Kolb's Model Research Articles

Exploring ChatGPT’s role in English grammar learning: A Kolb model perspective

ABSTRACT This study investigated the application of the Kolb model to assess the efficacy of ChatGPT in enhancing English grammar learning. Data were gathered through interviews and observations. By analysing data across the Kolb model’s stages - concrete experience, reflective observation, abstract conceptualisation, and active experimentation - both the strengths and weaknesses of ChatGPT become apparent. The results indicated that while ChatGPT encourages interactive learning and enthusiasm among students, there is a prevailing doubt regarding its accuracy, underscoring the necessity of maintaining a critical mindset towards AI-generated content. Participants emphasised ChatGPT’s supportive role in education, aiding in the understanding and applying grammar concepts. However, concerns regarding ChatGPT’s occasional inaccuracies and struggles to understand contextual nuances are observed. The study highlights the importance of human involvement in AI tools and the need for students to develop technological literacy. Furthermore, it proposes a pedagogical model effectively utilising ChatGPT in English grammar education

Expanding Experiential Learning in Contemporary Adult Education: Embracing Technology, Interdisciplinarity, and Cultural Responsiveness

ABSTRACTThis article explores the evolution and expansion of experiential learning theory (ELT) within the context of contemporary adult education, emphasizing the integration of technology, interdisciplinarity, and cultural responsiveness. Although Kolb's foundational model has been instrumental in linking theoretical knowledge with practical application, its limitations—particularly in addressing the complexities of modern learning environments—are critically examined. The authors advocate for an expanded ELT framework incorporating interdisciplinary approaches to enrich adult learning experiences. By integrating digital tools, considering socio‐political contexts, and fostering collaboration, the article proposes a more inclusive and adaptable model that better aligns with the diverse needs of today's adult learners. This reconceptualization aims to enhance the relevance and efficacy of ELT, ensuring it remains a vital tool for personal, professional, and societal development in a rapidly changing world.

Integration of AI Applications in High School Physics, Kolb’s Convergent Style

This study explores the integration of artificial intelligence (AI) applications in physics teaching at the secondary level. An interactive approach based on Kolb's learning model; The authors evaluated the convergent style of the kolb cycle with the use of simulations and AI-based data analysis systems to improve students' understanding of abstract physics concepts. The results show that these AI tools allow a more intuitive visualization of phenomena and facilitate the interpretation of experimental data. Students who used these resources demonstrated better performance and greater engagement with the subject. This research highlights the potential of AI to enrich physics learning in high school and opens the way to new innovative educational approaches.

Computational thinking on concept pattern number: A study learning style Kolb

This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.

A qualitative evaluation of a student midwife placement teaching English to speakers of other languages (ESOL).

A shortage of UK midwives has put pressure on clinical placements and supervision of student midwives. Alternative placement solutions are needed to provide students with meaningful learning experiences. One such learning experience was a placement undertaken by student midwives who attended a program teaching English to speakers of other languages (ESOL). This study evaluated the impact of the placement on student midwife learning and experiences of the ESOL participants. The 2022 study employed a qualitative design using Kolb's model of experiential learning as a framework. Ten student midwives placed with the ESOL program and three women enrolled in the program participated. Data were collected via online focus groups with the student midwives and a face-to-face focus group with the women. Data were analyzed using thematic analysis and Kolb's model of experiential learning. Four themes were constructed: 'Putting the scripts aside: expectations versus the reality of being an educator', 'Adapting and personalizing teaching', 'We are learning too: an environment for mutual learning', and 'Taking our learning forwards'. Students faced barriers during their placement and had to adapt their teaching accordingly. They gained crucial knowledge of the challenges faced by women who speak other languages. The women valued the students' input and together they forged a reciprocal learning environment. This study demonstrates how placing student midwives in a unique non-maternity setting has benefits for student learning which are transferrable to future practice. Importantly, it confirms that quality of learning during a novel placement is not compromised for students or participants.

Enhancing nursing pedagogy: A comparative study of kolb and vak learning theories

In relation to nursing education, this paper seeks to give a thorough comparison of the Kolb and VAK learning theories. The VAK model categorizes learners into visual, auditory, and kinesthetic preferences, while the Kolb model emphasizes a cyclical process of experiencing, reflecting, conceptualizing, and experimenting. Both models are extensively used to elaborate on the learning styles in nursing education. To better understand student learning preferences and improve teaching and learning processes, both models are frequently employed in educational contexts. In the context of nursing education, this comparative study examines the major tenets, elements, and consequences of these models. Each model's advantages and disadvantages are addressed, along with its applications in practice and possible advantages for nursing students.

Educational Innovation for Industry 4.0: An Exploration of Integrated Work-Based Learning's Contribution

Purpose: The purpose of this research is to explore the role of integrated work-based learning in preparing students to meet the challenges of the Industry 4.0 work environment. It aims to investigate how incorporating work-based learning elements into the educational curriculum can enhance students' readiness for the dynamic and technology-driven landscape of Industry 4.0. Theoretical framework: This study is grounded in the theoretical framework of constructivism and experiential learning. Constructivism emphasizes active learning and the development of meaningful understanding through real-world experiences. Experiential learning theories, particularly Kolb's model, inform the research, highlighting the importance of concrete experiences, reflective observation, abstract conceptualization, and active experimentation in the learning process. Method/design/approach: A mixed-methods approach will be employed for this research. Quantitative data will be collected through surveys and assessments to measure the impact of integrated work-based learning on students' technical and soft skills. Qualitative data will be gathered through interviews and focus groups to explore students' perceptions and experiences. Results and conclusion: The results will provide insights into the effectiveness of integrated work-based learning in enhancing students' technical and soft skills. It will reveal the impact on their readiness for Industry 4.0 careers, as well as their ability to navigate the complexities of the modern workplace. Research implications: This research holds implications for educational institutions, policymakers, and industry stakeholders. It underscores the need to integrate work-based learning elements into curricula to better prepare students for Industry 4.0 careers. The findings will inform the development of strategies that enhance students' workforce readiness. Originality/value: This research contributes to the growing body of literature on work-based learning and its role in Industry 4.0 preparedness. It provides original insights into the effectiveness of integrated work-based learning programs, their impact on students, and their value in addressing the demands of the rapidly evolving work environment.

Learning Styles and Cultural Differences: A comparative study of cultural differences in Austrian and Mongolian Students

This study shows the relationship between the types of cultural differences and learning styles of Kolb's learning model. Although several cross-cultural studies on learning styles suggest that learning styles may differ from one culture to another, the question of which cultures are associated with which learning styles and abilities has been less explored. This study focuses on the empirical findings of comparative studies on past cross-cultural differences in learning styles and considers how the propositions generated by the theory tests may reflect their past empirical findings. This research shows that culture is associated with specific learning styles and abilities.

Impact of Experiential Learning on Learning Outcomes Among Engineering Students Based on Kolb's Model: A Netnography Study

Abstract : This article aims to explore the impact of experiential learning on learning outcomes and clarify how and what makes experiential learning more impactful, keeping Kolb's learning model at the center. This study was conducted for engineering students through netnography methodology. By analyzing comments, we have gathered insights about the learning outcomes and type of experiential learning from engineering students through online forums and community pages. The study has a netnography tool, a most advanced and extended version of ethnography. For this study, we have referred to Kolb's experiential learning model to interpret the results gathered through netnography. The authors developed five dominating themes based on comments received and analyzed. The findings are five significant themes 1, Cooperative learning, 2. Consistency, 3. Relevance, 4. Simulation and 5 Transparency. Our study has important practical and theoretical implications considering how Engineering students' EL tasks should be framed, keeping Kolb's learning model in the center. Keywords : Experiential learning, Engineering,Learning outcomes, Netnography, Engineering Students

Level of visual geometry skill towards learning style Kolb in junior high school

This study aims to conduct an in-depth analysis of the visual thinking level of junior high school students with the learning style of assimilators, converges, accommodators, and divergers in solving geometry problems. The type of research used is qualitative research with a grounded theory and case study design. The subjects studied were junior high school students consisting of 6 of 56 students. Data were collected through a learning style inventory (LSI) test given to 56 students to group participants based on the learning style of the Kolb model, then a geometry problem-solving test and interviews were given to 6 students, namely two assimilator students, one converges, one accommodator, and two diverger students. The analysis is based on data from written test results and interviews. Then, time triangulation is carried out to obtain valid research data. The analysis was conducted based on data from written test results and interview results paired with video recordings. Then, triangulation of time is carried out to obtain valid research data. The results of the analysis showed that assimilator students and converger students were able to achieve at the global visual level, namely being able to carry out visual thinking activities well in solving problems, illustrate the problem correctly in geometric drawings/objects, represent problems in mathematical symbols precisely and can express relationships between images well. While accommodator and diverger students can only reach the local visual level, they have yet to be able to show every visual thinking activity well in solving geometry problems, illustrating problems in geometry drawings that could be more precise, and solving rudimentary geometry problems.

Tapping the Potential of Academic Leadership, Experiential Learning, and Employability of Students to Enhance Higher Educational Institute Performance

This research study is primarily conducted to tap the potential of academic leadership, experiential learning, and students’ employability in enhancing higher education performance. The study uses a survey to collect responses of 400 respondents from Higher Educational Institutions (HEIs). PLS-SEM has been used to design the model. Academic leadership (AL) covers three dimensions, Academic culture (AC), Academic environment (AE), and Academic operations (AO). It is essential to understand how AL influences Experiential Learning (EL). EL is based on the Kolb model and covers four subdivisions of experience viz Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. All these dimensions are essential; however, Abstract Conceptualization emerges more substantial than the other three dimensions, setting the stage for the emergence of Active Experimentation. Higher Educational Institute Performance (HEIP) has three dimensions, student satisfaction (SS), employers’ satisfaction (ES), and sustainability perspective (SP). Initially, the study examines the impact of AL on EL. The results highlight that AL influences EL. The next stage was to explore the direct effects of EL on HEIP. The results again support that EL affects performance. In HEI, a lot of focus is being imparted to employability competencies, thus we tried to examine how EL through indirect effect with the mediation of employability impacts HEIP. The results lend support to the mediation effect of employability which enhances the impact of EL on HEIP. Thus, given these results, it can be inferred that AL has a pertinent role to play and develop EL in HEIs. Furthermore, there is a need to focus intensely on the employability perspective in HEIs. The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the creation of experiential learning environment and employability to enhance HEIP.

Machine Learning Approach for an Adaptive E-Learning System Based on Kolb Learning Styles

In order to effectively implement adaptive learning within E-learning systems, it is crucial to accurately define thelearner's profile that reflects the characteristics necessary for optimal learning. Traditional methods of identifying profiles often relyon questionnaires to collect data from learners, which can be time-consuming and result in irrelevant data due to arbitrary responses.As a solution, we propose an intelligent and dynamic model for adaptive learning that takes into account the entire learning process,from diagnostic assessment to knowledge assimilation. Our approach utilizes the k-means classification algorithm to group learners based on similar characteristics, as defined by the KOLB model. To enhance the accuracy of our model, we also incorporate neural networks to automatically predict learning styles and using decision tree to propose a adaptative pedagogical content to learner. By doing so, we aim to improve the overall performance of our proposed model.

Teaching pentesting to social sciences students using experiential learning techniques to improve attitudes towards possible cybersecurity careers

Labor market analysis shows that there is a significant shortage of experienced cybersecurity professionals, and this trend is expected to continue in the future. In addition, young people who are reluctant to choose STEM subjects in school typically do not see cybersecurity as a part of their future because they believe it demands exclusive technical knowledge that is beyond their reach. We aimed to change this perception among students of the social sciences, assuming that by providing social science students with the basics of cybersecurity, it would be possible to raise their awareness and encourage them to consider this field as a potential career option. Our team has designed a concise technical course based on Kolb's model that employs experiential learning to provide students with a basic knowledge of ethical intrusion (penetration testing). During the 32-hour subject, cadet officers with no prior IT education experienced all the steps of hacking both into a remotely accessible and physically accessible computer, including initial reconnaissance, vulnerability scanning, exploitation, and privilege escalation. A hands-on practical task of breaking into a highly vulnerable remote computer allowed for the evaluation of knowledge and skills as well as the reinforcement of learning experiences. In order to assess how the students' perceptions of the cybersecurity profession have changed based on the theory of planned behavior, they were asked to provide feedback immediately after the course and one year later. The results indicate that the short, technically challenging, but practical course based on experiential learning had a significant and positive effect on participants' attitudes: they were substantially more likely to consider cybersecurity as a future career, and some of them began participating in other cybersecurity courses or activities. It is reasonable to assume, therefore, that providing similar technical courses to social science students will encourage them to pursue cybersecurity-related careers in the future.

Analysis of Concept Understanding in Material Colligative Properties of Solutions in View of the Tendency of Student Learning Styles at SMA N 1 Gunung Talang

Education is an important thing in achieving the goal of ability through the learning process in the classroom. Benchmarks for the success of the learning process are seen through students' understanding of concepts. Correct understanding of concepts creates enduring knowledge. The influencing factor in understanding the concept is learning style, because learning style influences the maximum a person absorbs information. This research is a descriptive research aimed at analyzing and describing (1) understanding of the concept of colligative properties of the solution, (2) learning styles of students, (3) understanding of the concept of colligative properties of solutions in terms of the tendency of students' learning styles. The subjects of this study were class XII MIPA 1 SMA N 1 Gunung Talang, which consisted of 35 people. The instruments used in this study were the Kolb model learning style questionnaire and open-ended questions. The results of the research data analysis show that (1) the learning style of students in class XII MIPA 1, the assimilation learning style is 51.4%, the divergent is 22.9%, the convergent is 17.1%, and the accommodation is 8.6%, ( 2) Students' understanding of the concept of colligative properties of solutions is in the partial understanding category (3) Understanding of concepts in colligative properties of solutions in terms of the tendency of students' learning styles for convergent, divergent, and accommodation learning styles is in the understand category, and assimilation learning styles are in the partially understood category.

Students’ Innovativeness in Developing Business: An Empirical Study of Kolb’s Experiential Learning on Entrepreneurship Course

This study investigates the efficacy and effects of Kolb's experiential learning (EL) model and students' scientific field groups on their innovativeness in business development. (1) Humanities and Social Science, and (2) Science and Technology are the scientific field groups. A quasi-experimental quantitative approach with a 2 x 2 factorial design was used in this study. This study's sample encompassed active Faculty of Teacher Training and Education of the University of Mataram enrolling for entrepreneurship courses which were taken using random sampling after commensuration processes. The data collection instrument used to collect data on students' innovativeness is a project-based assessment based on indicators of innovativeness in developing products and digital marketing. The results of the instrument test fulfilled the validity and reliability requirement. All data were analyzed statistically by descriptive statistics and comparative analysis using the ANOVA test, which was preceded by an analysis requirement test. The study results showed an interaction effect of the EL model and students' scientific field on students' innovativeness. In addition, Kolb's EL model also directly affects students' innovativeness, while the scientific field group does not. Nevertheless, the data showed that the Science and Technology group innovates better than the others. The theoretical implication of this study was that EL has a strong theoretical framework for entrepreneurial learning, so it needs to be expanded through further studies.

Teaching Reading Subjects by Kolb's Model for Experiential Learning to Develop the Capacity of Elementary Students Meet Education Program 2018

The 2018 educational program is oriented to develop learners' competencies comprehensively through subjects. However, in order to develop students' capacity, it is necessary to have teaching activities suitable for each subject. Especially in Vietnamese for primary school students, the reading section clearly shows the students' listening, speaking, reading, and writing abilities. In order for students to manifest those abilities, experiential learning is extremely necessary. Students need to be given opportunities to express themselves through specific activities that are consistent with the lesson objectives. The study has selected the Kolb’s Model for Experiential Learning to build the tasks, and choose the effective learning method that is suitable for the reading subject with the aim to develop learner’s comprehensive reading, writing, listening, and speaking skills. From there, it is proposed to design a teaching plan according to the Kolb experiential model to develop specific competencies in Vietnamese: listening, speaking, reading, and writing.

The effect of the competitive learning method according to the Kolb model in improving some football skills for students

The aim of the research is to identify the significance of the differences between the results of the pre and post-tests of the two experimental research groups for the pragmatists and theorists in improving some soccer skills for students, and the researcher assumed that there are significant differences in the results of the pre and post tests for the two experimental research groups for pragmatists and theorists in improving some soccer skills students have. There are significant differences in the results of the two post-tests for the two research groups. The research sample was represented by a group of third-year students for the year 2021/2022. The researcher used the experimental research method for its suitability to the research problem and its objectives, and the results reached by the researcher were presented, analysed and discussed, which showed the superiority of the post-tests over the tribal tests, which indicates the achievement of the research hypothesis. This is done using the competitive learning method.

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.

Design of learning scenarios based on learning styles according to the KOLB model

The term learning style refers to the concept of individual differences in which teaching or learning mode is most effective for them. Proponents of learning style assessment believe that optimal teaching requires diagnosing individual learning styles and adjusting teaching accordingly. The assessment of learning styles usually requires people to assess what kind of information presentation they like and/or the mental activities they find most attractive or suitable, although the assessment tools are very diverse, in this article we will propose a pedagogical scenarios 'design adapted to different learning style.

Design of learning scenarios based on learning styles according to the KOLB model

Design of learning scenarios based on learning styles according to the KOLB model