The Learning Flexibility Index: Assessing Contextual Flexibility in Learning Style

This chapter describes the concept of learning flexibility in Experiential Learning Theory and its relationship to integrative learning and adult development. The Learning Flexibility Index (LFI), an improvement over previous measures of learning flexibility, is introduced. We introduce a new measure for calculating learning flexibility based on the Kendall’s Coefficient of Concordance or W. Construct validity for the LFI measure is shown by confirming six hypotheses about the place of the LFI in a nomological net. The LFI is negatively related to age and educational level. Women and those in concrete professions tend to be more flexible. Individuals with an assimilating learning style tend to be less flexible. Learning flexibility is positively related to Akrivou’s Integrative Development Scale. Discriminant validation of the LFI shows that adaptation of learning style to context in the LFI is different than random variation in the Kolb’s Learning Style Inventory (KLSI). Finally, a case studies of individuals with high and low LFI score illustrates how learning style and learning flexibility can combine to produce unique patterns of adaptation to different learning contexts. Implications for future research and practice are discussed. A revised version of this paper will appear in: Rayner, S. and Cools, E. , Style differences in cognition, learning and management: Theory, research and practice. Not to be cited or quoted prior to publication. We are grateful to Alice Kolb for her helpful comments on a previous draft of this paper. We would welcome any comments and suggestions you may have about the paper at dak5@msn.com or garima.sharma. 11@gmail.com . Experiential learning theory (ELT—Kolb 1984) draws on the work of prominent 20 century scholars who gave experience a central role in their theories of human learning and development—notably John Dewey, Kurt Lewin, Jean Piaget, Lev Vygotsky, William James, Carl Jung, Paulo Freire, Carl Rogers and others—to develop a dynamic, holistic model of the process of learning from experience and a multi-linear model of adult development. ELT is a dynamic view of learning based on a cycle of learning with four learning modes—Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC) and Active Experimentation (AE). It is a holistic theory that defines learning as the major process of human adaptation involving the whole person. As such, ELT is applicable not only in the formal education classroom but in all areas of life. The holistic nature of the learning process means that it operates at all levels of human society from the individual, to the group, to organizations and to society as a whole. For forty years research based on ELT has been conducted all around the world supporting the applicability of the model in different cultures, educational specializations, and life contexts. The 2009 Experiential Learning Theory Bibliographies (Kolb & Kolb, 2009a & b) include over 3000 research studies. Most style typologies in cognition, learning and personality conceive of styles as fixed traits or preferences that vary little from situation to situation or over time. The learning style concept in experiential learning theory (ELT—Kolb 1984) is different in that learning style is not conceived as a fixed trait but a dynamic state resulting from synergistic transactions between the person and the environment in a cycle of learning with four learning modes—Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC) and Active Experimentation (AE; See Figure 1). This dynamic state arises from an individual’s preferential resolution of the dual dialectics of the experiential learning cycle— experiencing/conceptualizing (ACCE) and acting/reflecting (AE-RO). Nine distinct learning styles have been identified that can be portrayed on a two dimensional learning space defined by AC-CE and AE-RO (Kolb & Kolb 2005a. See Figure 3 & 4). The stability of learning style arises from consistent patterns of transaction between individuals and learning situations in their life. This process is called accentuation—the way we learn about a new situation determines the range of choices and decisions we see, the choices and decisions we make influence the next situation we live through and this situation further influences future choices.