Kolb's Four Stage Learning Cycle Theory

Framework The following theories were reviewed to aid in the correct understanding of the study.

Kolb's experiential learning style theory (1974) is typically represented by a four stage learning cycle in which the learner 'touches all the bases', as presented in figure 1 below.

Figure 1. Kolb’s Four-Stage Learning Cycle Theory

Effective and efficient learning is felt when a person grows through a cycle of four phases: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences. Kolb (1974) sees learning

The diverse involvements of the self are a consequence of speckled unconscious generalities about self, becoming overriding at times, in different social or cultural settings. These generalizations, or self-schemas, are fed by various conscious and unconscious inputs, which may be of personal or social origin. Accordingly, self-schemas need not be consistent with each other. Their general organization can fluctuate from being rather disjointed to effectively harmonious. A harmonious level of self-organization manifests in an intuitive sense of self as intending, attending, and expecting according to unified attitudes. A disjointed level of self-organization, alternatively, establishes in a chaos of selfhood, accompanied by a loss of emotional governance. Naturally, the level of self-organization determines the identity of a person, that is, the person’s conscious or intuitive sense of sameness over

This illustrates change as a series of interlocking elements, each interspersed with two break points. Break points are the moments in time when the rules of survival change. The break points also have two phases: Phase I is characterized by experimentation, in which the system attempts to find a connection with its environment. Phase II, the system relishes marvelous development, limited only by the environment that delivers means for that growth. Assuming the system is allowed, this ideal growth without unexpected changes, it eventually consumes those resources. This is often disturbing to conscious schemes; in Land's terms, "nothing fails like success." At this second breakpoint the (successful) system enters a bifurcation: it begins to open up to innovative changes, to accept information or resources that were explicitly rejected in Phase II, and it simultaneously reinvents