Finally, for the application phase, students were asked whether they believed energy drinks should be banned and why or why not. In conclusion, through Kolb's exploration‐reflection‐application framework and through the ALC environment, students learned how to use critical thinking to identify fallacies in news coverage of controversial products, such as energy drinks.

Analysis of David Kolb's Learning Style According to Mathematical Representation Ability

The purpose of this study was to describe David Kolb's learning style according to the mathematical representation of students. This research is qualitative. The subjects of this study were students of class VIII SMP Agus Salim Semarang. The data were obtained by using the test method of the mathematical representation ability instrument, questionnaire of KLSI (Kolb Learning Style Inventory), interviews, and documentation. The results of this study are: (1). Students with High Mathematical Representation Ability tend to have an assimilator type of learning style, (2). Students with Medium Mathematical Representation Ability tend to have a converger learning style type, and (3). Students with Low Mathematical Representation Ability tend to have a divergent learning style. Teachers are suggested to identify students’ learning styles to be the best teachers for students. It is also recommended to collect mathematical representation-based problems to improve students' mathematical representation skills.&#x0D; Keywords: David Kolb, Mathematics Representation, Assimilator, Converger, Diverger

DẠY HỌC DIỆN TÍCH XUNG QUANH CỦA HÌNH TRỤ THEO TIẾP CẬN HỌC TẬP TRẢI NGHIỆM

Stemming from the new requirement related to experiential activities in the High School Mathematics Program 2018, we build and organize a teaching situation on the formula calculating the surrounding area of a cylinder, based on David A. Kolb's experiential learning model. Experimental results on 20 students of 9th grade show that students play a central role in constructing and applying the formula for calculating area, based on experiences and learning tasks designed in 4 phases: concrete experience, reflective observation, abstract conceptualization, active experimentation. The research opens up the possibility of applying Kolb's experiential learning theory in teaching abstract mathematical objects. At the same time, it provides an illustrative example to implement teaching activities and teacher training to meet the new program.