Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory

an article by Chris Manolis, David J. Burns, Rashmi Assudani and Ravi Chinta (Xavier University, Cincinnati, USA) published in Learning and Individual Differences Volume 23 (February 2013)

Abstract

To understand experiential learning, many have reiterated the need to be able to identify students’ learning styles. Kolb’s Learning Style Model is the most widely accepted learning style model and has received a substantial amount of empirical support.

Kolb’s Learning Style Inventory (LSI), although one of the most widely utilized instruments to measure individual learning styles, possesses serious weaknesses. This study transforms the LSI from a type (categorical measure) to a degree (continuous measure) style of learning style measure that is not only more parsimonious but is also easier to use than the existing LSI.

Two separate studies using samples of engineering and computer science graduate students (Study 1) and undergraduate and graduate students pursuing quantitative degrees (Study 2) culminating in a corroborative multi-sample validation were employed, producing a methodologically sound option to the existing LSI.

Implications for future research and guidance for learning and teaching methods are discussed.

Highlights

► We propose a revised instrument to measure student learning styles.
► We explore existing instruments to measure student learning styles.
► We propose a revised Kolb's Learning Style Inventory.
► An improved instrument is proposed with greater ease of use.
► A continuous scale is proposed to measure learning styles.

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