Kolb Learning Style Inventory

7058 Words Dec 5th, 2012 29 Pages
The Kolb Learning Style Inventory—Version 3.1 2005 Technical Specifications
Alice Y. Kolb Experience Based Learning Systems, Inc. David A. Kolb Case Western Reserve University May 15, 2005

Abstract
The Kolb Learning Style Inventory Version 3.1 (KLSI 3.1), revised in 2005, is the latest revision of the original Learning Style Inventory developed by David A. Kolb. Like its predecessors, KLSI 3.1 is based on experiential learning theory (Kolb 1984) and is designed to help individuals identify the way they learn from experience. This revision includes new norms that are based on a larger, more diverse, and more representative sample of 6977 LSI users. The format, items, scoring and interpretative booklet remain identical with KLSI 3. The
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In Piaget’s terms, learning occurs through equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience. 6. Learning is the process of creating knowledge. ELT proposes a constructivist theory of learning whereby social knowledge is created and recreated in the personal knowledge of the learner. This stands in contrast to the “transmission” model on which much current educational practice is based, where pre-existing fixed ideas are transmitted to the learner. ELT defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb 1984: 41). The ELT model portrays two dialectically related modes of grasping experience-Concrete Experience (CE) and Abstract Conceptualization (AC)-and two dialectically related modes of transforming experience-Reflective Observation (RO) and Active Experimentation (AE). Experiential learning is a process of constructing knowledge that involves a creative tension among the four learning modes that is responsive to contextual demands. This process is portrayed as an idealized learning cycle or spiral where the learner “touches all the bases”—experiencing, reflecting, thinking, and acting-in a recursive process that is responsive to the learning situation and what is being learned. Immediate or concrete

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