The Development of the Kolb Learning Style Inventory (KLSI): Evolution, Validity, Flexibility and Its Application in Education

Taufik Samsuri, Putu Budi Adnyana, I Putu Wisna Ariawan, I Gede Astra Wesnawa

Abstract

The Kolb Learning Style Inventory (KLSI) has progressed through various revisions to refine its validity, reliability, and adaptability as a tool for identifying individual learning styles based on Kolb's Experiential Learning Theory. This study reviews the development of KLSI from its initial version to the latest KLSI 4.0, examining major modifications and their impact on educational applications. Each version addressed previous critiques by enhancing psychometric properties and incorporating features such as adaptive learning flexibility and expanded normative data, making KLSI more relevant across diverse educational contexts. Key findings indicate that while these advancements support more personalised and flexible instructional strategies, certain limitations remain, particularly in capturing learning preferences' dynamic and culturally influenced nature. This study contributes to a comprehensive understanding of KLSI's evolution and its implications for promoting learner-centred education. It highlights future directions for improving its applicability in globalised and diverse learning environments.

10.22178/pos.111-16


Keywords


Kolb Learning Style Inventory; Experiential Learning Theory; Learning styles; Educational application; Adaptive learning

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References


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