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The Learning Way: Meta-cognitive Aspects of Experiential Learning
Alice Y. Kolb
and
David A. Kolb*
* To whom correspondence should be addressed. E-mail: dak5{at}msn.com.
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Abstract |
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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.
First published on October 10, 2008, doi:10.1177/1046878108325713
Simulation & Gaming 2009;40:297.
A more recent version of this article appeared on June 1, 2009
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