What Impact would Kolb’s Learning Styles and Bloom’s Taxonomy have on Adult Learners? John Sitka III
Liberty University, Lynchburg Virginia
Abstract
Most adults learn because they want to increase their knowledge. They come with various life experiences and levels of knowledge from the well-educated to the illiterate. When an educator presents a course of instruction or a curriculum, he should try addressing the different styles of learning and include different levels of learning for their students. This increases their ability to retain that new information or skill. This paper will focus on the use of Kolb’s Experimental Learning Theory and the use of Bloom’s Taxonomy with both of the revised portion of the Cognitive domain and the standard Affective and Psychomotor domains of the learning objectives, as it relates to the adult learner.
What Impact would Kolb’s Learning Styles and Bloom’s Taxonomy have on Adult Learners? Introduction
Adult learners come from a variety of backgrounds and require a multi-theoretical approach. Both Kolb’s Learning Styles and Bloom’s Taxonomy theories have been researched and are considered satisfactory for the diversity of subjects in adult education, i.e., art, music, nursing, physic, mathematics, engineering, and librarian studies. (e.g. Ari, 2011; Booth, Jansen & Smith, B., 2009; Boussiakou, Boussiakou, & Kalkani, 2004; Nasstrom, 2009; Warwick, 2008)
The objectives of this paper are to: (1) discuss what motivate students to learn (Kroth, 2007; Holton III, Knowles, Swanson, 2011), (2) determine effectiveness of Kolb’s learning styles and it usefulness for retention (Baldwin & Sutliff, 2001; Lalley, Miller, 2007; Warwick, 2008), (3) determine the effectiveness of Blooms Taxonomy (Green, 2010), and (4) evaluate and discuss the integration of these two methodologies and their implications for learning methods of retention by instructional methods.
Research Question
What Impact would Kolb’s Learning Styles and Bloom’s Taxonomy have on Adult Learners?
Hypothesis
Integrating these two theories will help the educator provide a wide variety of adult learners with diverse level of knowledge and experience, in order to achieve success in their educational goals.
Theoretical Framework
being develops task analysis. The Social Learning Theory utilizes observational learning in teambuilding through the process of efficacy and agency. Piaget’s Cognitive Theories on Structuralism relates to schemas for methods of thinking, mental operation and scaffolding which allow students to build on their knowledge for assimilation and adaption of new information. (Miller 2011)
Kolb’s Experiential Learning Styles is a cognitive process that provides a way to understand individual’s different learning styles and an explanation of the cycle of experiential learning. The learning styles model is the base of Kolb’s initial work in management of
education. The theory uses conflicts and disagreements to drive the learning process as the learner moves between modes of action, reflection, feeling, and thinking.
The theory suggests that it is a holistic process that results from synergistic interactions with the environment and people making choices as to which parts of the environment to engage. The model sequence contains four different learning styles stages in the cycle that are named: 1. Concrete Experience - (CE), 2. Abstract Conceptualization - (AC), 3. Reflective Observation - (RO) and 4. Active Experimentation - (AE); in addition to, four-type definition of learning styles: a. diverging (CE/RO), b. assimilating (AC/RO), c. converging (AC/AE), and d. accommodating (CE/AE). (Avery, Baldwin, & Sutliff, 2001; Bergsteiner, & Neumann, 2010; Sierra Training Associates, Inc. 2007; Warwick, 2008)
Bloom's Taxonomy is a classification of learning objectives within education which were designed to improve communication between educators about the design of curricula and
educational system. (Ari, 2011; Booth, et al. 2009; Boussiakou, et al. 2004; Nasstrom, 2009; Warwick, 2008)
The taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor. Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of the taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. A revised version of the taxonomy was created in 2000 in the Cognitive Domain by Lorin W. Anderson and David R. Krathwohl. (Ari, 2011; Boland, Lane, Pruett, Schopieray & Tansey, 2009; Green 2010; Nasstrom, 2009; Savickiene, 2010)
The differences in these two theories are that the Kolb’s Learning Styles Theory focuses on the style in which a person learns, while Bloom's Taxonomy focuses on the learning
objectives of the course, rather than the individual student. By combining the two theories, an educator could create learning objectives on various levels and domains that would meet the different learning styles of their students. (Ari, 2011; Avery, et al. 2010; Booth, et al. 2009; Boussiakou, et al. 2004; Nasstrom, 2009; Warwick, 2008)
Discussion
According to Holton, et al. (2011), Malcom Knowles Andragogy theory is that adult learners are: autonomous and self-directed, foundation of life experiences and knowledge, goal-oriented, relevancy-goal-oriented, practical (focusing on the aspects of a lesson most useful to them), and adults need to be shown respect. The Adult learner has a variety of reasons for furthering their knowledge. Some of these reason or motivations are; getting a job to supporting the family, the job expected them to go to class, boredom to escape routine, learning a hobby like golfing or sewing, or that maybe they always wanted a degree just for their self esteem. The diversity of adult learners are: male or female, left or right brain oriented, type A or type B personalities, English speaking to very little English, and minimally literate to highly educated.
An educator anticipating the implementation of a curriculum tries to factor in all the variables of the adult learner to come up with a strategy. What are the motivators for an adult in education? Abraham Maslow devolved a Self Actualization theory call the “Hierarchy of
Needs.”(Davies, 1981) Since the educators have control of what takes place in a classroom, they have the ability to meet the needs and motivate their students to the goal of the lesson. Adults are more likely to satisfy their need for learning and self-actualization because their physical and psychological needs have been met. (Holton, et al. 2011, Kroth 2007) However, during the course, an educator will use different techniques such as enthusiasm, questioning techniques and stories to continue to motivate their students.
learning styles. (Baldwin, & Sutliff, 2001; Sierra Training Associates, Inc. 2007; Warwick, 2008) Most of the criticism of Kolb is the Learning Style Inventor (Holton III, et al. 2011) and Avery, et al. (2010) suggests that the syntax of the language in the model may be ineffective. Despite this review, the author did feel that changing the language wouldn’t nullify the use of the model.
A study by Stice (1987) showed 20 percent retention of knowledge when only AC was used, 50 percent with RO and AC, 70 percent with CE, RO, and AC, and 90 percent when all four stages were employed. Retention may be increased when a teacher addresses all learning modes. He finds a similarity between increased learning retention resulting from progress through all four stages of the learning cycle and increased retention when all four of learning styles are employed together.
The taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. A revised version of the taxonomy was created in 2000 in the Cognitive domain by Lorin W. Anderson and David R. Krathwoh. (Ari, 2011; Bernard, et al. 2009; Nasstrom, 2009). Booker (2007) criticism of Bloom’s Taxonomy is based on the belief that it was focused toward higher education because its use of higher orders of thinking modules in the learning objectives categories and not for the K-12 years.
Although research does suggest the use of the both theories together, there is no literature on exactly how this would be accomplished. Table 1 “Integrated matrix of Bloom Taxonomy domains and Kolb Learning Styles activates” is innovated, in that it is a visual integration of the two the theories. This is not an all inclusive depiction; it is based upon the best construct of the verbiage and syntax in the current literature
Educators, when constructing an all encompassing curriculum for the adult learner, could use the reference table of objectives and learning styles to maximize the learning process with a diversity of modalities for learning. By using such a table, the educator can begin at the lowest level of learning objectives, and employ the various activates for the different styles. As the course of instruction progresses, increase the level of learning using the various activates all where higher level of learning take place, along with the associated activity.
Conclusions
Table 1is not just an integration of the two theories; it is also a visual integration of the research of those theories. The educator can not only to prepare new or revise existing
curriculum with the learning objectives, but can also integrate a related activity with the lesson to maximize the experience and retention.
Some student are better readers that others, some work better with their hands, some are better listening to lectures and some learn better from visual stimulation. The literature suggests that there is no complete theory for the process of learning. Other research articles have
established that there is a statistical significance for student quality and retention when incorporating both the Kolb theory and Bloom Taxonomy.
process (Ari, 2011; Bernard, et al. 2009; Boland, et al. 2009; Nasstrom, 2009; Savickiene, 2010). However, incorporating other theories into Kolb and Bloom has not been fully studied or
researched. (Ari, 2011; Avery et al. 2010; Booth, et al. 2009; Boussiakou, et al. 2004; Nasstrom, 2009; Warwick, 2008)
Biblical Worldview Implications
According to Steppingstones to curriculum (Van Bummelen 2002),the use of learning styles and phases of learning recognizes that educators are aware of their student’s different abilities for learning. That focusing on one learning schema should not be rigidly applied, but should consider other methods of learning.
Van Bummelen recognizes the natural rhythm to learning in order to devolve a balanced curriculum. On p. 112, he presents a chart depicting The Four Phase of Learning which is arranged using the Kolb Learning Styles, but with different names: 1. Setting the Stage is Diverging (CE/RO), 2. Disclosure is Assimilating (AC/RO) 3. Reformulation is converging (AC/AE), and 4. Transcendence is Accommodating (CE/AE). Each phase describes the activities that the teacher may use to facilitate that phase of the learning and recommended participation activities for the student.
Van Bummelen viewed of these theories as teacher recognizing and understanding student diversity, the respect for their varied backgrounds and their gender. Our Lord demonstrated love and respect for individuals when He taught during His time on earth. A responsible Christ-centered educator will also demonstrate these same behaviors to love and respect their students by utilizing and integrating learning methodologies and theories, reaching out to as many them of as possible.
Applications and Recommendations
The focus of this paper is based on the Kolb’s Learning Styles Theory and Blooms Taxonomy Learning Objectives Theory as it relates to the enhancement of the adult learning experience. One aspect that did not get explored was the use of Multiple Intelligence Theory in conjunction with the previous two selected theories. Had further research been done on
incorporating and examining all three theories, a potentially more powerful theoretical
framework for the adult learning experience could have resulted. (Alkan, Ozgen, & Narli, 2011; Kuhn, 2008; Sierra Training Associates, Inc., 2007)
Other theories that were touched on, but not fully explored or incorporated, were Maslow's Hierarchy of Needs and Dale’s Cone of Learning. The use of Maslow's hierarchy of needs would be used to explore the motivation and drive of the adult learning and why they want to learn. Dale’s Cone of Learning was used as a theory on how the learner takes in the
References
Alkan, H., Ozgen, K., & Narli, S. (2011). In the context of Multiple Intelligences Theory, intelligent data analysis of learning styles was based on rough set theory. Learning and Individual Differences, 21(5), 613-618 Retrieved from
http://dx.doi.org.ezproxy.liberty.edu:2048/10.1016/j.lindif.2011.07.012
Ari, A. (2011). Finding acceptance of Bloom's Revised Cognitive Taxonomy on the international stage and in Turkey. Educational Sciences: Theory and Practice, 11(2), 767-772
Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ927376 Avery, G. C., Bergsteiner, H., & Neumann, R. (2010). Kolb’s experiential learning model:
critique from a modelling perspective. Studies in Continuing Education 32(1), 29-46. Retrieved from
http://www.informaworld.com.ezproxy.liberty.edu:2048/openurl?genre=article&id=doi:1 0.1080/01580370903534355
Baldwin, V. & Sutliff, R. I. (2001). Learning Styles: teaching technology subjects can be more effective. The Journal of Technologies Studies, 27(1). Retrieved from
http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2001/sutliff.html Boland, E., Lane, F., Pruett, S. R., Schopieray, S. & Tansey, T. N. (2009). Examining
technology-enhanced coursework in rehabilitation counselor education using Bloom's Taxonomy of learning. Rehabilitation Education, 23(2), 107-118. Retrieved from
b39a3f-09fe-4dcf-a76f-25d60f0c48fc%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaX Rl#db=eric&AN=EJ932742
Booth, D., Jansen, B. J., & Smith, B. (2009). Using the taxonomy of cognitive learning to model online searching. Information Processing and Management, 45, 643–663. Retrieved from http://faculty.ist.psu.edu/jjansen/academic/pubs/jansen_using_the_taxonomy_of_cognitiv e_learning_to_model_online_searching.pdf
Booker, M. J. (2008) A roof without walls: Benjamin Bloom's Taxonomy and the misdirection of American education. Academic Questions, 20(4), 347-355. Retrieved from
http://dx.doi.org.ezproxy.liberty.edu:2048/10.1007/s12129-007-9031-9
Boussiakou, I. K., Boussiakou, L. G., & Kalkani, E. C. (2004). Application of educational theories in restructuring an introductory course in renewable energy engineering. European Journal of Engineering Education, 29(3), 401-413. Retrieved from
http://www.informaworld.com.ezproxy.liberty.edu:2048/openurl?genre=article&id=doi:1 0.1080/0304379032000157286
Davies, I. K., (1981). Instructional Technique. Dallas Texas: McGraw-Hill
Fadel, C. (2008). Multimodal learning through media; what the research says. Cisco Systems, Inc. Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf
Green, K. H. (2010). Matching Functions and Graphs at Multiple Levels of Bloom's Revised Taxonomy. PRIMUS, 20(3), 204-216. Retrieved from
Holton III, E. F., Knowles, M. S., & Swanson, R. A. (2011). The Adult Learner, Seventh Edition: The definitive classic in adult education and human resource development. Kidlington Oxford: Butterwort-Heinemann
Kroth, M. (2007). Maslow--Move aside! A heuristical motivation model for leaders in career and technical education. Journal of Industrial Teacher Education, 44(2), 5-36. Retrieved from http://www.eric.ed.gov/PDFS/EJ830477.pdf
Kuhn, M. S. (2008) Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ824518 Lalley, J. P., Miller, R. H. (2007). The Learning Pyramid: does it point teachers in the right
direction? Education, 128(1) 64-79. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtS earch_SearchValue_0=EJ790160&ERICExtSearch_SearchType_0=no&accno=EJ79016 0
Lord, T. (2007). Society for College Science Teachers: Revisiting the Cone of Learning--Is it a reliable way to link instruction method with knowledge recall? Journal of College Science Teaching. 37(2), 14-17. Retrieved from
http://www.nsta.org.ezproxy.liberty.edu:2048/publications/browse_journals.aspx?action= issue&id=10.2505/3/jcst07_037_02
Miller, P. H., (2011). Theories of Developmental Psychology. New York, New York; Worth Publishers
Method in Education, 32(1), 39-51. Retrieved from
http://www.informaworld.com.ezproxy.liberty.edu:2048/openurl?genre=article&id=doi:1 0.1080/17437270902749262
Savickiene, I. (2010). Conception of learning outcomes in the Bloom's Taxonomy affective domain. Quality of Higher Education, 7, 37-59. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ900258
Sierra Training Associates, Inc. (2007). Adult Learning Theories and Practices. Retrieved from http://www.sierra-training.com/pdf/adultlearning.pdf
Stice, J. E. (1987). Using Kolb's learning cycle to improve student learning. Engineering Education, 77(5), 291-296.
Van Brummelen, H. (2002). Steppingstones to curriculum, 2nd Ed. Colorado Springs: Purposeful Design Publications.
Van Hook, S. R. (2008). Theories of intelligence, learning, and motivation as a basic educational praxis. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED501698 Warwick, J. (2008). Academic libraries as a context for teaching mathematical modeling.
Table 1
Integrated matrix of Bloom Taxonomy domains and Kolb Learning Styles activates
B
B
l
l
o
o
o
o
m
m
T
T
a
a
x
x
o
o
n
n
o
o
m
m
y
y
K
K
o
o
l
l
b
b
’
’
s
s
L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g
S
S
t
t
y
y
l
l
e
e
s
s
Diverger Assimilator Converger Accommodator
Behavior Descriptions Learning Objective Descriptions Cognitive Domain Remembering Recall previous learned information. defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. "War/Sea" stories; Lecture Information and facts; Reading; Lecture
Demonstrations Examples; Teach yourself
Understanding Comprehending the meaning. comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Discussion; Questioning; Socratic dialog Organizing; Reading; Homework problems; Demonstrations
Do it themselves; Field trips; Teach yourself
Applying
Use a concept in a new situation or unprompted use of an abstraction. applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Journals; Discussion Library Work; Organizing Homework problems; Laboratory ; Simulations; Experiment; Record
Do it themselves; Self-select projects; Work experience Analyzing Separates material or analyzes, breaks
down, compares, Role playing; Case studies;
Reading;
Organizing; Laboratory ; Simulations;
B
B
l
l
o
o
o
o
m
m
T
T
a
a
x
x
o
o
n
n
o
o
m
m
y
y
K
K
o
o
l
l
b
b
’
’
s
s
L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g
S
S
t
t
y
y
l
l
e
e
s
s
Diverger Assimilator Converger Accommodator
Behavior Descriptions
Learning Objective Descriptions
component parts so that its organizational structure may be understood. differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Reference guides Evaluating Make judgments about the value of ideas or materials appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Brainstorming; Role playing; Case studies; Socratic dialog; Debriefing sessions Problem-solving examples; Reference guides Homework problems; Laboratory ; Simulations; Experiment Open-ended problems; Write problems; Simulations Creating Builds a structure or pattern from diverse elements. categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Individual and group projects; Devising plans of
action Organizing Charts and flowcharts Homework problems; Laboratory ; Simulations Design; Write problems; Teach someone else;
Make things work
Affective Domain Receive Open to experience, asks, chooses, describes, follows, gives, holds, Rhetorical questions
In lecture; Lecture; Reading Reports
B
B
l
l
o
o
o
o
m
m
T
T
a
a
x
x
o
o
n
n
o
o
m
m
y
y
K
K
o
o
l
l
b
b
’
’
s
s
L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g
S
S
t
t
y
y
l
l
e
e
s
s
Diverger Assimilator Converger Accommodator
Behavior Descriptions
Learning Objective Descriptions
names, points to, selects, sits, erects, replies, uses.
Respond
React and participate actively
answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Logs; Discussion; Questioning Charts and flowcharts Reference guides Demonstrations;
Record Field trips
Value Attach values and express personal opinions completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Questioning; Brainstorming; Journals; Field trips Model building exercises; Reading; Rules and laws
Homework problems; Experiment Self-select projects; Open-ended problems; Simulations Organization Reconcile internal conflicts; develop value system adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes. Brainstorming; Journals; Case studies; Socratic dialog; Debriefing sessions Organizing Charts and flowcharts Reference guides Laboratory ; Simulations; Experiment Self-select projects; Open-ended problems; Write problems; Simulations; Teach someone else
Internalizing values Adopt belief system and acts, discriminates, displays, influences, listens, modifies, performs, practices, Role playing; Individual and group projects; Devising plans of
B
B
l
l
o
o
o
o
m
m
T
T
a
a
x
x
o
o
n
n
o
o
m
m
y
y
K
K
o
o
l
l
b
b
’
’
s
s
L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g
S
S
t
t
y
y
l
l
e
e
s
s
Diverger Assimilator Converger Accommodator
Behavior Descriptions Learning Objective Descriptions questions, revises, serves, solves, verifies. Reference guides Psychomotor Domain Perception Awareness chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects Observations Reading; Instructor or TV demonstration Reports ; Demonstrations Examples; Demonstrations Set Readiness begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Questioning Analyzing; Reading Homework problems; Demonstrations Teach yourself Guided
Response Attempt
copies, traces, follows, react, reproduce, responds
Logs; Field trips Instructor or TV demonstration
Try it; Experiment;
Record
Do it themselves; Self-select projects;
Simulations
Mechanism Basic proficiency
assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Discussion Questioning Observations Problem-solving examples Laboratory work; Experiment; Record
Teach yourself ; Do it themselves; Self-select projects;
Work experience; Make things work
Complex Overt Response
Expert proficiency
same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more
B
B
l
l
o
o
o
o
m
m
T
T
a
a
x
x
o
o
n
n
o
o
m
m
y
y
K
K
o
o
l
l
b
b
’
’
s
s
L
L
e
e
a
a
r
r
n
n
i
i
n
n
g
g
S
S
t
t
y
y
l
l
e
e
s
s
Diverger Assimilator Converger Accommodator
Behavior Descriptions
Learning Objective Descriptions
Adaptation Adaptable proficiency
adapts, alters, changes, rearranges, reorganizes, revises, varies
Role playing; Case studies; Debriefing sessions
Problem-solving examples; Organizing
Homework problems; Laboratory ; Simulations
Design; Open-ended problems; Write
problems; Simulations; Teach someone else
Origination Creative proficiency
arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates
Individual and group projects; Devising plans of
action
Paper, project proposals;
Patterns
Homework problems; Laboratory ; Simulations
