The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
The Learning Way: Meta-cognitive Aspects of Experiential Learning
Open accessAbstract
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.
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Cites
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Cited by
Science Education International
(2019) · Science education international · doi:10.33828/sei · Cited by 1,069
Experiential Learning Theory as a Guide for Experiential Educators in Higher Education
Kolb, A. Y., & Kolb, D. A. (2022) · Experiential Learning and Teaching in Higher Education · doi:10.46787/elthe.v1i1.3362 · Cited by 712
“…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.”
BackgroundMethodSelf-citationTransformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods
Slavich, G. M., & Zimbardo, P. G. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9199-6 · Cited by 552
Habets, O., Stoffers, J., Heijden, B. V. D., & Peters, P. (2020) · Sustainability · doi:10.3390/su12187746 · Cited by 319
Craig, S. L., Gardiner, T., Eaton, A. D., Pang, N., & Kourgiantakis, T. (2022) · Social Work Education · doi:10.1080/02615479.2021.1892054 · Cited by 24
Metadata
- Authors
- Kolb, A. Y., & Kolb, D. A.
- Venue
- Simulation & Gaming
- Publisher
- SAGE Publications
- Published
- 2008-10-10
- Volume
- 40
- Issue
- 3
- Pages
- 297-327
- ISSN
- 1046-8781 (ISSN-L)
- 1552-826X
- OpenAlex
- W2142531373
- Cited by
- 614
- References
- 46
- FWCI
- 16.85
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
