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Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle

Research output: Contribution to Journal/Magazine › Journal article

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Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle. / Mughal, Farooq; Zafar, Aneesa.
In: International Journal of Learning and Development, Vol. 1, No. 2, 2011, p. 27-37.

Research output: Contribution to Journal/Magazine › Journal article

Harvard

Mughal, F & Zafar, A 2011, 'Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle', International Journal of Learning and Development, vol. 1, no. 2, pp. 27-37. https://doi.org/10.5296/ijld.v1i2.1179

APA

Mughal, F., & Zafar, A. (2011). Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle. International Journal of Learning and Development, 1(2), 27-37. https://doi.org/10.5296/ijld.v1i2.1179

Vancouver

Mughal F, Zafar A. Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle. International Journal of Learning and Development. 2011;1(2):27-37. doi: 10.5296/ijld.v1i2.1179

Author

Mughal, Farooq ; Zafar, Aneesa. / Experiential Learning from a Constructivist Perspective : Reconceptualizing the Kolbian Cycle. In: International Journal of Learning and Development. 2011 ; Vol. 1, No. 2. pp. 27-37.

Bibtex

@article{2875c384e8104c43953242abd427821e,
title = "Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle",
abstract = "The aim of this paper is to critically analyze Kolb{\textquoteright}s theoretical model on experiential learning from a constructivist perspective by relating it to more contemporary practices in the field of experiential education. It has been observed that the experiential learning phenomenon has been overwhelmed by individualistic views and overly deterministic intents of reconceptualization. In particular, this paper investigates the deficiencies in Kolb{\textquoteright}s experiential learning cycle by comparing it with alternate conceptions to learning proposed by Fenwick (2001). The discussion further develops a theoretical critique based on assumptions compiled after a theoretical discourse of the literature enlisting factors which question the effectiveness of the learning cycle. Lastly, the authors propose modifications in the concept of experiential learning by identifying the environmental and structural constraints which may affect the effectiveness of the experiential learning process.",
keywords = "experiential learning, constructivism , Kolb's experiential learning cycle",
author = "Farooq Mughal and Aneesa Zafar",
year = "2011",
doi = "10.5296/ijld.v1i2.1179",
language = "English",
volume = "1",
pages = "27--37",
journal = "International Journal of Learning and Development",
issn = "2164-4063",
publisher = "Macrothink Institute",
number = "2",

}

RIS

TY - JOUR

T1 - Experiential Learning from a Constructivist Perspective

T2 - Reconceptualizing the Kolbian Cycle

AU - Mughal, Farooq

AU - Zafar, Aneesa

PY - 2011

Y1 - 2011

N2 - The aim of this paper is to critically analyze Kolb’s theoretical model on experiential learning from a constructivist perspective by relating it to more contemporary practices in the field of experiential education. It has been observed that the experiential learning phenomenon has been overwhelmed by individualistic views and overly deterministic intents of reconceptualization. In particular, this paper investigates the deficiencies in Kolb’s experiential learning cycle by comparing it with alternate conceptions to learning proposed by Fenwick (2001). The discussion further develops a theoretical critique based on assumptions compiled after a theoretical discourse of the literature enlisting factors which question the effectiveness of the learning cycle. Lastly, the authors propose modifications in the concept of experiential learning by identifying the environmental and structural constraints which may affect the effectiveness of the experiential learning process.

AB - The aim of this paper is to critically analyze Kolb’s theoretical model on experiential learning from a constructivist perspective by relating it to more contemporary practices in the field of experiential education. It has been observed that the experiential learning phenomenon has been overwhelmed by individualistic views and overly deterministic intents of reconceptualization. In particular, this paper investigates the deficiencies in Kolb’s experiential learning cycle by comparing it with alternate conceptions to learning proposed by Fenwick (2001). The discussion further develops a theoretical critique based on assumptions compiled after a theoretical discourse of the literature enlisting factors which question the effectiveness of the learning cycle. Lastly, the authors propose modifications in the concept of experiential learning by identifying the environmental and structural constraints which may affect the effectiveness of the experiential learning process.

KW - experiential learning

KW - constructivism

KW - Kolb's experiential learning cycle

U2 - 10.5296/ijld.v1i2.1179

DO - 10.5296/ijld.v1i2.1179

M3 - Journal article

VL - 1

SP - 27

EP - 37

JO - International Journal of Learning and Development

JF - International Journal of Learning and Development

SN - 2164-4063

IS - 2

ER -