Kolb’s Model of the 4 Learning Styles

Kolb made a description of different learning styles according to various typologies of learners.

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

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

Characteristics of Kolb's model

The American psychologist David A. In 1984, Kolb designed a model of learning styles in which he theorized that there are three main 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 most widely recognized assumptions about learning and one of the most widely used today.

According to the learning style model developed by Kolb, when a person wants to learn something, he or she must process and work with the information he or she gathers. For this information processing to be carried out optimally, four distinct phases must be completed. phases must be completed. They are as follows.

1. Concrete experience (CE)

The immediate and specific experiences that give rise to the observation must take place. that give rise to the observation.

2. Reflective observation (RO)

The person reflects on what he or she is observing and develops a series of general hypotheses about what the information received may mean. may mean.

3. Abstract Conceptualization (AC)

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

4. Active experimentation (AE)

Finally, the person experiments or practices with these concepts in other contexts or situations..

When the person completes all these stages of the process, the sequence restarts to continue acquiring more knowledge and information.

The typologies of learners

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

These learners are classified as:

• Active learners or divergent learners.
• Reflective learners or assimilators.
• Theoretical or convergent or convergent learners.
• Pragmatic or accommodating learners. or accommodators.

These categories, which will be explained one by one in the next point, refer to the type of learning in which a person specializes. Depending on the category in which he/she is, it will be easier or more difficult for him/her to assimilate the information, this will depend on the way it is presented and how it is worked in the classroom.

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

The current educational system does not tend to take this into account too muchThe current educational system does not usually take this into account, giving more value and priority to the conceptualization and theorization phase. This is especially true at the secondary and higher education levels, where more theoretical students are favored over more pragmatic ones, with the exception of some specific subjects.

The learning style according to Kolb

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

1. Active or divergent learners

The distinguishing characteristics of active or divergent learners include complete and unbiased involvement and engagement. These people have to make the most of the moment and tend to give themselves to events.

They are enthusiastic about any kind of new activity to which they give themselves completely. to which they give themselves completely. However, they tend to get bored easily, so the moment they lose interest in one activity they will start a different one.

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

They learn best when

• When they are challenged by the activity.
• They are offered short, concise activities.
• When they are excited about the activity..

They learn worst when

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

2. Reflective or assimilative learners

These learners are characterized by observe events and treat the information from many different points of view.. Their specialty is to collect information and examine it thoroughly before making their hypotheses.

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

They learn best when

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

They learn worst when

• They are forced to take center stage or be the center of attention.
• When they are not given enough time to perform a task.
• When they are forced to act without reflecting first..

3. Theoretical or convergent learners

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

They tend to examine and summarize all information, and value logic and reason above all else, so they are disoriented by activities that have no obvious logic and subjective judgments.

They learn best when

• They are presented with objective models, theories and systems.
• When the activity is challenging.
• When they can research and track information..

They learn worst when

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

4. Pragmatic or accommodating learners

Pragmatic learners feel comfortable putting new knowledge, theories and techniques they learn into practice.They dislike having to debate these theories or having to continually reflect on the information presented to them. They dislike having to debate these theories or having to continually reflect on the information presented to them.

In short, they are practical, realistic, problem solvers who are always looking for the best way to do things.

They learn best when

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

They learn worse when

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

Criticisms of Kolb's model

This model has been widely criticized by those who argue that there is too little evidence to support the existence of these styles. A large-scale review of this model concluded that there was insufficient research and empirical evidence to support the existence of these styles. there was insufficient research and empirical evidence to support the existence of these styles..

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