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ABSTRACT
This paper aims to make a limited contribution to Kolb's Experiential Learning Theory. An evaluation has been made of an empirically based personal narrative of the author's experiences, reflections and problems as an instructor of a management elective course at the undergraduate level. The paper examines the process of reflection, correction and learning from the perspective of the instructor and how the issue of race and origin of the student learners' can stimulate or hinder assimilation of knowledge within a classroom. The study reveals that it is essential for an educator to be critically reflective of his/her culture and that of his/her students to be able to assess their learning styles and adopt suitable and appropriate teaching pedagogies within the classroom. This paper draws attention towards types of teaching pedagogies, non traditional methods and aids and their effectiveness in educating students of diverse backgrounds. It provides insights about diversity within classrooms and its impact on teaching, pedagogies and learning styles of both educators and students, by portraying the journey of an educator and her process of self improvement.
Keywords: experiential learning theory; organizational learning course; students; instructor; reflection; learning
INTRODUCTION
There are a variety of models and theories which faculty and students can use to identify and understand their teaching and learning preferences (Wilson and Lee 1989; Krista 2001; Quay 2003; Kolb and Kolb 2005). Among these, Kolb's experiential learning theory (ELT) is effective in explaining the intricacies and complexities of classroom teaching (Kolb 1984). The ELT model and learning style inventory are used to understand the various stages of learning and the different ways people receive and process new information. The ELT model emphasizes a need for learner involvement in all educational activities and, addresses the concept of how experience makes learning meaningful. The learning style inventory is used to match different student learning styles to complex subject matters, understand individual preferences for certain learning experiences and, the adoption of different teaching methodologies which suit various learning styles. Further the ELT model can be used to explore issues pertaining to adult education, participant centered learning, brain learning, curriculum development and faculty development (Krista 2001; Kolb and Kolb 2005), management learning (Carlesson, Keane and Martin 1976; Dixon 1994; Hunt 1987; Lengnick-Hall and Sanders...