| In my article �What is Learning?� in the previous issue of � e-TQM College Times' , I have tried to explore what is meant by learning and the basic theoretical underpinnings of the learning processes. The current article is a continuation for the previous one. It focuses basically on exploring the widely known Kolb's and Honey & Mumford's models of learning styles.
A quick survey for the literature on �learning styles' will reveal a plethora of models and theories that try to explain how and why individuals prefer one learning style over the others. In simple terms, and as described by Ellis (1985, p. 499), a learning style is the �more or less consistent way in which a person perceives, conceptualizes, organizes, or recalls information�. Individuals prefer to learn using a variety of approaches, mechanisms, and preferences. These are what generally referred to as �learning styles'.
Most of the models and theories on learning styles had been translated into computerized tests or softwares. Any person interested in identifying his/her learning style can do so by logging to the web and use one of the many available tests. (Some of these web-sites are given at the end of this article)
Apparently, virtual learning environments have many unique characteristics that distinguish them from conventional environments. In virtual learning environments the learner is the �master' of his/her learning process and that is why learning styles seem to be more important and relevant in virtual environments. The importance of the learning styles is derived from the fact that it is directly related to the amount of information that an individual �digests' and the knowledge that he/she assimilates. However, Moon (1999, p. 2864) emphasized that since each individual has a unique and complex personality dimensions, then there is no way we can conclude that there is a single perfect learning style.
Many attempts had been made to identify and classify the best learning approaches. Perhaps the widely known and quoted ones were those of David Kolb (1985). Kolb had introduced a model that tried to group learning styles into four categories:
- Concrete Experience (CE)
- Reflective Observation (RO)
- Abstract Conceptualization (AC)
- Active Experimentation (AE)
Kolb's model was based on the ELT (Experiential Learning Theory) which was originally advocated by Piaget, Rogers, and Jung in the early 1900s. Kolb himself made original contribution to the ELT in his seminal work � Experiential Learning: Experience as the Source of Learning and Development� . In this work, Kolb also made a distinction between three developmental stages:
- Acquisition: which is characterized by gaining basic cognitive skills and according to him this stage extends from birth to adolescence.
- Specialization: It is the stage of gaining and developing personal experience (mainly those of adulthood). These experiences come basically from schooling and social interaction.
- Integration: It is the stage in which the individual try various learning styles; none of them is dominant. It extends from mid-career to retirement.
Moreover, Kolb believed that a learning style is a product of pairs of the categories that are identified earlier (e.g., AC, CE, RO, and AE). He grouped these pairs of categories into two continuums: The North-South axis (which he called the perception continuum) and the East-West continuum (which he referred to as the processing continuum). The first continuum (North-South one) is concerned with the emotional dimension or how an individual think and feel about an object or stimuli. The other continuum (the East-West one) reflects how an individual approach a task. Kolb's model is replicated in the following figure.
Based on their own research, Honey and Mumford (1992) developed a revised version of Kolb's model. They identified four types of learners. These types of learners and their characteristics are summarized in the following table:
Honey and Mumford's Typology of Learning Styles |
| Type/ Style of Learning |
Characteristics |
| Activists |
- Seek opportunities to keep themselves busy.
- Like to be involved in new experiences.
- Open-minded and tend to bounce ideas of others.
- They are good team-players but got bored quickly.
- They act first and the consider consequences later.
|
| Theorists |
- Seek to explore linkage between ideas and situations.
- Adapt and integrate complex observations.
- Break problems into pieces (or steps) and work through them to find solutions.
- Tend to be perfectionists.
- They are detached and analytical in thinking.
|
| Reflectors |
- Tend to be involved in deep thinking.
- Stay back and observe things from different angles and through various lenses.
- They collect and analyze data before they jump to or offer conclusions.
|
| Pragmatists |
- Seek opportunities to apply and evaluate what they learnt.
- Got bored quickly with lengthy discussions.
- They are keen to try things out.
|
This brief article is meant to give you �snap-shot' idea about learning styles and why individuals prefer one method of learning over others. Whether you are a learner, manager, or a professor; knowing the various learning styles and their implications on learning processes (outcomes of those processes) will help you to accomplish your assignments and tasks more efficiently and effectively.
Works Cited:
Ellis, Rod. (1994). The Study of Second Language Acquisition . Oxford University Press.
Honey, Peter and Mumford, Alan. ( 982). Manual of Learning Styles. London: P. Honey Publications.
Kolb, David A. (1985). Learning Style Inventory (Rev. ed.). Boston, MA: McBer Publishing.
Moon, J. (1999). Reflection in Learning and Professional Development: Theory and Practice. London: Kogan Publishing Co.
Learning Styles Web Sites:
http://www.support4learning.org.uk/education/learning_styles.cfm
http://www.mindtools.com/mnemlsty.html
http://www.engr.ncsu.edu/learningstyles/ilsweb.html |