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The assimilator would be defined by the two characteristics, namely abstract conceptualization and reflective observation. The individual would perform best in inductive reasoning in addition to being interested more in abstract concepts than people. Kolb and Fry also described these individuals as having a great ability to create theoretical models. The fourth group theorized by Kolb and Fry was the accommodator who would carry the characteristics of concrete experience and active experimentation. These have been described as individuals will be able to intuitively solve problems, and when required to react to immediate circumstances, these individuals would do well. The individuals have also been termed as risk takers and have greatest strength in doing things. Kolb and Fry in there development of the learning styles challenged the concept that learning could be reduced to one dimension such as intelligence.

Barriers/ Motivation to Experiential Learning

There are several barriers that will affect the implementation of experiential learning, such as learners' emotion, as it would affect learner's motivation to participate in the activity. Besides, the design of the activity is very important as learners are adults, they are mostly result-oriented and hence, the outcome of the activities is designed to be useful. Furthermore, the skillfulness of the facilitator is the key barriers if the facilitator cannot show the readiness and the facilitation skills effectively.

Experiential learning is also affected by factors such as the adult motivation to learning. In fact, learning is not only a constituent of experiences but also motivation to learning. Motivation of adult learners is an important aspect to achieving successful adult education. Motivation of the adult learner may be explored in consideration of the characteristics of the adult learner. Adult learners are self-directed and autonomous and therefore the processes with which learning is to be achieved need to foster these principles. In this respect, they are more responsible and need guidance to learn and find knowledge on their own (Lieb, 1991). The adult learner has gone through and accumulated a lot of experiences and knowledge and may require that the learning environment and learning process accommodate these things. Adults will enroll for pursuing academics and courses while knowing clearly what they want, and thus they need to be guided on what to achieve at the end of certain courses before they enroll. Adults are likely to engage in activities and processes, which they see relevance and therefore the learning process must accomplish this. They are practical and need to be shown respect.

Consideration of the reasons why individual adults engage in the learning process is important so as to foster motivation and learning. In order to motivate the adult learner, there is a need to consider some factors including need to accommodate their cognitive interests such as facilitating search of knowledge on their own. Adult learners sometimes need to be considered in their quest to attain relieve of boredom at work and home. The adult learner must be shown the connection of the job towards advancement of the self at the workplace, such as achieve promotion and be able to 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。