Open University Malaysia Experience in Assessing Experiential Learning using Kolb’s Model

As the world grapples with the pervasive effects of VUCA across various facets of life, including shifting job requirements, the question arises: To what extent can current education adequately equip learners to thrive in a VUCA world? Hence, this paper conducts a comprehensive assessment of learners’ educational experiences within the context of a Master’s project course. The research applies Kolb’s experiential learning theory, encompassing four core dimensions: concrete experience, reflective observation, abstract conceptualization, and active experimentation. These dimensions serve as lenses through which the factors influencing student learning experiences are observed and analyzed. The objective of this study is to gain an understanding of how Kolb’s experiential learning dimensions impact the learners’ educational journey at Open University Malaysia (OUM). Employing a quantitative research approach, data collection relies on the Kolb’s Learning Style Inventory (KLSI) survey instrument. A convenience sampling strategy was adopted, involving the distribution of the survey instrument to 92 postgraduate students affiliated with the Faculty of Technology and Applied Sciences. The responses of 42 students were captured and subjected to descriptive analysis. The findings of this analysis prominently underscore the pronounced influence of ‘reflective observation’ and ‘active experimentation’ as pivotal factors shaping students’ learning experiences, surpassing the impact of the other two dimensions. These findings shed light on the potential to cultivate a dynamic learning environment that not only fosters holistic student growth but also equips them with the requisite skills to thrive in the future job environment characterized by VUCA challenges.