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Bernardo. Learning Styles and Learning Spaces - Enhancing Experiential Learning in Higher Education PDF
Bernardo. Learning Styles and Learning Spaces - Enhancing Experiential Learning in Higher Education PDF
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dinal institutional
development in threediverse periencesintoexistingconceptsand accommodat-
in
programs higher education,theClevelandInsti- ingexistingconceptstonewexperience.
tuteofArt,theCase WesternReserveUniversity 6.Learning is theprocessofcreating knowledge.
undergraduate program, and the Case Weather- ELT proposesa constructivist theoryof learning
head School of ManagementMBAprogram.Fi- wherebysocial knowledgeis created and re-
nally,we presentprinciplesfortheenhancement createdin thepersonalknowledgeofthelearner.
ofexperiential learningin highereducationand Thisstandsincontrast tothe"transmission" model
suggest how experientiallearningcan be applied on whichmuchcurrenteducationalpracticeis
throughout theeducational environment by insti- based,wherepreexisting fixedideas are transmit-
tutionaldevelopment programs thatinclude longi- tedtothelearner.
tudinaloutcomeassessment,curriculum devel- ELT defineslearningas "theprocesswhereby
opment, student development,and faculty knowledgeis createdthrough thetransformation
development. ofexperience. Knowledgeresultsfrom thecombi-
nationofgraspingand transforming experience"
(Kolb,1984:41).TheELTmodelportrays twodialec-
EXPERIENTIAL LEARNING THEORY -
tically related modes of grasping experience
Experiential learningtheory drawson theworkof ConcreteExperience (CE) and Abstract Conceptu-
20th
prominent century scholars who gave experi- alization (AC) - and two dialectically related
ence a centralrole in theirtheoriesof human modesoftransforming experience - Reflective Ob-
learning and -
developmentnotably John Dewey, servation (RO) and Active Experimentation (AE).
KurtLewin,JeanPiaget,WilliamJames, CarlJung, Experiential learningis a processofconstructing
PauloFreire, CarlRogersand others - todevelopa knowledge involvesa creativetensionamong
that
holisticmodeloftheexperiential learningprocess thefourlearningmodesthatis responsive tocon-
and a multilinear model of adult development textualdemands.Thisprocessis portrayed as an
(Kolb,1984).Thetheory is builton sixpropositions idealized learningcycle or spiral where the
thatare sharedbythesescholars. learner"touchesall thebases"- experiencing, re-
1.Learning is bestconceivedas a process,notin flecting,thinking, and acting- in a recursive pro-
termsofoutcomes. To improve learningin higher cess thatis responsiveto the learningsituation
education, theprimary focusshouldbe on engag- and whatis beinglearned.Immediate orconcrete
ing students in a process thatbest enhances their experiences are the basis for observations and re-
- a
learning process that includes feedback on the flections.These reflections are assimilated and
effectiveness of theirlearningefforts. As Dewey distilledintoabstractconceptsfromwhichnew
notes,"[E]ducation mustbe conceivedas a con- implications foractioncan be drawn.Theseimpli-
tinuing reconstruction of experience: . . . the pro- cations can be activelytestedand serveas guides
cess and goal ofeducationare one and thesame in creatingnewexperiences. In TheArtofChang-
thing"(Dewey 1897:79). ing the Brain: Enriching Teaching byExploring the
2. All learningis relearning. Learning is best of
Biology Learning, James Zull, a biologist and
facilitated by a processthatdrawsout the stu- founding director ofCWRU'sUniversity Centerfor
dents'beliefsand ideas abouta topicso thatthey Innovationin Teachingand Education(UCITE),
can be examined, tested,and integrated withnew, sees a link betweenELT and neurosciencere-
morerefined ideas. search,suggesting thatthisprocessofexperiential
3. Learningrequiresthe resolution of conflicts learningis relatedtotheprocessofbrainfunction-
betweendialecticallyopposedmodesofadapta- ing(as shownin Fig. 1).
tionto the world.Conflict, differences, and dis-
agreement are whatdrivethelearningprocess.In Putintowords,thefigure illustrates thatcon-
theprocessoflearningone is calledupontomove creteexperiencescomethrough thesensory
backand forth betweenopposingmodesofreflec- cortex,reflective observation involvesthein-
tionand actionand feelingand thinking. tegrative cortex at the back, creating newab-
4. Learningis a holisticprocessofadaptationto stractconceptsoccursin thefrontal integra-
theworld.Notjusttheresultofcognition, learning tive cortex, and active testing involves the
involvestheintegrated functioning of the total per- motor brain. In other words, the learning cycle
son- thinking, feeling,perceiving,and behaving. arises fromthe structure of the brain(Zull
5. Learningresultsfromsynergetic transactions 2002:18-19).
betweenthe personand the environment. In Pi-
aget'sterms, learning occurs through equilibration Theconceptoflearningstyledescribesindivid-
ofthedialecticprocessesofassimilating newex- ual differences in learningbased on thelearner's
Active
^T y^ Premotor/-^^ *\ ^^
W j^XFrontal and / 1 Sensory V ^
/ J motor/ J and ^J^^^. Concrete
Abstract integrate- ^/ / experience
^^f ^postsensory^X^^"
hypotheses~"^^\ cortex ( J*^' ) ) I
CONCRETE
EXPERIENCE
NW N NE
Feeling-Acting Feeling Feeling-Reflecting
Acting-Reflecting
SW S SE
Thinking-Acting Thinking Thinking-Reflecting
Acting-Reflecting
ABSTRACT
CONCEPTUALIZATION
FIGURE2
The Nine-RegionLearningStyleTypeGrid
CONCRETE
EXPERIENCE
NW N NE
Feeling-Acting Feeling Feeling-Reflecting
Acting-Reflecting
10.1% 6% 5.1%
SW S SE
Thinking-Acting Thinking Thinking-Reflecting
Acting-Reflecting
ABSTRACT
CONCEPTUALIZATION
FIGURE3
LearningStyles MBAStudents(N = 1286)
of
CONCRETE
EXPERIENCE
NW N NE
Feeling-Acting Feeling Feeling-Reflecting
Acting-Reflecting
SW S SE
Thinking-Acting Thinking Thinking-Reflecting
Acting-Reflecting
ABSTRACT
CONCEPTUALIZATION
FIGURE 4
Learning Style Distributionof CIA Graduating Students (N = 216)
TABLE2
Year
CIA Students'LearningStyleat the Beginningofthe Freshmanand Junior
Freshman(2000) (2001)
Junior
LSI Scores n M SD M SD ta
a
Significancelevels are forpaired sample t testsas two-tailedtests.
*p < .05.**p < .01.
CONCRETE
EXPERIENCE
NW N NE
Feeling-Acting Feeling Feeling-Reflecting
Acting-Reflecting
SW S SE
Thinking-Acting Thinking Thinking-Reflecting
Acting-Reflecting
ABSTRACT
CONCEPTUALIZATION
FIGURE 5
Case 2002 Undergraduate Freshman LSI Distribution (N = 288)
recall Dewey's descriptionofthe scientificworker lyticskills makes sense in that its mission is to
who "operates with symbols,words and mathe- prepare studentsforcareers thatrequireabstrac-
matical signs" and the artistwho "does his think- tionand analysis. However,to learn skills outside
ing in the veryqualitativemedia he worksin." of theirhome region,learners need to move to
The verysimilarlearningspace distributions of otherregionsand thelearningprocessforany skill
Case undergraduateand MBA studentssuggest requirestheabilityto movethroughtheexperienc-
theinstitutional exosysteminfluenceoftheuniver- ing,reflecting,
thinking,and actingcycle.To fully
sity'sresearchmissionand cultureon thelearning develop thewhole personrequiresan educational
spaces experiencedbystudents.Bothstudentsand culturethatpromotesdiverselearningspaces and
facultyare selected for their abstract learning locomotionamong them.
skills, so it is not surprisingthat the university
learningspaces would predominatein the south- CREATING LEARNING SPACES FOR THE
ernregions.
ENHANCEMENT OF EXPERIENTIAL LEARNING
As the undergraduatedata on learning skills
and learningregionssuggest,the nine regionsof The enhancement of experiential learning in
the experiential learning space are associated highereducationcan be achieved throughthecre-
withspecificlearningprocesses.The learningpro- ation of learning spaces that promotegrowth-
cesses in each regionare in turnmosteffective for producingexperiencesforlearners.A centralcon-
theachievementofcertainlearningoutcomes.For cept in Dewey's educational philosophy is the
example,thefeeling-oriented northernregionsare continuumofexperiencein whichexperiencesthat
most effectivefor learning interpersonalskills, promoteor inhibitlearningare arrayed."The be-
while the thinking-oriented southernregions are lief that all genuine education comes about
mosteffectiveforlearninganalyticand quantita- throughexperiencedoes notmean thatall experi-
tive skills. Individuals' learning styles represent ences are genuinelyeducative. . . For some expe-
their preferencesfor particular regions of the riencesare mis-educative.Anyexperienceis mis-
learningspace, theirhomebases so to speak. That educative that has the effectof arresting or
Case specializes in education forabstract,ana- distortingthe growthof furtherexperience . . .
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in Professional
In thelast chapterofInnovation vision thatstartswitha commitment to experien-
Educationtitled"WhatifLearningWerethePur- tial learningwithrigorousscholarshipin under-
pose ofEducation" Cowen,& Kolbf1995),
(Boyatzis, graduate, graduate and professional education
we proposedfivedesignprinciples tohelpeduca- programstoproduceeducated learners- educated
focuson thepromotion
tionalinstitutions oflearn- learners who are awake to new possibilities"
ing. (Campus News,2003:2).
To support thenewSAGEScurriculum, Case has
1. Evaluationofeducationalstructuresand pro-
launcheda 5-yearfaculty development program to
cesses againstpromotionoflearningcriteria.
be organizedand deliveredthrough CenterforIn-
2. Longitudinal outcomestudiesto determine
learning valueadded. novationin Teachingand Education(UCITE).Ac-
3. Becoming institution.
a learner-centered cordingto theplan ofthisprogram, a totalof80
4. Continuousresearchand inquiryabout the facultymembersacross the university will un-
learningprocess. dergoan intensedevelopment onhowtodevelopa
5. Becominga learningorganizationthrough courseorothereducationalexperiences
continuous conversation.
stakeholder particular
based onexperiential learningovertheperiodof5
The institutionaldevelopmentprogramto pro- years.In thisprogram, faculty members meetreg-
moteexperientiallearninginitiatedbyCase West- ularlyto discuss the philosophyof experiential
ernReserveUniversity (Case) providesan example learning,themethodsofimplementation thatre-
ofthisholisticapproach.In October2000the Case spondto theneeds oftheindividualschoolsand
presidentand provostcreatedthePresident'sCom- departments, thecoursestructure thatneedstobe
missionon UndergraduateEducationand Life.The putinplace,theteachingmethods thatlendthem-
Commission's report recommended that Case selvestomeeting thegoals,and assessmenttech-
adopt a philosophyof experientiallearning,en- niques.Inan effort tocoordinate and support such
capsulated in the mission/value statement that university-wide institutionaldevelopment initia-
"CWRUgraduates studentswho have discovered tives,the new presidentcreatedthe Centerfor
and are realizing theirown uncommonpotential InstitutionalResearch(CIR),a collaborative effort
through the University'suniquely transformative toexpand institutional research support forall sec-
environment and its philosophythateducation is torsoftheuniversity. Itsprimary roleis toprovide
best accomplished throughexperience" (Presi- information about the university's students, fac-
dent'sCommission,2001:2). Buildingon the Com- ulty,staff,programs and environment to support
missionreport, universityfacultydeveloped an ex- decisionmaking, policyanalysis,institutional as-
perimental undergraduate curriculum called sessment, and strategicplanning. The Case initia-
Seminar Approachto General Education Studies tivetoenhanceexperiential learningintheunder-
(SAGES).The SAGES 2-yearpilotprogramwas cre- graduate curriculumintegratinginstitutional
ated as part of curriculumrevisionof the under- development activitiesthrough a leadership vision
graduate General Education Requirements (GER) serves as an example forthe creation of educa-
of College of Artsand Sciences proposed by the tionallearningspaces thatpromotelearningin
commission.Followingtheproposednew GER rec- highereducation.
ommendations,SAGES was designed to fosterin
studentsbreadthas well as specialized knowledge
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