Learning styles are different ways of learning. Kolb distinguishes four learning phases and learning styles in the learning process. Concrete experience (doer), reflective observation (reflector), abstract concept formation (thinker) and active experimentation (decision maker). Kolb describes the four learning phases as a learning cycle; the learning phases repeat themselves continuously and (usually) successively. According to Kolb, the highest learning efficiency can be achieved if all these phases in the learning process are completed.
Psychologist Kolb
The psychologist Kolb has conducted research into different ways of how people learn. According to Kolb, different phases can be distinguished in a learning process, such as collecting information, testing new insights, thinking about things that happen to you and putting things into practice.
Learning stages and learning process
- Phase 1 – Concrete experience
- Phase 2 – Observing and thinking (reflecting)
- Phase 3 – Abstract concept formation
- Phase 4 – Active experimentation
Course of the learning cycle
According to Kolb, the learning cycle consists of four learning phases and runs as follows:
- Experience – will you then think about your experiences (reflection)
- Reflection – and then generalization (concept formation)
- Conceptualization – and then thinking of a way for a next/coming event (experimentation)
- Experimenting – the learning cycle returns to phase 1 (experience)
According to Kolb, these four phases are constantly repeated and there is therefore always a learning cycle or cyclical learning process.
Repetition of the phases
Ideally, this cyclical process proceeds in the same order, but the phases are not necessarily completed from the same beginning or starting point. It does not necessarily have to start with ‘experience’, but the starting point can also be ‘concept formation’, for example.
Of course it is possible to go through the learning phases in a different order or to skip a phase . However, in principle the learning efficiency will then be lower, according to Kolb. Which makes sense, because: Experience gains value when you think about it , insights become useful through Experimenting and Testing (experience, reflection).
Learning and learning styles
People can learn in different ways and have preferences for certain phases of the above-mentioned cycle. Either they usually start with a certain cycle or they pay relatively more attention to that phase than to the others. This of course depends (partly) on the field of education or profession. For example, a sports teacher will focus more on testing ideas in practice and a mathematician will focus more on abstract concept formation, etc.
Kolb has distinguished four different learning styles. Although everyone uses all four learning styles, according to Kolb there is usually one or two predominant learning styles.
Kolb’s four learning styles
- Doer – Concrete experience (feeling)
- Reflector – Abstract concept formation (thinking)
- Thinker – Observing and thinking (watching)
- Decision maker – Active experimenting (doing)
Doer (accommodate)
Brief characteristics: What’s new? I’m up for anything. Direct experience. To do things. New experiences. Solving problems. Being thrown into the deep end. A challenging task.
If you are a doer/prefer this style, you will learn the most from activities that:
- There are new experiences and situations to learn from
- You can delve into short activities in the here and now (e.g. assignments, role plays)
- There is drama and crisis: things keep changing with a range of entrepreneurial activity
- You are thrown into the deep end with an assignment that is difficult to complete: a major challenge
- You step into the spotlight (e.g. chairing meetings, giving lectures, leading conversations)
- You can express ideas without the brakes of policy, structure or feasibility
- You deal with other people: solving problems, being part of the team and ideas
Doener is also sometimes called Activist.
Reflector (diverge)
Brief characteristics: I want to think about this for a moment. Getting time for activities. Thinking about actions afterwards. Think first, then act. Making decisions without limits and duration.
If you are a contemplator/prefer this style, you will learn the most from activities that:
- What is offered is part of a system/model/concept/theory
- You have the time to methodically investigate the connections between ideas/events/situations
- You get the opportunity to investigate basic methodology/principles/logic behind something (question and answer session, checking for inconsistencies)
- You have to make a mental effort: analyze a complicated situation, be tested in a teaching situation, teach people at a high level with probing questions
- You find yourself in structured situations with a clear goal
- You can listen to/read about ideas and concepts with an emphasis on rationality/logic and be well-grounded and watertight
- You can analyze and generalize reasons for success/failure
- you are offered interesting ideas without direct relevance
- you need to understand and participate in complex situations
Reflector is also sometimes called Dreamer.
Thinker (assimilate)
Brief characteristics: How are they related? Structured situations/clear objectives (conference, book). Establishing a relationship with already acquired knowledge. Intellectually challenging situations. Chance to ask questions. Basics and logic etc. to be discovered. Theoretical concepts and models.
If you are a thinker/prefer this style, you will learn most from activities that:
- You are enabled and encouraged to view and reflect on activities
- You can distance yourself from things: you can listen/observe (stand in the background in meetings) You get the opportunity to think before you act/assimilate first then comment/get time to prepare
- You can make a decision at your own pace without pressure and strict time limits
- You can do research in the sense of gathering information, getting to the bottom of it
- You get the opportunity to review events and what you have learned
- You can write carefully considered analyzes and reports
- Your exchange of ideas with others is without risk: after consultation, within a structure
Decision maker (converge)
Brief characteristics: How can I apply this in practice? Activities with a clear link between learning and working. Being able to focus on practical matters. Techniques with clear practical examples. Trying out/practicing things under the guidance of an expert.
If you are a decision maker/prefer this style, you will learn the most from activities that:
- There is a clear connection between the material and a problem/opportunity at work/study
- Techniques are shown for doing something of which the benefits in practice are clear: how to save time, how to make a good first impression, how to deal with annoying people, etc.
- You get the opportunity to try/practice techniques under the supervision of a credible expert: someone who has success and can apply the techniques themselves
- You will be provided with techniques that apply to your own work/study
- You are confronted with an impressive example that you can draw on: a beloved boss, many examples/anecdotes, instructional or demonstration films, etc.
- You immediately get the opportunity to put theory into practice
- Tips for practical application are given.
- The learning activity is highly realistic: good simulation, real problems, etc.
- You can focus on practical matters: action or action plans with a clear end product
Decision maker is also called Pragmatist, Organizer.
Learning to learn
Kolb states that people tend to mainly develop the learning style in which they are already strong. He indicates that it would be good to also pay attention to the style of learning that people are less good at. The learning cycle can be completed in a much more balanced way in this way, as each phase receives full attention. This fact often comes to the fore when working in working groups at school or training and students with different learning styles are put together in a working group.
Learning in training
In training courses (slightly less so in recent years), the emphasis is predominantly on reflection and theory development (the assimilative learning style). You learn how things are related and how to view them from a theoretical framework. In general, less attention is often paid to experimenting and experiencing (accommodative learning style) at school or training. Most pupils and students have experienced during their training that the emphasis has been on theory development and reflection.
But their fundamental learning style may be different, which was not really addressed or discussed during the training. It can be fruitful to master other or all learning styles. Learning to master all these learning styles is also called: ‘learning to learn’. There are also mixed types: ie a mixture/mastery of all four learning styles: the so-called ‘all-round learning style’.
What is your learning style?
If you want to know what your learning style is, you can take a learning styles test. There are two different options: Kolb’s learning styles test and Kolb and Juch’s learning styles test. In principle, the same results emerge, as both are based on Kolb’s four learning styles. However, the structure or structure of the two tests is different.
Kolb’s learning styles test
This test consists of 12 statements, where you have to choose from four options per question per statement. The intention is to rank the priority of scores: from most appropriate (4) to least appropriate (1).
Learning style test by Kolb and Juch
A test consisting of 80 statements, where you indicate for each statement whether or not you recognize yourself.
Due to the fact that you may find one structure or way of answering more pleasant or easier than the other, there could be a (small) difference. The choice is yours; which one you prefer (You can of course do both.)
Have fun and good luck completing the tests!
read more
- Learning styles test according to psychologist David Kolb
- Learning style test by Kolb and Juch (+ Graph and Diagram)
- Learning style – Education and Profession (Kolb)