Problems and Inconsistencies with Kolb's Learning Styles

By Iain Garner. 2000

155 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c0d2c1e7fac21b3ab62f0f8e82507bdb4ad0aed4

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Learning styles and pedagogy in post-16 learning: a systematic and critical review (2004, background): “As Garner (2000) has argued, self-development is more likely to result from increasing learners’ knowledge of the relative advantages and weaknesses of different models, than from learners being assigned a particular learning style.”
Kolb's experiential learning model: critique from a modelling perspective (2010, background): “The multiperspectival and adaptive aspects of KELT highlight differing learning styles and stages within a learning process, rather than a means of allocating particular learning styles to specific students (Garner 2000).”
Multimodal approaches to reflective teaching and assessment in higher education (2014, background): “In creative disciplines such as the performing and design arts, reflection plays a large part in the learning journey of both student and teacher (Garner, 2000; Kolb & Kolb, 2005).”
The student learning process: Learning styles or learning approaches? (2005, methodology): “Garner (2000) examined Kolb’s learning styles from a psychological perspective, and argued that the concept contained theoretical weaknesses and contradictions.”
Assessing Experiential Learning Styles: A Methodological Reconstruction and Validation of the Kolb Learning Style Inventory (2013, background): “Similarly, the relationship that Kolb believes exists between his learning styles and the Myers–Briggs Type Inventory (which is also based on Jung) has not been observed (Garner, 2000).”
Using concept maps to measure deep, surface and non‐learning outcomes (2007, unknown): “Nevertheless, the literature that reports the evaluation of learning style assessment is mixed and often overtly critical (see, for example, Garner, 2000 ; Coffield et al.”
Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style. (2007, background): “For instance, Garner (2000) criticized Kolb, claiming that his learning styles were synonymous with Jung’s personality types.”
Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005, background): “Nonetheless, in practice and research there is a marked tendency to treat learning style as a fixed personality trait (e.g., Garner, 2000).”
Using concept maps to reveal conceptual typologies (2006, background): “Nevertheless, the literature that reports the evaluation of learning style assessment is mixed and often overtly critical (see for example, Garner, 2000”