Improving Field Education Through Kolb Learning Theory

Abstract

This article explores ways that application of David Kolb’s learning style model can improve the quality of field education. It first explains Kolb’s theories concerning preferred learning styles, the need to complete four learning stages in sequence (concrete experience, reflective observation, abstract conceptualization, and active experimentation), and combinations of preferred learning styles in quadrants. It then reports on the authors’ research involving 45 students and 40 field supervisors at the University of Minnesota, Duluth, in 1995–96. Findings about the preferred learning styles of students and supervisors, along with variables that affect learning styles and student satisfaction with the field experience, have already improved student–supervisor relationships locally and have implications for social work field programs elsewhere.

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