Analyzing Models of Learning Preferences

This document analyzes different models of learning preferences, focusing on the Kolb's Learning Cycle and its critique. It also explores the metacognition ability to set explicit and challenging goals and provides strategies to reach these goals and monitor progress. The document discusses the importance of learning styles and how individuals can effectively use metacognitive learning to achieve their goals.

Analyse models of
learning preferences

Table of Contents
Introduction......................................................................................................................................3
Kolb’s Learning Cycle...........................................................................................................3
Critique for Kolb’s learning cycle..........................................................................................4
Metacognition ability to set explicit and challenging goals...................................................4
Strategies to reach these goals and monitor progress towards goals......................................5
Conclusion.......................................................................................................................................5
References........................................................................................................................................7

Introduction
Learning style are various competing contested theories which are aiming to account
different ways in which individuals are learning. All these theories are sharing a proposition that
it is necessary for humans to classify their own learning style which can be different according to
their categories. The basic concept behind this is that individuals differ in the way they are
learning (Kleitman and Narciss, 2019). The idea of learning individually became popular and is
greatly influenced by education despite of the criticism that this idea creates differentiation.
There are a number of models which have been brought forward by various researchers on
theories of learning. It is necessary to understand various styles of learning’s so that while
coaching and mentoring teachers can specifically use their abilities to absorb information.
Examples can be taken where a number of people are learning by seeing something whereas
others are learning by reflecting which is needed to be carried on by learner or coach.
Kolb’s Learning Cycle
The learning cycle of David Kolb was analysed and published in 1984. This cycle had four
different stages which include concrete learning, reflective observation, abstract
conceptualisation and active experimentation. The following cycle provides affective learning
which will help the learners to progress their skills and abilities. The theory also discusses that
learner can enter the cycle at any stage of the cycle and need to follow the logical sequence.
Below described are these four stages of learning:
Concrete learning: First stage consist of con Crete learning or creating and concrete
experience in which learner encounters various new experiences or also reinterpret the existing
experience(Zumbach Rammerstorfer and Deibl, 2020). It is often seen that this could be a new
task for learner where he is exposed to something new and is learning a new way to carry out a
project which they have never seen before.
Reflective observation: The next stage is reflective observation where the learner is
supposed to reflect on the experience they have learned personally. There are a number of people
who are seen reflection and are also learning with the help of real-time absorption of
methodologies and materials. It also helps for individual to understand how can they accomplish
various goals and look upon how it can be applied in various circumstances.

Abstract conceptualization: In abstract conceptualisation individuals are learning from
new ideas and also modifying the current abstract ideas which are present with them (Hwang,
Hsu and Hsieh, 2019). This is basically based on the reflection which is done at the previous
level in the cycle. This policy provides them with an idea to learn how can their learning be
applied on real-world.The concepts are also altered according to the results in order to observe
and attain better results.
Active experimentation: In active experimentation learner is applying various new ideas
that they have learnt to their surrounding and bringing any modification required in order to
enhance their experience. When a learner is actively experimenting the concept of visible action
can be learnt and associated with their experiences, new creative ideas and innovations. This
experience can again become a concrete experience and begin a new cycle to learn more in
future.
When an individual is having information about these stages of learning cycle it will help
in developing the learning experience for them as well as everyone around them. It will also help
in increasing and enhancing their skills and capabilities.
Critique for Kolb’s learning cycle
One of the major criticism for this experimental learning cycle is that it is often seen the
four stages identified by researcher can also occur simultaneously at same time. Also the model
is not sufficiently acknowledging power of reflection on learning. It is also seen that the learner
are often engaged in some stages of the process and are repeating those stages several time
while ignoring other stages. Also reflective learning can be a process which is very complex and
the complexity of this process is not clearly explained in learning cycle(Huang, 2019). The
learning cycle describes it as a simplistic view which is clearly very problematic for learner to
understand. Also the sequence of stages can be reversed or changed depending on the motivation
of learner and differences between individuals which will change the component of this theory
developed by David Kolb. Also empirical evidence to support the model are very little or very
weak. When looking at today’s digital age it is also obsolete. The purpose of e-learning and
instructional design is not supporting computer aided training. According to a number of critics it
is time to develop various new models which will explain all the processes that are occurring
when people are using digital media in order to interact and learn.
Metacognition ability

Metacognition ability to set explicit and challenging goals
Metacognition basically refers to one’s thinking. It is a process which is used to plan,
monitor and assess one’s understanding and their performance. It includes critical awareness
about thinking of oneself as a learner and as a thinker. Meta cognitive approach can help students
to be aware of their strengths as well as weaknesses when they’re working as a learner, reader,
group member or a writer. Metacognition can be effectively put into work as they help in
adapting discipline and also setting up explicit goalsv (Husmann and O'Loughlin, 2019).
Metacognition is effective in reflecting specific learning and also understanding one’s
weaknesses and strengths. When is aware of their weaknesses and strength they can effectively
work on setting up of goals in order to achieve them in time. There are various approaches which
can be used to set up goals with the help of metacognition learning. Metacognition provides self-
regulation which is an important aspect in learning as well as academic performance. Self-
regulated learners are reflective and efficient learners who have cognitive as well as
metacognitive ability in order to motivate themselves and set their goals to be achieved in
stipulated time period.
Strategies to reach these goals and monitor progress towards goals
Metacognitive learning includes a number of strategies such as achievement of goals theory,
self-regulated learning which helps individuals to effectively manage and control their goals. It is
necessary to identify various strategies which will help to track the progress of work and how
can various changes be brought in in order to organise time and plan effectively. There are also
various theories such as performance avoidance goals which will help in critically assessing
development towards goals. Regulation of cognition is an important activity which is helping
students to control their learning. The regulatory skills describe various literature and three
essential activities which are planning, monitoring and evaluating. Planning involves selection of
various strategies and allocation of resources for an effective performance (Hassan and et. al.,
2019). Evaluation refers to appraising ones learning whereas re-evaluated goals in order to reach
to a conclusion. Metacognitive experiences are those experiences which describe conscious
cognitive as well as effective experience which are accompanying various intellectual
experiences. The feeling of judgement in learning are achieved through metacognitive
monitoring which helps a person to respond to the task and changes which are to be brought in
order to achieve goals.

Conclusion
With the help of the above report it can be clearly describe that learning styles are important
for an individual and there are various learning styles which can be successfully adopted by
different individuals according to their needs and requirements. The theory of meta cognitive
learning and various benefits which can be brought by metacognitive learning are to be
effectively used by individuals to reach their goals. They can use it to effectively set up goals for
themselves and reach those goals bringing in various strategies and managing those strategies
efficiently.

References
Books and Journals
Hassan, M.A. and et. al., 2019. Adaptive gamification in e-learning based on students’ learning
styles. Interactive Learning Environments, pp.1-21.
Husmann, P.R. and O'Loughlin, V.D., 2019. Another nail in the coffin for learning styles?
Disparities among undergraduate anatomy students’ study strategies, class
performance, and reported VARK learning styles. Anatomical sciences
education, 12(1), pp.6-19.
Hwang, G.J., Hsu, T.C. and Hsieh, Y.H., 2019. Impacts of different smartphone caption/subtitle
mechanisms on English listening performance and perceptions of students with
different learning styles. International Journal of Human–Computer
Interaction, 35(4-5), pp.333-344.
Huang, T.C., 2019. Do different learning styles make a difference when it comes to creativity?
An empirical study. Computers in Human Behavior, 100, pp.252-257.
Zumbach, J., Rammerstorfer, L. and Deibl, I., 2020. Cognitive and metacognitive support in
learning with a serious game about demographic change. Computers in Human
Behavior, 103, pp.120-129.
Kleitman, S. and Narciss, S., 2019. Introduction to the special Issue “applied metacognition:
real-world applications beyond learning”. Metacognition and Learning, 14(3),
pp.335-342.