Adult Learning Styles: Discussion on Kolb's Theory of Learning Styles and Silver and Hanson's Learning Style Inventory-Kolb's Theory of Learning Styles

Kolb's Theory of Learning Styles

Kolb's theory of learning styles is one of the most well-known and applicable models of experiential learning. While this theory is not specific to adults only, its applicability in
adult learning contexts remains relevant. Mulligan & Griffin (1992) theorize that the reason why Kolb's theory is such most applicable for adult learners is because it has been found successful in an adult learning context. Kolb's model argues for a "dialectical relationship between learner and environment in which two diametrically opposed modes of knowing provide the means through which we appropriate our experience and transform it" (Thorpe, Edwards & Hanson, 1993, p.7). MacKeracher (2004) confirms that as a result of excessive literature on the topic of learning styles, Kolb's model of learning presents one of the more solid theories that can be used in adult learning.

Owing to its success, Kolb's theory has been extensively applied throughout the education field and used to not only justify the importance of experiences in the learner's reflection process but also emphasis the importance of learning style in how people learn (Kearsley, 1996). Kolb first began by illustrating that learning styles could be visualized as a cyclic continuum containing for specific stages. According to Kolb's, there are two dimensions in learning which include; the abstract-concrete dimension and the active-reflective dimension. The abstract-concrete dimension “deals with the taking in of experiences and understanding them either by reliance of conceptual interpretation or by the reliance of tangible felt qualities that the person experiences” (Rothwell, 2008). The active-reflective dimension on the other hand deals with the transformation of what has been taken in through their internal reflection or active external manipulation (MacKeracher, 2004). From this, it is evident that learning requires both the taking in and understanding of experiences through the process of representing the said experiences in the mind as concepts. Kolb however theorized that all learners are not equally skilled in the four types of activities that make up learning therefore giving rise to the various types of learning styles.

Accommodator learning Style

This learning style is characterized by a reliance of feelings in making judgments. The learner is also keen on how to best solve problems based on their own unique nature as opposed to relying on theory. Also, the accommodator learning style lays emphasis on an analytical, conceptual approach in the learning process. Logical thinking and rational evaluation of a particular problem is also common among the accommodator learner. Kolb describes this learner as an adaptive risk taker whose greatest strength is his/her active involvement in activities and new experiences. To best exploit this learning style, Knowles, Holton and Swanson (2005) suggest that the adult instructor should give tasks that encourage independent discovery by the student. This will not only allow the student to become an active participant in the learning process but it will also make use of one of the strengths of accommodators which is their intuitive nature in learning.

Assimilator Learning Style

With this learning style, the dominant learning abilities exhibited are an analytical conceptual approach to learning combined with a tentative, impartial approach to learning (Rose, Kasworm & Ross-Gordon, 2010). McLoughlin (1999) reveals that learners who use this learning style are adept to using abstract concepts and are motivated to find out what there is to learn about a particular subject. In relation to other people, the Assimilator shows little interest in people. They however have a high regard for expert knowledge on the subject of interest and will therefore be more interested in authoritative sources on a subject other than random explorations in the aim of landing on a correct answer. As has been suggested, assimilator learning style requires accurate delivery of information from a knowledgeable source. Lectures might therefore be a very useful method of delivering information. The provision of additional resources that the student can follow up on is also important since the assimilator learner does not enjoy random explorations in search of answers.

Converger Learning Style

The converger learner has an analytical and conceptual approach to the learning process and therefore makes use of logical thinking and evaluation when coming up with solutions. In addition to this, this learner has a high reliance on experimentation and through such practical activities, the learner gains a better understanding of the subject matter. Rothwell (2008) declares that the greatest strength of this learning style is in the practical application of ideas and the great motivation to discover by the learner. However, converger learners are more "things oriented" than "people oriented". This means that they are incapable of empathizing with others and prefer to deal with object that with their fellow students. The relevance of a situation plays a great role in determining he level of attention that the converger gives a particular subject. This student is therefore more equipped to deal with lab work and field work which call for a hands-on active role. The adult educator should therefore take care to articulate the practical application of the subject being discussed (McLoughlin, 1999).

Diverger Learning Style

The main characteristics of this learning style are a strong reliance on individual feelings to make judgments as well as the reliance of careful observation of others and situations so as to form opinions. The diverger learner has a very strong imaginative ability which makes him/her adept at viewing a situation from many perspectives and coming up with multiple feasible solutions. Since the diverger learner is capable of coming up with multiple solutions, brainstorming may be one of the instructional methods that may be most productive for such a person (Comings, Garner & Smith, 2004). Their flexibility and ability to think spontaneously means that a hands-on exploration may be the most stimulating method. Adult educators should therefore ensure that they engage the student with diverger learning style in such ways for optimum results.

Silver and Hanson Learning Styles

Carifio and Everritt (2007) assert that Silver and Hanson's learning style inventory is another credible source of classifications of the adult learning styles. While this classification is not as widely used as Kolb's theory of learning styles, it also offers a credible means by which a learner can assess their learning style

Mastery Style

This learning style is used by active and hands on learners who prefer to be given explicit and sequential directions on the task at hand. Matema (2007, p.156) notes that “mastery learners use their senses as a mode of perception while their thinking process is used to come up with judgments and in the decision making process”. Mastery learning involves high degrees of organization and highly routinized activities where the expectations of the learners are not only clearly defined but also described in a manner that the learner can conceive. Mastery learning also involves a strong practical linkage between the activities been carried out and the outcomes which normally include good grades and positive contribution to jobs and careers.

Interpersonal Style

Interpersonal style involves collaborative and team learning and the interpersonal learner prefers learning about himself/herself and the effect that he/she has on other people lives. Interpersonal learning involves the sensing of the physical nature of the world. This is then used as a mode of perception which is implemented in the judgment and decision making process. Interpersonal learners therefore seek to extend the physical sensations they perceive into images and emotions. As such, these learners are predisposed to connecting the new information they acquire to their own body of personal experiences (Rothwell, 2008). Interpersonal learning involves inculcating a sense of belonging and a reason to believe that each learner is a part of the team which works together in a mutually beneficial manner. The human touch in the delivery of information (knowledge) for the interpersonal learner is very important and for this reason, the teacher plays a very significant role in the learning process. MacKeracher (2004, p.142) reinforces this assertion by her observation that "interpersonal students are strongly motivated by the quality of their relationship to the teacher, other students, parents and friends".

Understanding Style

This style of learning shows a bias for pattern matching, analyzing and evaluation so as to make connections. Understanding learners rely on their intuition as a mode of perception and it is this intuition that makes the learners drawn to ideas rather than the details and abstracts elements. Matema (2007, p.160) reveals that the thinking function in understanding learners creates a "strong need for logical consistency, a commitment to thinking things through and a preference for reason and discovery over demonstration and modeling”. Understanding learning calls for efficiency in learning and the major motivation for the learners is in the need to understand and question the subject matter rather than passively accepting that is given by the teacher as the truth. This learning style is mostly exploited by learners who participate in learning primarily as a means of achieving some other goal (Comings, Garner and Smith, 2004). The adult educator may therefore be required to develop learning situations which foster participation and involvement to allow the learner to play a more active role in the learning process.

Self-Expressive Style

This style involves creativity and inventiveness on the part of the learner. The learner who favors this style will show a strong preference for working on solutions for real-life problems as opposed to abstract examples. The main important factor with self-expressive style is the role that emotion plays in making learning a meaningful venture. Matema (2007, p. 154) asserts that it is through the "processes of imagination, creativity, personal expression, and communication that self-Expressive learners become excited and motivated in the classroom”. Learners who favor this learning style require sustained durations of solitude to implement the ideas that they come up with.