Learning Styles
Learning style describes the unique ways in which individuals move through the learning cycle, depending on their preferences for four different ways of learning. Due to a person's genetic makeup, life experiences that differ from others, and the demands of the current environment, a preferred method for selecting one of these four ways of learning has been developed.
Data from experimental and clinical research over the years has shown that the original four learning style types - Accommodating, Assimilating, Assimilating, Converging and Diverging - can be further developed into a typology of nine styles.
This typology better identifies the individual-specific patterns of individual learning styles and reduces the confusion created by cases that may fall into either category, as seen in the old 4 style typology.
Kolb first began to notice a fifth "compensatory" style, which identified users scoring at the centre of the Learning Style network, through feedback from users.
The new KLSI 4.0 (Kolb Learning Style Inventory) presents these nine style types by moving the learning style types from 4 pixel to 9 pixel resolution, as described below. The learning style types can be systematically organised in a two-dimensional learning space defined as Abstract Conceptualisation - Concrete Experience and Active Practice - Reflective Observation.
This space, which defines a distinctive kite shape for each style, is shown in the figure on the right:
Kolb Learning Styles
New Version
THE INITIATING STYLE
The Initiating style is characterized by the ability to initiate action in order to deal with experiences and situations. It involves active experimentation and concrete
experience.
The Initiating style people: They thrive in dynamic learning spaces where they can work with others to get assignments done, to set goals and to try out different approaches to completing a project. They prefer teachers who take the role of coach or mentor in helping them learn from their life experiences.
Learning Strengths
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Committing yourself to objectives
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Seeking new opportunities
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Influencing and leading others
Learning Challenges
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Controlling the impulse to act
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Listening to others views
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Impatience
The Experiencing style is characterized by the ability to find meaning from deep involvement in experience. It draws on concrete experience while balancing active experimentation and reflective observation.
The Experiencing style people: They prefer learning spaces rich in interactions and ongoing communications with their friends and co-workers. While they may enjoy working in groups, they also need time to work alone to get things done. It is important that they receive constructive feedback on their
progress at work and in their personal life. It is important for them to have a personal relationship with their teacher.
Learning Strengths
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Building deep personal relationships
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Strong intuition focused by reflection and action
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Open to new experiences
Learning Challenges
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Understanding theory
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Systematic planning
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Evaluation
THE EXPERIENCING STYLE
THE
IMAGINING
STYLE
The Imagining style is characterized by the ability to imagine possibilities by observing and reflecting on experiences. It combines the learning steps of concrete experience and reflective observation.
The Imagining style people: They like working in groups where there is open and free flowing conversation where they can gather information, listen with an open mind, and receiving personalized feed-back. They may enjoy situations that call for generating a wide range of ideas, such as brainstorming sessions. They like teachers who take a facilitating role and are sensitive and creative.
Learning Strengths
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Awareness of people’s feelings and values
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Listening with an open mind
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Imagining the implications of ambiguous situations
Learning Challenges
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Decision making
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Taking leadership
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Timely action
THE
REFLECTING
STYLE
The Reflecting style is characterized by the ability to connect experience and ideas through sustained reflection. It draws on reflective observation while ba-
lancing concrete experience and abstract conceptualization.
The Reflecting style people: They thrive in learning spaces rich in dialogue and discussions, but they are also comfortable learning from lectures, independent projects, and from readings. Because of their preference for deep reflection, they may also need time to reflect and make sense of their experience on their own. They value teachers who provide opportunities for individualand group reflection and who are open to exploring ideas.
Learning Strengths
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Understanding others’ point of view
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Seeing “What’s going on” in situation
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Converting intuitions into explicit explanations
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Gathering information
Learning Challenges
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Initiating action
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Rumination
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Speaking up in groups
THE
ANALYSING
STYLE
The Analysing style is characterized by the ability to integrate and systematize ideas through reflection. It combines reflective observation and abstract con-
ceptualization.
The Analysing style people: They thrive in learning spaces where they can use and develop their analytical and conceptual skills. They may prefer lectures, readings, exploring analytical models, and having time to think things through. They would rather work alone than in groups. They prefer teachers who model their thinking and analysis process in their lectures and interactions with them.
Learning Strengths
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Organizing information
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Being logical and rational
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Building conceptual models
Learning Challenges
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Risk taking
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Socializing with others
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Dealing with lack of structure
The Thinking style is characterized by the capacity for disciplined involvement in abstract and logical reasoning. It draws on abstract conceptualization while
balancing active experimentation and reflective observation.
The Thinking style people: They may learn best in well-structured learning spaces with clear directions and learning agendas. They also thrive in environments in which they can design or conduct experiments or manipulate data. They may prefer to work alone and need time to think things through. A teacher’s expertise in their field is of primary importance to them.
Learning Strengths
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Logical analysis
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Rational decision making
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Analysing quantitative data
Learning Challenges
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Working with people
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Keeping an open mind about your ideas
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“Lost in thought”
THE
THINKING
STYLE
THE
DECIDING
STYLE
The Deciding style is characterized by the ability to use theories and models to decide on problem solutions and courses of action. it combines abstract concep-
tualization and active experimentation.
The Deciding style people: They may learn best in learning spaces where they can experiment with new ideas, simulations, laboratory assignments, and practical applications. They prefer teachers who set clear standards and goals and evaluate with problems and questions that have right or wrong answers.
Learning Strengths
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Problem solving
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Evaluating ideas and solutions
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Setting goals
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Making decisions
Learning Challenges
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Thinking “out of the box”
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Sensitivity to people’s feelings
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Dealing with ambiguity
The Acting style is characterized by a strong motivation for goal directed action that integrates people and tasks. It draws on active experimentation while balancing concrete experience and abstract conceptualization.
The Acting style people: They learn best by on the job learning through discussions with colleagues and working in teams. They prefer teachers with practical real world experience that they can emulate.
Learning Strengths
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Combining technical knowledge and personal relationships
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Focused on getting things done
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Leading work teams
Learning Challenges
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Taking time to reflect
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Solving the right problem
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Gathering and analysing information
THE
ACTING
STYLE
THE
BALANCING
STYLE
The Balancing style is characterized by the ability to adapt; weighing the pros and cons of acting versus reflecting and experiencing versus thinking. It balances
concrete experience, abstract conceptualization, active experimentation and reflective observation.
The Balancing style people: They tend to be more satisfied in learning environments where they can use all four learning modes: learning from lectures, discussions groups, brainstorming sessions, labs and on-the-job learning. Because they are able to adapt to the different learning environments, they can learn from teachers with different teaching approaches.
Learning Strengths
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Flexibility in moving around the learning cycle
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Ability to work with diverse groups of people
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Creative insights
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Learning Challenges
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Indecisiveness
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“Jack of all trades, master of none.”
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Sustained commitment