The Learning Way

By Alice Y. Kolb, David A. Kolb. The Oxford Handbook of Lifelong Learning, Second Edition, 2009

244 citations recorded by the source corpus.

Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process—William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's contributions are foundational for experiential learning and research on meta-cognition. Research on meta-cognition and the role it plays in the learning process are described. The meta-cognitive model is used to describe how fundamental concepts of experiential learning theory—a learning self-identity, the learning spiral, learning style, and learning spaces—can guide meta-cognitive monitoring and control of learning. Meta-cognitive strategies to help individuals improve their learning effectiveness are outlined. Learners can chart their path on the learning way by developing their meta-cognitive learning capacities, and educators can pave the way by placing learning about learning on the agenda of their educational programs.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98b9905f213ba8baae858271f4ec72bbb839d2cb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Experiential Learning Theory as a Guide for Experiential Educators in Higher Education (2022, methodology): “…that if people show systematic variability in their response to different contextual learning demands, one could infer a higher level of integrative development because systematic variation would imply higher order decision rules or meta-cognitive processes (Kolb & Kolb 2009) for guiding behavior.”