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conceptualization, and (d) active experimentation. According to Kolb (1984), learners can begin at any point in the cycle and complete the process effectively. The purpose of the learning cycle is to show how reflecting upon their experience allows learners to synthesize their cognitions into new ideas and concepts which are then tested in new situations to assist the learner in making decisions and judgments (Kolb, 1984). This study primarily focuses on the impact the observation and reflective portion of the model has on the entire learning process. Learning Styles In addition to the experiential learning cycle, Kolb (2007) developed a learning style inventory dividing learners into four categories: accommodators, assimilators, convergers and divergers. The inventory categorizes learners by examining the degree to which the individual naturally tends to use reflective observation (RO), abstract conceptualization (AC), active experimentation (AE), and concrete experience (CE) when engaged in the learning process. A higher score in one of these areas signifies a preference for that characteristic when learning. Typical characteristics are then associated with each of the four categories. Individuals preferring AC and AE when learning are categorized as accommodators; individuals who put practiced ideas into action and have an ability to find multiple uses for the information they learn. Learners preferring RO and AC are categorized as assimilators, who use learned information to create larger ideas developing models and theories. Those exhibiting AC and CE preferences are categorized as convergers and are able to see problem situations when learning and who view knowledge as a way to piece together solutions. Individuals who prefer CE and RO are categorized as divergers. These individuals examine situations from multiple perspectives, using new knowledge to create alternative solutions by diverging from traditional patterns. Concrete

An Exploration of Reflection: Expression of Learning Style in an International Experiential Learning Context