Kolbs model (based on experiential learning theory) identifies four modes in the learning cycle:

y y y y

Concrete Experimentation Reflection Abstract Conceptualization Active Experimentation.

Basically, this is a fancy way of saying that we learn by:

y y y y y

Doing something (Concrete Experimentation) Thinking about it (Reflection) Doing some research Talking with others and applying what we already know to the situation (Abstract Conceptualization) Doing something new or doing the same thing in a more sophisticated way based on our learning (Active Experimentation).

Kolbs holistic model builds on the earlier work of prominent scholars on human learning and development, but it doesnt say much about the value of social connection and the possibilities for more of these connections made available through online technologies. We have expanded on it to include some of the big picture influences that are important in the learning process. These include your values and cultural influences, the values of the institution and the learning community created by the instructor, your peers and your support network. To add relevance to online learning, we have also incorporated Honey and Mumfords learning types associated with Kolbs model and weve associated some of the online learning activities which may be particularly appealing for the learning types identified. Honey and Mumford (1982) identified four learning types associated with Kolbs modes in the learning cycle:
y y y y

Activists Reflectors Theorists Pragmatists.

These might be considered approaches to learning. Other learning styles theorists have developed models based heavily on the processes involved in perceiving and processing new information. Howard Gardners theory on multiple intelligences is an example of this. Kolb identified two separate learning activities that occur in the learning cycle:
y y

perception (the way we take in information) and processing (how we deal with information).

This is represented on the diagram as two axis dividing the cycle into four quadrants. Each quadrant represents different learning processes as follows:
y y y

Converging processes relate to bringing a number of perspectives to finding a single answer usually right or wrong. You may use this way of thinking in a scientific context. Diverging processes are about generating a number of accounts of different experiences. Typically, these are more creative processes. Assimilating processes describe (roughly) the taking in of new knowledge.

Accommodating processes describe (again, roughly) the related of the new knowledge to our prior experiences and beliefs.

5 Stages of Learning
1. The first stage in the learning process is called priming. This is when the foundation of neural networks is established through prior learning and preparation. Teachers may prime their students in any of a number of ways: by recapping the previous lesson, for example; or by making sure that their students are in a proper learning mood; or perhaps simply by giving an overview of the new lesson at hand. 2. The second stage is called acquisition. Inside the classroom, this is the stage wherein new information is presented (by the teacher) through direct instruction and acquired (by the student). 3. The third stage is called elaboration, when neural connections are enhanced. This is when new information is clarified through discussion or, in the case of discovery, through experimentation or perhaps through further research. Teachers should actually welcome and encourage questions from students, because these indicate effort at elaboration. 4. The fourth stage is called incubation. This is when the neural connections are strengthened through repetition, rest and emotional intensity. There is simply no way of bypassing or fasttracking this stage: it must be allowed its own time and pace. This is one reason why subjects are generally taught in three one-hour sessions per week. 5. The last stage is called integration. This is when the student is able to attach personal meaning to the new information and to make personal use of it, so that it becomes a genuine or real part of his/her life. This stage is often accompanied by an illumination or an aha! experience: when the new information clicks into place inside the student s brain.