The Kolb Model on the 4 learning styles

The ability of people to assimilate the information that surrounds them through observation, study and experience is known as learning. But this ability to learn is not the same in all people.

The model of learning styles created by David Kolb distinguishes four types of learning according to the way in which people prefer to deal with the information of their environment. Below we describe this model and explain the possible limitations of this.

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Characteristics of the Kolb model

The American psychologist David A. Kolb designed in 1984 a model on learning styles in which it was theorized that there are three great agents that modulate the learning styles of each person. These three agents are genetics, life experiences and the demands of our environment.

Over time this model has become one of the assumptions about learning with more recognition and one of the most used in our days.

According to the model of learning style developed by Kolb when a person wants to learn something, he must process and work on the information he collects. In order for this information processing to be carried out optimally, four phases must be completed different They are the following.

1. Concrete experience (EC)

Immediate and specific experiences must occur that give rise to observation.

2. Reflective observation (OR)

The person reflects on what he is observing and elaborates a series of general hypotheses about what information received may mean

3. Abstract conceptualization (CA)

Then, as a result of these hypotheses the abstract concepts are formed and the generalizations.

4. Active experimentation (EA)

Finally, the person experience or practice with these concepts in other contexts or situations .

When the person finishes all these stages of the process, the sequence is restarted to continue acquiring more knowledge and information.

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The types of students

The reality is that people tend to specialize in one or two of the four phases we have seen. Since Kolb warned of this fact, elaborated four typologies of students according to the way in which they prefer to work the information .

These students are classified in:

• Active students or divergent.
• Reflective students or assimilators.
• Theoretical students or converging.
• Pragmatic students or ushers.

These categories, which will be explained one by one in the next section, refer to the type of learning in which a person specializes. Depending on the category you are in, it will be easier or more difficult to assimilate the information, this will depend on the way in which it is presented to you and depending on how you work in the classroom.

Taking into account these four phases and the concept of specialization, it would be necessary for the educators to present the information of each one of the subjects in such a way that they ensure that they are covering all the phases of the Kolb model. This would facilitate the learning of each and every one of the students regardless of the phase in which they are and, in addition, the phases in which they are less specialized will be reinforced.

The current education system usually does not take this too much into account , giving more value and prioritizing the conceptualization and theorization phase. This occurs above all in secondary and higher education levels, where the more theoretical students are favored to the detriment of the more pragmatic ones; except for some specific matters.

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The learning style according to Kolb

As described above, Kolb elaborates a classification of the styles of learning according to the preferences that the students have when handling and assimilating the information presented to them.

1. Active or divergent students

The distinguishing characteristics of active or divergent students include an involvement and a complete commitment and without any prejudice . These people have to make the most of the moment and tend to indulge in events.

They feel enthusiastic about any kind of new activity to which they are delivered completely. However, they tend to get bored easily, so at the time they lose interest in one they will start with a different one.

Another point that defines these people is that they tend to act before thinking about the consequences.

They learn better when

• When the activity poses a challenge.
• They propose short and concise activities.
• When they feel excited about the activity .

They learn worse when

• When they are long-term activities.
• They have a passive role in the activity .
• They must assimilate, analyze and interpret data.
• They have to work alone.

2. Reflective or assimilating students

These students are characterized by observe events and treat information from many different points of view . His specialty is to collect information and examine it thoroughly before making his hypothesis.

Their way of working forces them to be cautious with their conclusions , analyzing all the consequences of their actions before carrying them out. They always observe, attend and pay attention to all the details before making any contribution.

They learn better when

• When they can observe carefully the information that surrounds them.
• When they are offered time to analyze and reflect before acting .
• When they can go unnoticed.

Learn worse when

• They are forced to have prominence or be in the center of attention.
• When they are not given enough time to complete a task.
• When they are forced to act without reflecting before .

3. Theoretical or convergent students

This third type of students tends to accommodate and integrate information, converting it into complex theories and with a solid fundamental logic . His thinking is organized sequentially, going through a series of steps before generating any kind of conclusion.

They have to examine and summarize all the information, and they value logic and reason above all else, so they feel disoriented before activities that do not have obvious logic and subjective judgments.

They learn better when

• They present objective models, theories and systems.
• When the activity is a challenge
• When they can investigate and track information .

They learn worse when

• They are presented with inaccurate, confusing or uncertain activities.
• Very subjective or emotional activities .
• When they have to work without a theoretical frame of reference.

4. Pragmatic students or ushers

The pragmatic students they feel comfortable putting new knowledge into practice , the theories and techniques that they are learning. They dislike having to be debating these theories or having to continually reflect on the information presented to them.

In short, they are practical, realistic people, with a great ability to solve problems and who always look for the best way to do things.

They learn better when

They are offered activities in which they can relate theories to practical situations. When they can observe how an activity is done . When they can put into practice what they should learn.

They learn worse when

• When abstract activities are presented that are not related to reality.
• When the activity has no established purpose.
• When they can not relate the information to practical situations.

Criticisms of Kolb's model

This model has been widely criticized by those who defend that there is very little evidence to support the existence of these styles. A review of this large-scale model concluded that there was not enough research or empirical evidence to support the existence of these styles .

Likewise, his detractors insist that Kolb did not take into account how culture and context shape the learning process .