In the context of experiential learning, which developed around the concepts of experiential learning according to Kolb's theory, which posits that learning can only take place when a learner experiences the information which has been given to him or which he discovers through experience, the aim of this chapter is to contribute to the development of an architecture of learning activities. The study explores how Kolb's four learning styles can be integrated into online learning activities, the aim of which is to improve learner engagement and success. The authors emphasize the importance of considering learners' learning styles in the design and presentation of online learning activities. First of all, they address the perception dimension (concrete and abstract and vice versa) using two inductive and deductive approaches and in a practical manner within the framework of modular teaching.
TopTheoretical Frame
Kolb's theory of experiential learning was still a topic of interest to many educational researchers (David A. Kolb, Alice Y. Kolb, Roger Fry, Bernice B. Wong, David B Swanson, Peter Senge, Donna Goldhawk). This theory remains relevant and of continuing interest in the field of education because of its potential to improve the effectiveness of teaching and learning, as well as meet the individual needs of learners. Recent research has continued to explore and adapt this theory to various educational contexts, including: personalization of instruction, professional development, applications in online education, improvement of teaching and learning (Cajian and Burke, 2016).
Our research work aims to deepen knowledge of Kolb's experiential learning model, model typologies and associated learning styles and to identify how its styles integrated into activities can be used to improve learners' performance in the area of learning. (Dunn, Griggs, Oison, Beasly, & Gorman, 1995) (Nelson et al., 1993).
The theoretical study explores experiential learning according to Kolb, its foundations, the Kolb cycle then the concrete and the abstract extracted from the cycle and the two inductive and deductive approaches which will form the basis of the practical study which consists of proposing a scenario for conceptualizing an online learning activity.